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This article reviews the basis and the main aspects of the recent evolution of Broadband Power Line Communications (BB-PLC or, more commonly, BPL) technologies. The article starts describing the organizations and alliances involved in the development and evolution of BPL systems, as well as the standardization institutions working on PLC technologies. Then, a short description of the technical foundation of the recent proposed technologies and a comparison of the main specifications are presented; the regulatory activities related to the limits of emissions and immunity are also addressed. Finally, some representative applications of BPL and some selected use cases enabled by these technologies are summarized, together with the main challenges to be faced. This work was financially supported in part by the Basque Government under the grants IT1426-22, PRE_2021_1_0006, and PRE_2021_1_0051, and by the Spanish Government under the grants PID2021-124706OB-I00 and RTI2018-099162-B-I00 (MCIU/AEI/FEDER, UE, funded by MCIN/AEI/10.13039/501100011033 and by “ERDF A way of making Europe”).

Background To compare the changes in quantitative parameters and the size and degree of 18F-fluorodeoxyglucose ([18F]FDG) uptake of malignant tumor lesions between Bayesian penalized-likelihood (BPL) and non-BPL reconstruction algorithms. Methods Positron emission tomography/computed tomography images of 86 malignant tumor lesions were reconstructed using the algorithms of ordered subset expectation maximization (OSEM), OSEM + time of flight (TOF), OSEM + TOF + point spread function (PSF), and BPL. [18F]FDG parameters of maximum standardized uptake value (SUVmax), SUVmean, metabolic tumor volume (MTV), total lesion glycolysis (TLG), and signal-to-background ratio (SBR) of these lesions were measured. Quantitative parameters between the different reconstruction algorithms were compared, and correlations between parameter variation and lesion size or the degree of [18F]FDG uptake were analyzed. Results After BPL reconstruction, SUVmax, SUVmean, and SBR were significantly increased, MTV was significantly decreased. The difference values of %ΔSUVmax, %ΔSUVmean, %ΔSBR, and the absolute value of %ΔMTV between BPL and OSEM + TOF were 40.00%, 38.50%, 33.60%, and 33.20%, respectively, which were significantly higher than those between BPL and OSEM + TOF + PSF. Similar results were observed in the comparison of OSEM and OSEM + TOF + PSF with BPL. The %ΔSUVmax, %ΔSUVmean, and %ΔSBR were all significantly negatively correlated with the size and degree of [18F]FDG uptake in the lesions, whereas significant positive correlations were observed for %ΔMTV and %ΔTLG. Conclusion The BPL reconstruction algorithm significantly increased SUVmax, SUVmean, and SBR and decreased MTV of tumor lesions, especially in small or relatively hypometabolic lesions.

Inactivated viral preparations are important resources in vaccine and antisera industry. Of the many vaccines that are being developed against COVID-19, inactivated whole-virus vaccines are also considered effective. β-propiolactone (BPL) is a widely used chemical inactivator of several viruses. Here, we analyze various concentrations of BPL to effectively inactivate SARS-CoV-2 and their effects on the biochemical properties of the virion particles. BPL at 1:2000 (v/v) concentrations effectively inactivated SARS-CoV-2. However, higher BPL concentrations resulted in the loss of both protein content as well as the antigenic integrity of the structural proteins. Higher concentrations also caused substantial aggregation of the virion particles possibly causing undesirable outcomes including a potential immune escape by infectious virions, and a loss in antigenic potential. We also identify that the viral RNA content in the culture supernatants can be a direct indicator of their antigenic content. Our findings may have important implications in the vaccine and antisera industry during COVID-19 pandemic.

Background To compare the changes in quantitative parameters and the size and degree of 18F-fluorodeoxyglucose ([18F]FDG) uptake of malignant tumor lesions between Bayesian penalized-likelihood (BPL) and non-BPL reconstruction algorithms. Methods Positron emission tomography/computed tomography images of 86 malignant tumor lesions were reconstructed using the algorithms of ordered subset expectation maximization (OSEM), OSEM + time of flight (TOF), OSEM + TOF + point spread function (PSF), and BPL. [18F]FDG parameters of maximum standardized uptake value (SUVmax), SUVmean, metabolic tumor volume (MTV), total lesion glycolysis (TLG), and signal-to-background ratio (SBR) of these lesions were measured. Quantitative parameters between the different reconstruction algorithms were compared, and correlations between parameter variation and lesion size or the degree of [18F]FDG uptake were analyzed. Results After BPL reconstruction, SUVmax, SUVmean, and SBR were significantly increased, MTV was significantly decreased. The difference values of %ΔSUVmax, %ΔSUVmean, %ΔSBR, and the absolute value of %ΔMTV between BPL and OSEM + TOF were 40.00%, 38.50%, 33.60%, and 33.20%, respectively, which were significantly higher than those between BPL and OSEM + TOF + PSF. Similar results were observed in the comparison of OSEM and OSEM + TOF + PSF with BPL. The %ΔSUVmax, %ΔSUVmean, and %ΔSBR were all significantly negatively correlated with the size and degree of [18F]FDG uptake in the lesions, whereas significant positive correlations were observed for %ΔMTV and %ΔTLG. Conclusion The BPL reconstruction algorithm significantly increased SUVmax, SUVmean, and SBR and decreased MTV of tumor lesions, especially in small or relatively hypometabolic lesions.

Biotin is an essential micronutrient that acts as a co-factor for biotin-dependent metabolic enzymes. In bacteria, the supply of biotin can be achieved by de novo synthesis or import from exogenous sources. Certain bacteria are able to obtain biotin through both mechanisms while others can only fulfill their biotin requirement through de novo synthesis. Inability to fulfill their cellular demand for biotin can have detrimental consequences on cell viability and virulence. Therefore understanding the transcriptional mechanisms that regulate biotin biosynthesis and transport will extend our knowledge about bacterial survival and metabolic adaptation during pathogenesis when the supply of biotin is limited. The most extensively characterized protein that regulates biotin synthesis and uptake is BirA. In certain bacteria, such as Escherichia coli and Staphylococcus aureus, BirA is a bi-functional protein that serves as a transcriptional repressor to regulate biotin biosynthesis genes, as well as acting as a ligase to catalyze the biotinylation of biotin-dependent enzymes. Recent studies have identified two other proteins that also regulate biotin synthesis and transport, namely BioQ and BioR. This review summarizes the different transcriptional repressors and their mechanism of action. Moreover, the ability to regulate the expression of target genes through the activity of a vitamin, such as biotin, may have biotechnological applications in synthetic biology. Refereed/Peer-reviewed

Durante la última década, las compañías eléctricas se han comprometido con una gran evolución en su infraestructura de telecomunicaciones, para proveer soluciones de conectividad por medio de la infraestructura eléctrica, haciendo uso de la tecnología Powerline Communications (PLC). La vasta diversidad de cables de media tensión que se utilizan para este propósito, las diferentes distancias cubiertas, e incluso las diferencias entre tipos de cable viejo (con protección electromagnética,…), y los tipos de cable nuevos, han condicionado el rendimiento real de la red. El propósito principal de este trabajo es estudiar la correlación entre las distancias y el tipo de cable utilizado en este tipo de comunicaciones, y el rendimiento obtenido, con lo que se puedan lograr mejoras en futuras implementaciones. Electric companies have engaged with a great evolution in their telecommunications capabilities during the present decade to improve their telecommunications infrastructure to provide connectivity solutions via the electric infrastructure with the Powerline Communications Technology (PLC). The vast variety of diverse medium voltage cables that are being used for these purpose, the different distances covered, and also the difference between old cables types (electromagnetic shielding, …), and the new cable types, have conditioned the real performance of the network. The main goal of this work is to study the correlation between the distances and cable types being used in this kind of communications, and the performance obtained, so that improvements can be achieved for future deployments. Azken hamarkadan, konpainia elektrikoek telekomunikazio azpiegituran bilakaera handia izan dute konpromisoa, konektibitatearen konponbideak eskaintzeko azpiegitura elektrikoaren bidez, Powerline Communications (PLC) teknologia erabiliz. Horretarako erabiltzen diren tentsio ertaineko kable aniztasun zabala, estaldura desberdinen artean, eta baita kable mota zaharren (babes elektromagnetikoarekin ...) eta kable mota berrien arteko desberdintasunak ere, baldintza egokiak izan dituzte. sarea Lan honen helburu nagusia distantzia eta mota horretako komunikazioen arteko korrelazioa aztertzea da, eta lortu den errendimendua, etorkizuneko inplementazioetan hobekuntza lortzeko.

Treballs Finals de Grau de Farmàcia, Facultat de Farmàcia, Universitat de Barcelona, Any: 2014, Tutor: Francisco J. Pérez-Cano, A les universitats es porta a terme una gran activitat de recerca de manera que la qualitat d’aquesta és un tema cabdal. Les universitats han acabat editant documents on es dicten les pautes d’actuació i realització de les activitats de recerca amb l’objectiu de millorar la qualitat de la seva recerca; és el cas del Codi de Bones Pràctiques en Recerca (CBPR) de la Universitat de Barcelona (UB). Existeixen documents similars, però d’altres àmbits, com és el cas dels Principis de Bones Pràctiques de Laboratori (BPL) que poden ser d’interès per a millorar la qualitat de la recerca. En base a això, s'ha desenvolupat un qüestionari de 80 preguntes que te com a objectiu d'avaluar el grau d’aplicació dels principis de BPL i a l’hora valorar l’actual aplicabilitat del CBPR de la UB i així poder valorar si es fa o no una investigació de qualitat i si aquesta seria millorable per aspectes marcats en documents com els principis de BPL. Aquest qüestionari s'ha aplicat al Departament de Fisiologia i Fisiopatologia de la Facultat de Farmàcia de la UB (Treball Fi de Grau de Farmàcia de Miguel Panzano, 2014)

Con el fin de adaptar la asignatura de Toxicología (tercer curso) a los nuevos planes de estudio europeos del Grado de Farmacia, se han introducido nuevas metodologías activas basadas principalmente en el trabajo personal y en la participación del alumno en el proceso de enseñanza aprendizaje. La introducción de las nuevas metodologías activas tiene como objetivos un aumento de la capacidad de síntesis, análisis y esquematización por parte del alumnado, un aumento de la participación y del trabajo en grupo y la formación en competencias como el manejo de fuentes bibliográficas y la búsqueda de información. El fin último es mejorar la calidad de la docencia aumentando el interés de los alumnos por los conocimientos adquiridos mediante una forma de enseñanza más participativa, dinámica y práctica que además relacione los contenidos teóricos con la práctica en un futuro profesional aportando al alumno una visión más cercana a la realidad. Para incentivar la participación de forma voluntaria por parte del alumno se ha propuesto la realización de una de dos posibles actividades independientes, pero complementarias: 1) preparación de tres temas inéditos en pregrado y 2) resolución de dos problemas (ABP) para lo que tuvieron que aplicar conocimientos adquiridos en clases teóricas. Éstas se realizaron de forma tutorizada y supervisada por los profesores del Área. Además se contó positivamente la asistencia a clases teóricas y a dos conferencias impartidas por expertos en las áreas de Toxicología Forense y de Toxicología Alimentaria. La valoración de la experiencia ha sido positiva ya que se consiguió un aumento de la asistencia a clase y de la participación por parte de los alumnos, todo ello además se vio reflejado en una mejora de las calificaciones obtenidas. In order to adapt the subject of Toxicology to the new curricula in Europe, new active methodologies have introduced. They are mainly based in personal work and student participation in the process of teaching-learning. The introduction of new active methodologies aims to increase the capacity for synthesis, analysis and schematize in our students, as well as to increase its participation and group work and training in skills such as handling and searching bibliographical sources information. The ultimate goal is to improve the quality of teaching by increasing students' interest for knowledge gained through a more participatory form of education, dynamic and practical. In addition, students would be asked to interrelating theory contents with future professional practice by providing students a closer vision to reality. To encourage voluntary participation by the student, it was proposed to perform one of two independent but complementary activities: a) preparation of three new lessons in undergraduate classes; and 2) resolution of two problems (ABP) for what they had to apply theoretical knowledge acquired. These were carried out tutored and supervised by teachers of the area. In addition, attendance to theory classes and to lectures given by experts in the fields of Forensic Toxicology and Food was positively marked. The assessment of the experience was positive because an increase in class attendance and participation by students was achieved, which was also reflected in an improvement in grades.

Con el fin de adaptar la asignatura de Toxicología (tercer curso) a los nuevos planes de estudio europeos del Grado de Farmacia, se han introducido nuevas metodologías activas basadas principalmente en el trabajo personal y en la participación del alumno en el proceso de enseñanza aprendizaje. La introducción de las nuevas metodologías activas tiene como objetivos un aumento de la capacidad de síntesis, análisis y esquematización por parte del alumnado, un aumento de la participación y del trabajo en grupo y la formación en competencias como el manejo de fuentes bibliográficas y la búsqueda de información. El fin último es mejorar la calidad de la docencia aumentando el interés de los alumnos por los conocimientos adquiridos mediante una forma de enseñanza más participativa, dinámica y práctica que además relacione los contenidos teóricos con la práctica en un futuro profesional aportando al alumno una visión más cercana a la realidad. Para incentivar la participación de forma voluntaria por parte del alumno se ha propuesto la realización de una de dos posibles actividades independientes, pero complementarias: 1) preparación de tres temas inéditos en pregrado y 2) resolución de dos problemas (ABP) para lo que tuvieron que aplicar conocimientos adquiridos en clases teóricas. Éstas se realizaron de forma tutorizada y supervisada por los profesores del Área. Además se contó positivamente la asistencia a clases teóricas y a dos conferencias impartidas por expertos en las áreas de Toxicología Forense y de Toxicología Alimentaria. La valoración de la experiencia ha sido positiva ya que se consiguió un aumento de la asistencia a clase y de la participación por parte de los alumnos, todo ello además se vio reflejado en una mejora de las calificaciones obtenidas. In order to adapt the subject of Toxicology to the new curricula in Europe, new active methodologies have introduced. They are mainly based in personal work and student participation in the process of teaching-learning. The introduction of new active methodologies aims to increase the capacity for synthesis, analysis and schematize in our students, as well as to increase its participation and group work and training in skills such as handling and searching bibliographical sources information. The ultimate goal is to improve the quality of teaching by increasing students' interest for knowledge gained through a more participatory form of education, dynamic and practical. In addition, students would be asked to interrelating theory contents with future professional practice by providing students a closer vision to reality. To encourage voluntary participation by the student, it was proposed to perform one of two independent but complementary activities: a) preparation of three new lessons in undergraduate classes; and 2) resolution of two problems (ABP) for what they had to apply theoretical knowledge acquired. These were carried out tutored and supervised by teachers of the area. In addition, attendance to theory classes and to lectures given by experts in the fields of Forensic Toxicology and Food was positively marked. The assessment of the experience was positive because an increase in class attendance and participation by students was achieved, which was also reflected in an improvement in grades.

En este artículo se propone un modelo de gestión del proceso de despacho en sistemas alimentados por generación eléctrica convencional y distribuida, implementando para ello un sistema automatizado que permita de manera dinámica adaptarse a escenarios de cargas variables, aleatoriedad de los parámetros de eficiencia y calidad de energía del sistema, restricciones técnicas, económicas y regulatorias, y la inclusión activa de agentes generadores distribuidos.

The increasing importance of technologies in the different aspects of life has led to the development of teaching and learning models such as the Technological Pedagogical Content Knowledge model that allows integrating technology, pedagogy and disciplinary knowledge. The main objective of this work is to evaluate the formative possibilities of this model for 240 students of the subject of "Didactics of Social Sciences: Geography of Primary Degree of the Faculty of Education of the University of Alicante, to elaborate didactic proposals of Geography with technology. The methodology implemented has been active and cooperative. The study is a mixed one, combining quantitative and qualitative analyzes based on two instruments: the questionnaire and the materials produced by the participants. The results show the acquisition of geographical knowledge, of digital competence and of active methodologies. This work is based on the objectives of the Teaching Innovation Group University of Burgos "GID-UBU in Didactics of Social Sciences, Languages and Literatures in the initial training of teachers of Early Childhood Education and Primary Education" and is an Interesting For the line of learning of the project "The Didactics of Geography and ICT: New Methodologies of Teaching and Learning" (ICE-3176).

La motivació que m’ha portat a desenvolupar aquest TFM sorgeix a rel de l’experiència viscuda durant el període de pràctiques que he realitzat aquest curs en el centre escolar assignat, concretament amb l’alumnat de 4rt d’ESO, curs amb el que he pogut compartir sessions més teòriques però sobretot sessions de taller. La minsa motivació i escassa actitud positiva de l’alumnat de 4rt d’ESO vers l’assignatura optativa de Tecnologia, em motiva a buscar recursos i metodologies d’ensenyament diferents a les emprades per tal de garantir una millor predisposició vers l’aprenentatge i una major assimilació dels continguts. Concretament, aquesta falta de motivació generalitzada ha estat evident en les unitats didàctiques referents a l’habitatge. Totes les activitats relacionades amb aquestes unitats que han estat proposades al llarg del curs (realització de la maqueta de l’habitatge, la incorporació de les instal·lacions implicades, etc.), han estat valorades negativament per la majoria de l’alumnat. Aquesta situació ens porta a reflexionar de forma crítica i a qüestionar-nos quins són els motius que ens porten a aquesta valoració negativa: -La metodologia emprada pel professorat ha estat l’adequada?. -La forma de transmetre aquests continguts, ha estat suficientment atractiva i motivadora o ha estat rutinària i s’ha limitat a impartir la unitat didàctica de forma expositiva? -Podem garantir per part dels docents, un alt coneixement sobre el tema i domini dels continguts exposats i adaptats a cada nivell? -Han estat suficients i suficientment atractius els recursos didàctics aportats per poder garantir un ensenyament de qualitat? La resposta a molts d’aquests punts qüestionats, segons el meu punt de vista, és que són millorables amb un canvi de metodologia d’ ensenyament. Per donar resposta a aquestes preguntes, durant el present treball es plantejaran diverses situacions problemàtiques referent a un tema tant important com és el de l’habitatge, provocant a l’alumnat tota una sèrie de processos psicològics naturals. A partir d’aquesta premissa inicial, es proposen uns objectius d’aprenentatge, i la metodologia docent perquè l’alumnat, que ha de ser el centre del seu propi aprenentatge, mitjançant la seva pròpia iniciativa, l’aprenentatge autònom que el porta a qüestionar-se contínuament i el treball cooperatiu compartint la seva pròpia experiència en aquest aprenentatge, assoleixi els objectius proposats. Mitjançant l’aplicació d’aquesta metodologia d’aprenentatge basat en problemes es pretén abordar el disseny i construcció dels habitatges, les seves característiques, les seves instal•lacions, el manteniment necessari, i relacionar-ho amb paràmetres d’eficiència energètica i sostenibilitat, concloent amb la realització d’una maqueta de l’habitatge futur en una smart city, una ciutat intel•ligent i eficient compromesa amb el seu entorn.