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Despite tremendous progress being made in recent years, multiple myeloma (MM) remains a challenging disease. The laboratory plays a critical role in the overall management of patients. The diagnosis, prognosis, clinical monitoring and evaluation of the response are key moments in the clinical care process. Conventional laboratory methods have been and continue to be the basis of laboratory testing in monoclonal gammopathies, along with the serum free light chain test. However, more accurate methods are needed to achieve new and more stringent clinical goals. The heavy/light chain assay is a relatively new test which can overcome some of the limitations of the conventional methods for the evaluation of intact immunoglobulin MM patients. Here, we report an update of the evidence accumulated in recent years on this method regarding its use in MM. Yes

The objective of this article is to present the results that can be obtained by performing brain mapping from the Emotiv EPOC + brain computer interface in conjunction with the Emotiv 3D Brain Activity Map tool. The methodology is composed of: materials used, application of tests and analysis of results. The application of tests includes the assembly and connection of the equipment, relaxation tests and physical movement tests to visualize the activation of the different areas of the brain. Likewise, the graphical interface of the program, the visualization tools and information analysis, which it provides, is presented. The results present the brain mappings obtained through the software and an analysis of the information obtained. The contribution of this applied research is to evaluate the tools that this type of commercial technology is able to provide for the incorporation of brain activity in engineering areas such as robotic rehabilitation instead of using specialized equipment that is not commonly operable by any researcher and that It can make research more expensive.

Snow makes a great contribution to the hydrological cycle in cold regions. The parameter to characterize available the water from the snow cover is the well-known snow water equivalent (SWE). This paper presents a near-surface-based radar for determining the SWE from the measured complex spectral reflectance of the snowpack. The method is based in a stepped-frequency continuous wave radar (SFCW), implemented in a coherent software defined radio (SDR), in the range from 150 MHz to 6 GHz. An electromagnetic model to solve the electromagnetic reflectance of a snowpack, including the frequency and wetness dependence of the complex relative dielectric permittivity of snow layers, is shown. Using the previous model, an approximated method to calculate the SWE is proposed. The results are presented and compared with those provided by a cosmic-ray neutron SWE gauge over the 2019–2020 winter in the experimental AEMet Formigal-Sarrios test site. This experimental field is located in the Spanish Pyrenees at an elevation of 1800 m a.s.l. The results suggest the viability of the approximate method. Finally, the feasibility of an auxiliary snow height measurement sensor based on a 120 GHz frequency modulated continuous wave (FMCW) radar sensor, is shown. This work was supported by DGA-FSE under grant T20_17R to the Photonics Technologies Group of University of Zaragoza.

Este artículo analiza el debate sobre la jornada escolar continua y partida en las escuelas primarias. La base empírica y metodológica de este trabajo es la participación del autor en numerosas asambleas de padres y madres y como ponente en actos organizados por federaciones de padres, sindicatos y consejerías de educación. En el caso de los profesores, es clara su preferencia por terminar su trabajo más pronto. En el de los progenitores, parecen haber prevalecido los intereses particulares de cada familia, dependiendo de factores como si la madre es ama de casa o el horario de trabajo. La jornada escolar continua es más común en el sector estatal que en el privado. No se han tenido en cuenta los riesgos que este cambio puede suponer en cuanto a la desaparición de los comedores escolares, las actividades extraescolares, la posible huida de algunas familias a un centro privado o concertado con jornada partida, la evolución de la curva de fatiga de los alumnos en uno u otro modelo de jornada escolar y el hecho de que los alumnos tengan más deberes en la jornada escolar continua. Aunque no son concluyentes, los datos muestran que el rendimiento es menor en la jornada escolar continua que en la jornada escolar partida.

This work is licensed under a Creative Commons 4.0 International License (CC BY-NC-ND 4.0) En este trabajo presentamos un sistema de gestión de citas diseñado por el Dpto. de Ingeniería Telemática de la Universidad de Sevilla para satisfacer las necesidades de profesores y alumnos. Este servicio puede ser utilizado para concertar tutorías, seguimientos de proyectos o revisiones de exámenes. Durante un año de operación del sistema hemos podido probar sus efectos positivos en el desempeño docente y el aprendizaje de los alumnos. A los alumnos, les permite solicitar una cita en un horario que a ellos les sea más conveniente y tener la certeza de que el profesor estará esperándoles (presencialmente, o telemáticamente). También les permite reducir el tiempo de espera en las revisiones de exámenes. El profesorado puede saber con antelación cuándo vendrán los alumnos y qué tema desean tratar y así tener preparada la reunión, gestionando el tiempo de forma más eficaz. Además, le permite establecer los horarios disponibles para citas de forma flexible de manera que se adecúe a su disponibilidad dinámicamente (p.ej., semanalmente). También permite evitar aglomeraciones en las revisiones de exámenes. Finalmente, el sistema genera numerosos indicadores con los que el profesor puede gestionar el proceso de tutorías e integrarlo en una estrategia de mejora continua.

Article number 9523554 We propose a novel cross-layer scheme to reduce energy consumption in wireless sensor networks composed of IEEE 802.15.4 IoT devices with adjustable transmit power. Our approach is based on the IETF’s Routing Protocol for Low power and lossy networks (RPL). Nodes discover neighbors and keep fresh link statistics for each available transmit power level. Using the product of ETX and local transmit power level as a single metric, each node selects both the parent that minimizes the energy for packet transmission along the path to the root and the optimal local transmit power to be used. We have implemented our cross-layer scheme in NG-Contiki using the Z1 mote and two transmit power levels (55mW and 31mW). Simulations of a network of 15 motes show that (on average) 66% of nodes selected the low-power setting in a 25 m × 25 m area. As a result, we obtained an average reduction of 25% of the energy spent on transmission and reception of packets compared to the standard RPL settings where all nodes use the same transmit power level. In large scenarios (e.g., 150 m × 150 m and 40-100 motes), our approach provides better results in dense networks where reducing the transmit power of nodes does not translate into longer paths to the root nor degraded quality of service.

Since ancient times, there has been a desire to learn about reality in the most scientific way possible. From 1960 on, a series of more forceful schools of thought related to social and human sciences arose, with a decisive impact on the methodological basis of educational research. This paper presents and summarises some of the characteristics of research in education according to paradigms that lead us to confirm a variety of theoretical perspectives, providing a comprehensive, diverse and complementary framework of research method references for the construction of knowledge in the social and human sciences. Desde antiguo ha existido un esfuerzo por conocer la realidad del modo más científico posible. A partir de mil novecientos sesenta se marcan con trazos más gruesos en el ámbito de las ciencias sociales y humanas una serie de escuelas de pensamiento que influyen y determinan las bases metodológicas de la investigación educativa. En este artículo se presentan y sintetizan algunas de las características de la investigación en el campo de la Educación según los paradigmas que nos llevan a constatar la pluralidad de perspectivas teóricas y que nos hacen disponer de un marco de referencia comprensivo, diverso y complementario de métodos de investigación para la construcción del conocimiento en ciencias sociales y humanas.

Vilém Flusser is an uprooted thinker. Jewish and prague, has the family murdered by the Nazis. After a year in England, arrives in Brazil in 1940, where he would live for just over three decades. Multilingual philosopher, makes self-translation his presupposition of thought, postulating that there are as many realities as the articulated languages. He returned to Europe in 1972 and, since then, lives between lectures and conferences, without formally affiliating himself with any academic institution. Despite his groundless biography and philosophy, the concept of engagement was still central to his work, especially for the time he lived in Brazil. It is in Brazil that the affective and political placement of a place crosses the thinking of this stateless philosopher, a feeling that accompanies him until the end of his life. The purpose of this article, based on a careful reading of the unpublished correspondences with some of its main interlocutors, is to discuss Flusser's Brazilian engagement. The premise is that Flusser forged an imaginative model, albeit without the claim to formulate a “Brazilian philosophy”, which can serve as a critical key for understanding contemporary Brazil. The doubts about the forms of engagement in Brazil, which crossed Flusser's life, especially in the 1970s, are brought to the table again., Vilém Flusser é um pensador desenraizado. Judeu e praguense, tem a família assassinada pelos nazistas. Após um ano na Inglaterra, chega ao Brasil em 1940, onde viveria por pouco mais de três décadas. Filósofo multilíngue, faz da autotradução o seu pressuposto de pensamento, postulando que tantas são as realidades quantas forem as línguas articuláveis. Retorna à Europa em 1972 e, a partir de então, leva a vida entre palestras e conferências, sem se filiar formalmente a nenhuma instituição acadêmica. Apesar de sua biografia e filosofia desterradas, o conceito de engajamento não deixou de ser central em sua obra, sobretudo pelo tempo em que viveu no Brasil. É no Brasil que a veiculação afetiva e política a um lugar atravessa o pensamento deste filósofo apátrida, sentimento que o acompanha até o final da vida. A proposta deste artigo, a partir da leitura atenta da correspondência inédita com alguns de seus principais interlocutores, é discutir o engajamento brasileiro de Flusser. A premissa é que Flusser forjou um modelo imaginativo, ainda que sem a pretensão de formular uma “filosofia brasileira”, que pode servir de chave crítica para o entendimento do Brasil contemporâneo. As dúvidas sobre as formas de engajamento no Brasil, que atravessaram a vida de Flusser, especialmente nos anos 1970, estão colocadas à mesa novamente.