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[ES] Desarrollar el resultado estudiantil de "Comunicación oral efectiva" es una nueva estrategia dentro de los estudios universitarios, tanto en licenciatura como en másteres. Para alcanzar este objetivo, se creó la metodología Comunica’t en 2017 dentro de un Proyecto de Innovación y Mejora Educativa. (PIME) en la Universitat Poliècnica de València. El proyecto tiene como objetivo fundamental que el estudiante, después de realizar un test de autodiagnóstico, pueda mejorar su comunicación oral efectiva a través de un itinerario de autoaprendizaje. De esta manera, el estudiante, a partir de su nivel inicial de competencia en términos de comunicación oral efectiva, sigue un itinerario autoformativo particularizado a su situación específica, con las actividades de capacitación apropiadas. Después de dos años académicos de implementación, el objetivo de este trabajo es analizar el grado de contribución de esta metodología al desarrollo de la competencia "Comunicación oral efectiva" de los estudiantes que siguieron la citada metodología durante la asignatura Auditorías de Sistemas de Gestión de la Calidad y Seguridad Alimentaria, perteneciente al Máster en Gestión de Calidad y Seguridad Alimentaria. Los resultados mostraron que la metodología contribuyó en gran medida a mejorar el orden de las ideas en la presentación, la comunicación no verbal y el diseño de las diapositivas., [EN] Developing the "Effective Oral Communication” student outcome is a new strategy within the university studies, both in Bachelor's and Master's degrees. To reach this goal, the Comunica’t methodology was created in 2017. This methodology has been developed within a Project of Innovation and Educational Improvement (PIME) at the Polytechnic University of Valencia, and has as its fundamental objective that the student, after performing a self-diagnosis, can improve their effective oral communication through a self-learning itinerary. In this way, the student, starting from his level of initial proficiency in terms of effective oral communication, follows a self-formative itinerary particularized to his specific situation, with the appropriate training activities. After two academic years of implementation, the goal of this work is to analyse the degree of contribution of this methodology to development of the "Effective Oral Communication” students outcome of students that followed the methodology during the subject Audits of Food Safety and Quality Systems, belonging to the Master in Food Safety and Quality Management. Results showed that the methodology contributed in a great extent to improve the ordering of ideas in the presentation, the non-verbal communication and the design of the slides.

[EN] During academic course 2017-2018 the Comunica't methodology was created to help students to self-learn all the skills needed to master the areas of domain of the general student outcome effective oral communication. After two academic years of implementation, the goal of this work is to analyse the degree of contribution of this methodology to development of the "Effective Oral Communication students outcome of students that followed the methodology during the subject Audits of Food Safety and Quality Systems, belonging to the Master in Food Safety and Quality Management. To this end, at the beginning of the subject, students were asked to present a topic related to the subject and evaluated with respect to the six areas in which the project has defined the development of the outcome following a rubric. Then the methodology was presented, and at the end of the teaching period the procedure was repeated. Finally, marks obtained before and after the learning intervention were compared. Results showed that the methodology contributed in a great extent to improve the ordering of ideas in the presentation, the non-verbal communication and the design of the slides. Therefore, although there are fields where the methodology contributed to a lower percentage, it can be concluded that the methodology is very effective in improving effective oral communication student outcome.

[EN] The "Effective oral communication" is one of the most demanded student outcomes in the workplace, since being a good communicator is essential in any field. Inefficient communication can lead to misinterpretations and erroneous conclusions. Therefore, it is a very important student outcome both in the university and in the workplace. The student or graduate must know how to communicate effectively, both orally and in writing, appropriately using the necessary resources and adapting to the characteristics of the situation and the audience. However, despite its importance, the disparity in the mastery level of the oral communication student outcome by students makes it difficult to work this ability in the classroom through collective activities. For this reason, to properly develop this student outcome in a subject, it is important to have an idea of the main weaknesses that students have in terms of effective oral communication, to be able to establish and carry out actions and training activities that can improve that transversal student outcome. This article presents the analysis of the main weaknesses that students of a university subject have. This analysis is made based on a self-assessment survey, a self-diagnosis, which allows the student to detect their weaknesses and strengths in the domain of effective oral communication, and at the same time, gives information to the teacher about the main deficiencies of their students, so the teacher can devise and launch training activities appropriate to the level of their students.

[EN] The main goal of the present study is to analyze the satisfaction level of the students from the master degree "Food Safety and Quality Management" with the "ComunicaT" methodology, which was applied to improve the mastery level of the "Effective Oral Communication" student outcome. This methodology is being developed under an innovative and educational improvement research project funded by the Universitat Politècnica de València, and the general idea behind it is that the student, after performing an auto-diagnosis test, becomes capable to autonomously improve its oral communication skills. Thereby, the student, starting from his initial mastery level on this student outcome, follows a selfformative, adapted learning itinerary with proper learning activities for him/her to enhance his masterliness on this topic. The methodology has been carefully designed by several university lecturers coming from different universities, with a wide range of different profiles. It is mandatory to retrieve feedback from the students that participated in this methodology, in order to make it better, simpler and more efficient in further applications. With the results obtained in this work we assess the satisfaction level of the students with the "ComunicaT" methodology, and we identify improvement opportunities that can be exploited in the future.

[EN] Effective oral communication is one of the most demanded student outcomes in the labour market, especially for degree students on International Business. Although this outcome is usually evaluated in several subjects along the curriculum, it is barely worked neither inside nor outside the classroom, mainly due to lack of time and to unavailability of proper learning methodologies. The PIMECOE project, an innovation and educational improvement project on this matter, has developed a self-learning methodology on the Effective Oral Communication student outcome, in which auto-diagnosis tests, selflearning tools and peer assessments are conveniently combined to enhance the proficiency level of the students in an autonomous way. As part of this project, and after some previous successful pilot studies, we have run this methodology with International Bussiness¿ students within the ¿Learning instruments and techniques¿ subject during the first semester of the 2018/2019 academic year at the Universitat de València. After carrying out a quantitative analysis of the results, we have found generalised improvements on the proficiency level of the oral communication outcome of the participant students. Satisfaction surveys suggest that the application of this methodology has really helped the student to become conscious of unrealised weaknesses and therefore to boost their oral skills.

[EN] Effective oral communication is one of the most demanded student outcomes in the labour market, especially for degree students on International Business. Although this outcome is usually evaluated in several subjects along the curriculum, it is barely worked neither inside nor outside the classroom, mainly due to lack of time and to unavailability of proper learning methodologies. The PIMECOE project, an innovation and educational improvement project on this matter, has developed a self-learning methodology on the Effective Oral Communication student outcome, in which auto-diagnosis tests, self-learning tools and peer assessments are conveniently combined to enhance the proficiency level of the students in an autonomous way. As part of this project, and after some previous successful pilot studies, we have run this methodology with International Bussiness¿ students within the ¿Learning instruments and techniques¿ subject during the first semester of the 2018/2019 academic year at the Universitat de València. After carrying out a quantitative analysis of the results, we have found generalised improvements on the proficiency level of the oral communication outcome of the participant students. Satisfaction surveys suggest that the application of this methodology has really helped the student to become conscious of unrealised weaknesses and therefore to boost their oral skills.

In the present work magnetic brushes under flow conditions and confined inside narrow slits have been studied using Langevin dynamics simulations. It has been observed that the structural properties of these confined magnetic brushes can be tuned via the application of an external magnetic field, and this control can be exerted with a relatively low content of magnetic colloidal particles in the filaments that form the brushes (20% in the present study). The potential of these brushes to perform a separation process of a size-bidispersed mixture of free non-magnetic colloidal particles flowing through the slit has also been explored. Numerical results show that it is possible to induce a two-fold effect on the bidispersed particle flow: A lateral separation of the two types of flowing colloidal particles and an enhancement of the differences in their velocities. These two features are key elements sought in separation processes and could be very relevant in the design of new chromatographic columns and microfluid separation devices.

Water channels (aquaporins) were originally discovered in mammals with fourteen subfamilies now identified (AQP0-13). Here we show that a functional Aqp14 subfamily phylogenetically related to AQP4-type channels exists in all vertebrate lineages except hagfishes and eutherian mammals. In contrast to the water-selective classical aquaporins, which have four aromatic-arginine constriction residues, Aqp14 proteins present five non-aromatic constriction residues and facilitate the permeation of water, urea, ammonia, H2O2 and glycerol. Immunocytochemical assays suggest that Aqp14 channels play important osmoregulatory roles in piscine seawater adaptation. Our data indicate that Aqp14 intracellular trafficking is tightly regulated by the vasotocinergic/isotocinergic neuropeptide and receptor systems, whereby protein kinase C and A transduction pathways phosphorylate highly conserved C-terminal residues to control channel plasma membrane insertion. The neuropeptide regulation of Aqp14 channels thus predates the vasotocin/vasopressin regulation of AQP2-5-6 orthologs observed in tetrapods. These findings demonstrate that vertebrate Aqp14 channels represent an ancient subfamily of neuropeptide-regulated polytransporters

[EN] Among the different student outcomes that scholars should achieve during their University studies, ¿Effective Oral Communication¿ is one of the most important ones since being an excellent communicator is essential not only for their professional careers but also for their social life. However, the different provenance of students when arrived at University results in most cases in a huge disparity in the mastery of the outcome, which makes it difficult to work in class through collective activities. In order to solve this problem, in this work, the development of a self-diagnosis guide to assess the initial mastery level of the ¿Effective Oral Communication¿ student outcome is proposed. With this tool, both students and teachers will have a complete knowledge of the initial level of the outcome in order to detect the weaknesses and strengths in its mastery outcome. Therefore, the proposed self-diagnosis guide will permit teachers to adapt the activities to work the outcome in class to the actual level of their students which will result in a higher improve of the mastery level of the outcome

[EN] Universities all over the world are implementing a competence-based type of teaching and learning to guarantee certain student learning outcomes at the end of the studies. To reach these student outcomes, active methodologies should be included in teaching practice at the same time that carefully designed rubrics might be used for the evaluation of the students. Despite the fact that teachers introduce more and more authentic tasks in the classroom, these activities are not still well employed by all the University teaching staff. The goal of this work is to propose a guideline of activities to promote the self-learning of the effective communication outcome by the students. For that purpose, rubrics to assess the outcome proficiency developed by different institutions have been collected and analysed. From those rubrics, six main areas of proficiency have been identified: personal disposition towards communication, quality of the presentation content, structure of the speech, verbal language, non-verbal language and presentation tools. Finally, for each of these areas, keywords to find out effective activities on Internet to improve the proficiency of a piece of the outcome have been proposed.

[EN] Since the breakthrough of student outcomes in the university environment, "Effective Communication" is one of the most studied in Bachelor's degrees and Master's subjects. An inefficient communication can lead to misinterpretations and wrong conclusions. Therefore, it is a very important competence both in the university and in the business field. The student / graduate must know how to communicate effectively, both orally and writing, appropriately using the necessary resources and adapting to the characteristics of the situation and the audience. Despite its importance, the disparity in the domain of the competence by the students makes it difficult to work in the classroom through collective activities. This paper presents the PIMECOE, an Innovation and Educational Improvement Project. This project aims to work on the student outcome "Effective Communication". It focuses specifically on oral communication, and to work on it, it proposes to assess the level of initial proficiency of oral communication through self-diagnosis tools. This allows the student to detect their weaknesses and strengths in the domain of the competence. Likewise, the project aims to develop a self-formative itinerary for students, which includes learning activities that improve the domain level of the competence. In this way, first, students will have an assessment of their level of competence through a selfdiagnostic survey; and second, will have access to a series of activities that will allow him to develop the competence based on the results obtained in the self-diagnosis.

[EN] PIMECOE is an Innovation and Educational Improvement Project that aims to work on the student outcome "Effective Communication". Its main objective is to design a methodology that promotes the autonomous improvement of oral communication skills. In order to do so, students can assess their initial level of proficiency of oral communication through the self-diagnosis tools proposed. Once weaknesses and strengths have been detected, they are encouraged to enrol a suggested selfformative itinerary which includes learning activities that may improve their mastery of this student outcome. As part of the design process of this PIMECOE methodology, a preliminary test has been carried out with students of the subject Introduction to Architecture (Fundaments of Architecture Degree) during the first semester of the 2017/2018 academic year. This experimental implementation, called IARexp, aims to evaluate the success of the methodology and to get feedback from the students that will be thoroughly analysed in order to develop an upgraded ulterior version. The present paper firstly presents an introduction to the PIMECOE methodology (context, objectives and specific tools associated). Secondly, the academic context for the IARexp and the chronogram for its implementation is set. Finally, the quantitative and qualitative analysis carried out from the results obtained so far will be exposed.

[EN] PIMECOE, an innovation and educational improvement project, is researching and developing a novel self-formative methodology for the improvement of the mastery level of the student outcome "effective communication", a quite demanded outcome by both our society and working market, that is typically assessed in the curriculum but rarely developed at the classroom. The project aims to assess student's initial mastery level on the "effective communication" outcome through self-diagnostic tools, allowing them to detect all their weaknesses and strengths. Then, a self-formative itinerary is proposed to them, which includes a set of learning activities devoted to the improvement of their mastery level on this outcome in an autonomous way and at their own pace. To support the development of this methodology and to facilitate its application, all learning objects and tools have been deployed into the official PIMECOE's website, where all participants of this learnign experience meet each other. Therefore, in this article we present the PIMECOE's oficial website: 1) as a centralised repository of the technological tools generated by the project, 2) as a medium of support for the development of the methodology, and 3) as a medium of dissemination of project's outcome

[EN] The ability to communicate effectively is an essential skill in today's world. Thus, a great effort is being done at the universities to help the students to reach this skill. In fact, in some universities, such as the Universitat Politècnica de València, to communicate efficiently is so important, that it is considered a student outcome that the graduates must demonstrate to obtain their degree. To help students to reach this generic outcome, it might be worked at class and evaluated. In this context, we present herein a pilot experience to help students of the subject ¿Audits of food quality¿, belonging to the Master of Food Safety and Quality Management of the Universitat Politècnica de València, to develop their communication skills through a self-evaluation, co-evaluation and self-working. The work was divided in different parts. In the first part, students were asked to prepare a short presentation of a topic related to the subject. During the presentation, students were evaluated from their class-mates with the help of a rubric (second step). In the third step, a self-evaluation test was given to the students to help them to reflect on their weak and strong points in the preparation and execution of the oral presentation. Based on the mark of this co- and auto-evaluation, students were invited to work on specific activities to reinforce their weaknesses. At the end of the course, students were asked to prepare a new presentation, which was again evaluated by their class-mates and the teachers of the subject following the initial rubric. After the whole process, students had to prepare a portfolio that gathered all their reflections on their weaknesses, strengths and how the different proposed activities had contributed to improve their communication skill. Finally, to assess the efficiency of the proposed methodology, different approaches were followed: a comparison of initial and final marks, evaluation of their portfolio and a satisfaction test. Result

[ES] El reconocimiento automático del habla (ASR, del inglés “Automatic Speech Recognition”) es una de las áreas más activas dentro de la inteligencia artificial y el aprendizaje automático. En esta área viene trabajando activamente el grupo de investigación "Machine Learning and Language Processing"(MLLP) del DSIC, principalmente a través de los proyectos europeos FP7 transLectures (2011-2014) y EMMA (2014-2016), el proyecto MINECO MORE (2016-2018), así como el proyecto europeo H2020 X5gon, el cual se encuentra en su primer año de ejecución (2017-2020). El trabajo desarrollado en estos proyectos ha dado lugar a sistemas avanzados de ASR en diversas lenguas, los cuales están siendo utilizados en el subtitulado automático de vídeos educativos del repositorio oficial de la UPV, “media UPV”, así como de repositorios de otras instituciones académicas como, por ejemplo, la Universidad Carlos III de Madrid, la Universidad de Lisboa y el Instituto Hasso Plattner alemán. Si bien el grupo MLLP ha desarrollado sistemas avanzados de ASR en diversas lenguas de la Unión Europea, tanto mayoritarias como minoritarias, hasta el momento no dispone de un sistema de ASR en Rumano que pudiera aplicarse a “media UP” u otros repositorios educativos. Una de las razones por las cuales no se dispone de dicho sistema es la falta de recursos lingüísticos en Rumano. Ahora bien, recientemente ha sido posible acceder a algunas fuentes de recursos lingüísticos en Rumano, por lo que que ya es posible construir un sistema de ASR en Rumano aceptablemente preciso. El trabajo que se propone, consiste en construir un sistema de ASR en Rumano tan preciso como sea posible, siempre dentro de las condiciones del TFG. Durante el TFG, se han realizado algunos trabajos experimentales que han conducido a la construcción y la evaluación del sistema ASR en Rumano objetivo del TFG., [CA] El reconeixement automàtic de la parla(ASR, del anglès “Automatic Speech Recognition”) es una de de les àrees més actives dins de la inteligència artificial i el aprenentatge automàtic. En aquesta àrea ve treballant activament el grup de investigació “Machine Learning and Language Processing” (MLLP) del DSIC, principalment a través dels projectes europeus FP7 transLectures (2011-2014) y EMMA (2014-2016), el projecte MINECO MORE(2016-2018), així com el projecte europeu H2020 X5gon, que es troba en el seu primer any de execució (2017-2020). El treball desenvolupat en aquests projectes ha donat lloc a sistemes avançats d’ASR en diverses llengües, els quals estàn siguent utilitzats en el subtitulat automàtic de vídeos educatius del repositòri oficial de la UPV, “media UPV”, així com de repositoris de altres institucions acadèmiques com, per exèmple, la Universitat Carlos III de Madrid, la Universitat de Lisboa y el Institut Hasso Plattner alemany. Si bé el grup MLLP ha desenvolupat sistemes avançats d’ASR en divèrses llengües de la Unió Europea, tant majoritàries com minoritàries, fins el moment no disposa d’un sistema d’ASR en Romanés que puguera aplicarse a “media UPV” o altres repositòris educatius. Una de les raons per les quals no disposa d’un sistema semblant és la falta de recursos llingüístics en Romanés. Ara bé, recentment ha sigut possible accedir a algunes fonts de recursos llingüístics en Romanés, per lo que que ja és possible construir un sistema d’ASR en Romanés acceptablement precís. El treball que es proposa consisteix en construir un sistema d’ASR en Romanés tan precís com siga possible, sempre dintre de les condicions del TFG. Durant el TFG, s’ha portat a terme alguns treballs experimentals que han conduït a la construcció y evaluació del sistema ASR en Romanés objectiu del TFG., [EN] Automatic Speech Recognition, or ASR, is one of the most active areas in artifficial intelligence and machine learning. The investigation group “Machine Learning and Language Processing” (MLLP) from DSIC deparment is actively mainly working in this area through the european projects FP7 transLectures (2011-2014) and EMMA (2014-2016), the MINECO MORE project (2016-2018), and the european project H2020 X5gon, which is in it’s first year of execution (2017-2020). The work developed in this projects led to advanced ASR systems in different languages, which are used to subtitle educational videos automatically from the official repository of the UPV, “media UPV”, and also other repositorys from other institutions such as “Universidad Carlos III” from Madrid, Lisbon University and the german Institute Hasso Plattner. Althought MLLP group has developed advanced ASR systems for different majority and minority languages from the European Union, it does not have any ASR system for Romanian language that can be used for “media UPV” or other educational repositorys. One of the reasons why this system is not available is because of the lack of Romanian linguistic resources. However, recently it was possible to access a few Romanian linguistic resources, so it is already possible to build an Romanian ASR system that is accurate enough. The proposed project consists in building a Romanian ASR system as accurate as possible inside the terms of the TFG. During the TFG, many experimental tasks have been done that led to the building and evaluating the objective of the TFG which is the Romanian ASR system

Aquaporin-mediated fluid transport in the mammalian efferent duct and epididymis is believed to play a role in sperm maturation and concentration. In fish, such as the marine teleost gilthead seabream (Sparus aurata), the control of fluid homeostasis in the spermatic duct seems also to be crucial for male fertility, but no information exists on the expression and distribution of aquaporins. In this study, reverse transcriptase-polymerase chain reaction and immunoblotting analyses, employing available and newly raised paralog-specific antibodies for seabream aquaporins, indicate that up to nine functional aquaporins, Aqp0a, -1aa, -1ab, -3a, -4a, -7, -8bb, -9b and -10b, are expressed in the spermatic duct. Immunolocalization of the channels in the resting spermatic duct reveals that Aqp0a, -1aa, -4a, -7 and -10b are expressed in the monolayered luminal epithelium, Aqp8b and -9b in smooth muscle fibers, and Aqp1ab and -3a in different interstitial lamina cells. In the epithelial cells, Aqp0a and -1aa are localized in the short apical microvilli, and Aqp4a and -10b show apical and basolateral staining, whereas Aqp7 is solely detected in vesicular compartments. Upon spermiation, an elongation of the epithelial cells sterocilia, as well as the folding of the epithelium, is observed. At this stage, single- and double-immunostaining, using two aquaporin paralogs or the Na/K-ATPase membrane marker, indicate that Aqp1ab, -3a, -7, -8bb and -9b staining remains unchanged, whereas in epithelial cells Aqp1aa translation is supressed, Aqp4a internalizes, and Aqp0a and -10b accumulate in the apical, lateral and basal plasma membrane. These findings uncover a cell type- and region-specific distribution of multiple aquaporins in the piscine spermatic duct, which shares conserved features of the mammalian system. The data therefore suggest that aquaporins may play different roles in the regulation of fluid homeostasis and sperm maturation in the male reproductive tract of fish

[EN] The student outcome "Effective Communication" is one of the most studied competence in subjects of different degrees. An inefficient communication can lead to misinterpretations and wrong conclusions. Therefore, it is a very important competence both in the university and in the business field, since the student/graduate must know how to communicate effectively, both orally and in writing, using appropriately the necessary resources and adapting to the characteristics of the situation and the audience. Despite its importance, the disparity in the mastery of the competence between the students makes it difficult to work in the classroom through collective activities. The objective of this study is to design a self-formative methodology that allows the student to detect their weaknesses and strengths in the competence domain and propose teaching-learning formative activities according to their initial level of mastery to improve the acquisition of this transversal competence. The designed methodology has been implemented in a group of students of first course of the Degree in Fundamentals of Architecture obtaining relevant results that indicate an improvement in the domain of the competence., [ES] La competencia transversal “Comunicación Efectiva” es una de las más trabajadas en asignaturas de diferentes materias y ciclos. Una comunicación ineficiente puede llevar a malas interpretaciones y equivocadas conclusiones. Por tanto, se trata de una competencia muy importante tanto en el ámbito universitario como en el ámbito empresarial, ya que el alumno/egresado debe saber comunicarse de manera efectiva, tanto de forma oral como escrita, utilizando adecuadamente los recursos necesarios y adaptándose a las características de la situación y de la audiencia. Pese a su importancia, la disparidad en el dominio de la competencia por parte del alumnado hace difícil su trabajo en el aula a través de actividades colectivas. El objetivo de este estudio es diseñar una metodología autoformativa que permitan al alumno detectar sus debilidades y fortalezas en el dominio de la competencia y proponer actividades formativas de enseñanza-aprendizaje según su nivel inicial de dominio para la mejora de la adquisición de la competencia transversal. La metodología diseñada se ha implantado en un grupo de alumnos de primero en el Grado en Fundamentos de la Arquitectura obteniendo resultados relevantes que indican una mejora en el dominio de la competencia.