Índices Lipídicos Tetravalente (LTI) e Pentavalente (LPI) em indivíduos saudáveis

FUNDAMENTO: A prevalência das doenças cardiovasculares (DCV) tem aumentado nos últimos anos. A literatura revela que cerca de 35% dos eventos ateroscleróticos ocorrem na ausência dos fatores de risco clássicos, requerendo uma avaliação individual minuciosa para melhor caracterizar o risco. Os índices lipídicos tetravalente (LTI) e pentavalente (LPI) constituem uma nova e eficiente forma de avaliação do perfil lipídico e do risco para DCV. OBJETIVO: O presente estudo avaliou o LTI e o LPI em estudantes de graduação, estabelecendo estes índices em indivíduos saudáveis e correlacionando-os com o perfil lipídico tradicional. MÉTODOS: Participaram do estudo 110 estudantes, 48 (44%) do sexo masculino e 62 (56%) do sexo feminino, com média de idade de 20,9 ± 1,7 anos. Apolipoproteína-AI, apolipoproteína B, colesterol total, lipoproteína (a), triglicérides, HDL e LDL foram analisados usando-se métodos diagnósticos específicos. LTI e LPI foram calculados por meio das equações LTI = [colesterol total x triglicérides x lipoproteína (a) / HDL] e LPI = [colesterol total x triglicérides x lipoproteína (a) x apolipoproteína B / apolipoproteína A-I], respectivamente. RESULTADOS: Os valores de LTI e de LPI foram significativamente maiores nas mulheres quando comparados aos dos homens. Para os outros parâmetros, houve diferenças significativas entre os gêneros apenas para colesterol total, HDL e apolipoproteína A-I. Houve correlações positivas e significativas entre LDL e LTI e entre LDL e LPI. CONCLUSÃO: Os achados indicam que LTI e LPI estavam associados com LDL, um parâmetro não utilizado para calcular os índices lipídicos e amplamente usado na prática clínica para investigação do risco cardiovascular.

Técnica de control basadas en el dominio físico para sistemas LTI Mimo. : aplicación a la máquina síncrona

Tesis (Doctor en Ingeniería Eléctrica) U.A.N.L.

Integrating the LMS in service oriented e-learning systems

Learning management systems are routinely used for presenting, solving and grading exercises with large classes. However, teachers are constrained to use questions with pre-defined answers, such as multiple-choice, to automatically correct the exercises of their students. Complex exercises cannot be evaluated automatically by the LMS and require the coordination of a set of heterogeneous systems. For instance, programming exercises require a specialized exercise resolution environment and automatic evaluation features, each provided by a different type of system. In this paper, the authors discuss an approach for the coordination of a network of eLearning systems supporting the resolution of exercises. The proposed approach is based on a pivot component embedded in the LMS and has two main roles: 1) provide an exercise resolution environment, and 2) coordinate communication between the LMS and other systems, exposing their functions as web services. The integration of the pivot component in the LMS relies on Learning Tools Interoperability (LTI). This paper presents an architecture to coordinate a network of eLearning systems and validate the proposed approach by creating such a network integrated with LMS from two different vendors.

Using the learning tools interoperability framework for LMS integration in service oriented architectures

The LMS plays an indisputable role in the majority of the eLearning environments. This eLearning system type is often used for presenting, solving and grading simple exercises. However, exercises from complex domains, such as computer programming, require heterogeneous systems such as evaluation engines, learning objects repositories and exercise resolution environments. The coordination of networks of such disparate systems is rather complex. This work presents a standard approach for the coordination of a network of eLearning systems supporting the resolution of exercises. The proposed approach use a pivot component embedded in the LMS with two roles: provide an exercise resolution environment and coordinate the communication between the LMS and other systems exposing their functions as web services. The integration of the pivot component with the LMS relies on the Learning Tools Interoperability. The validation of this approach is made through the integration of the component with LMSs from two vendors.

Using the Common Cartridge profile to enhance learning content interoperability

The concept of Learning Object (LO) is crucial for the standardization on eLearning. The latest LO standard from IMS Global Learning Consortium is the IMS Common Cartridge (IMS CC) that organizes and distributes digital learning content. By analyzing this new specification we considered two interoperability levels: content and communication. A common content format is the backbone of interoperability and is the basis for content exchange among eLearning systems. Communication is more than just exchanging content; it includes also accessing to specialized systems and services and reporting on content usage. This is particularly important when LOs are used for evaluation. In this paper we analyze the Common Cartridge profile based on the two interoperability levels we proposed. We detail its data model that comprises a set of derived schemata referenced on the CC schema and we explore the use of the IMS Learning Tools Interoperability (LTI) to allow remote tools and content to be integrated into a Learning Management System (LMS). In order to test the applicability of IMS CC for automatic evaluation we define a representation of programming exercises using this standard. This representation is intended to be the cornerstone of a network of eLearning systems where students can solve computer programming exercises and obtain feedback automatically. The CC learning object is automatically generated based on a XML dialect called PExIL that aims to consolidate all the data need to describe resources within the programming exercise life-cycle. Finally, we test the generated cartridge on the IMS CC online validator to verify its conformance with the IMS CC specification.

Seqins: a sequencing tool for educational resources

The teaching-learning process is increasingly focused on the combination of the paradigms “learning by viewing” and “learning by doing.” In this context, educational resources, either expository or evaluative, play a pivotal role. Both types of resources are interdependent and their sequencing would create a richer educational experience to the end user. However, there is a lack of tools that support sequencing essentially due to the fact that existing specifications are complex. The Seqins is a sequencing tool of digital resources that has a fairly simple sequencing model. The tool communicates through the IMS LTI specification with a plethora of e-learning systems such as learning management systems, repositories, authoring and evaluation systems. In order to validate Seqins we integrate it in an e-learning Ensemble framework instance for the computer programming learning.

Odin: a service for gamification of learning activities

Existing gamification services have features that preclude their use by e-learning tools. Odin is a gamification service that mimics the API of state-of-the-art services without these limitations. This paper describes Odin, its role in an e-learning system architecture requiring gamification, and details its implementation. The validation of Odin involved the creation of a small e-learning game, integrated in a Learning Management System (LMS) using the Learning Tools Interoperability (LTI) specification.

Integrating rich learning applications in LMS

Currently, a learning management system (LMS) plays a central role in any e-learning environment. These environments include systems to handle the pedagogic aspects of the teaching–learning process (e.g. specialized tutors, simulation games) and the academic aspects (e.g. academic management systems). Thus, the potential for interoperability is an important, although over looked, aspect of an LMS. In this paper, we make a comparative study of the interoperability level of the most relevant LMS. We start by defining an application and a specification model. For the application model, we create a basic application that acts as a tool provider for LMS integration. The specification model acts as the API that the LMS should implement to communicate with the tool provider. Based on researches, we select the Learning Tools Interoperability (LTI) from IMS. Finally, we compare the LMS interoperability level defined as the effort made to integrate the application on the study LMS.

Caracterização de argamassas de cal aérea e terra. A influência do traço e tipo de fibra natural

A crescente consciencialização das sociedades para a reabilitação de edifícios tem aumentado o interesse da comunidade científica por argamassas tradicionais baseadas em materiais mais susten-táveis e compatíveis com suportes antigos. Contrariamente ao cimento, de uso generalizado nas últi-mas décadas, as argamassas com base em cal aérea têm recuperado espaço na construção graças aos seus bons resultados, sobretudo quando aplicadas em edifícios antigos. A introdução de fibras naturais constitui uma tentativa para melhorar certas características das argamassas, aumentando a sua durabilidade, sem perder sustentabilidade. Contudo, a incorporação de terra e fibras naturais em argamassas de cal aérea não é actualmente uma prática generalizada, pelo que o seu estudo é im-prescindível para perceber a sua viabilidade. Neste contexto, esta dissertação avalia a influência da introdução de terra argilosa e de fibras natu-rais em argamassas de cal aérea. As argamassas estudadas são constituídas por cal aérea e areias siliciosas, partindo de traços volumétricos 1:2 e 1:3. Nas argamassas de traço mais forte é feita uma substituição de 25% do ligante (cal aérea) por terra, enquanto nas de traço mais fraco se substitui 10% de areia fina por terra. Realizaram-se ensaios de caracterização nas argamassas em estado fresco e em estado endurecido (28, 90 e 180 dias), sobre provetes condicionados em laboratório (prismáticos e sobre tijolo) e, aos 28 dias, sobre painéis de reboco aplicados num murete de taipa existente na Estação de Exposição Natural de Revestimentos do DEC da FCT-UNL. No estado fresco verificou-se que a introdução de fibras naturais nas argamassas aumenta o seu espalhamento, melhorando a trabalhabilidade. No estado endurecido, constatou-se que a inclusão dessas fibras tornou as argamassas mais porosas e, consequentemente, com melhor comportamento térmico e pior comportamento mecânico, pela redução de resistências. No comportamento face à água, a adição de lã de ovelha destacou-se como uma solução que melhora, consideravelmente, as condições de secagem. A generalidade das argamassas estudadas revela grande aptidão para apli-cação em reboco de edifícios antigos mas o teor de fibras deve ser limitado.

Designing next generation car washing machines with rotary brushes

Tese de Doutoramento - Leaders for Technical Industries (LTI) - MIT Portugal

Cutting edge: IL-7 regulates the peripheral pool of adult ROR gamma+ lymphoid tissue inducer cells.

During fetal life, CD4(+)CD3(-) lymphoid tissue inducer (LTi) cells are required for lymph node and Peyer's patch development in mice. In adult animals, CD4(+)CD3(-) cells are found in low numbers in lymphoid organs. Whether adult CD4(+)CD3(-) cells are LTi cells and are generated and maintained through cytokine signals has not been directly addressed. In this study we show that adult CD4(+)CD3(-) cells adoptively transferred into neonatal CXCR5(-/-) mice induced the formation of intestinal lymphoid tissues, demonstrating for the first time their bona fide LTi function. Increasing IL-7 availability in wild-type mice either by IL-7 transgene expression or treatment with IL-7/anti-IL-7 complexes increased adult LTi cell numbers through de novo generation from bone marrow cells and increased the survival and proliferation of LTi cells. Our observations demonstrate that adult CD4(+)lineage(-) cells are LTi cells and that the availability of IL-7 determines the size of the adult LTi cell pool.

Open to the users' needs : combining user-centered design, standards and open source software

This case study introduces our continuous work to enhance the virtual classroom in order to provide faculty and students with an environment open to their needs, compliant with learning standards and, therefore compatible with other e-learning environments, and based on open source software. The result is a modulable, sustainable and interoperable learning environment that can be adapted to different teaching and learning situations by incorporating the LMS integrated tools as well as wikis, blogs, forums and Moodle activities among others.

Estudio sobre la interoperabilidad de Moodle con herramientas externas

Se describe en este proyecto la necesidad de integración de herramientas en un Learning Management System (LMS), en nuestro caso Moodle, para mejorar la colaboración, reforzar y ampliar conocimiento, así como facilitar el desarrollo de la actividad docente al estar todas las herramientas centralizadas. Se realizará una comparación entre la utilización de servicios web, un framework y el estándar IMS-LTI.

Late Jurassic continental flood basalt doleritic dykes in northwestern Cuba: remnants of the Gulf of Mexico opening

Accreted terranes, comprising a wide variety of Late Jurassic and Early Cretaceous igneous and sedimentary rocks are an important feature of Cuban geology. Their characterization is helpful for understanding Caribbean paleogeography. The Guaniguanico terrane (western Cuba) is formed by upper Jurassic platform sediments intruded by microgranular dolerite dykes. The geochemical characteristics of the dolerite whole rock samples and their minerals (augitic clinopyroxene, labradorite and andesine) are consistent with a tholeiitic affinity. Major and trace element concentrations as well as Nd, Sr and Pb isotopes show that these rocks also have a continental affinity. Sample chemistry indicates that these lavas are similar to a low Ti-P2O5 (LTi) variety of continental flood basalts (CFB) similar to the dolerites of Ferrar (Tasmania). They derived from mixing of a lithospheric mantle Source and an asthenopheric component similar to E-MORB with minor markers of crustal contamination and sediment assimilation. However, the small quantity of Cuban magmatic rocks, similarly to Tasmania, Antarctica and Siberia differs from other volumetrically important CFB occurrences Such as Parana and Deccan. These dolerites are dated as 165-150 Ma and were emplaced during the separation of the Yucatan block from South America. They could in fact be part of the Yucatan-South America margin through which the intrusive system was emplaced and which was later accreted to the Cretaceous arc of central Cuba and to the Palaeogene arc of eastern Cuba. These samples could therefore reflect the pre-rift stage between North and South America and the opening of the gulf of Mexico.