Lemon is the most sensitive citrus fruit to cold. Therefore, it is of capital importance to detect and avoid temperatures that could damage the fruit both when it is still in the tree and in its subsequent commercialization. In order to rapidly identify frost damage in this fruit, a system based on the electrochemical impedance spectroscopy technique (EIS) was used. This system consists of a signal generator device associated with a personal computer (PC) to control the system and a double-needle stainless steel electrode. Tests with a set of fruits both natural and subsequently frozen-thawed allowed us to differentiate the behavior of the impedance value depending on whether the sample had been previously frozen or not by means of a single principal components analysis (PCA) and a partial least squares discriminant analysis (PLS-DA). Artificial neural networks (ANNs) were used to generate a prediction model able to identify the damaged fruits just 24 hours after the cold phenomenon occurred, with sufficient robustness and reliability (CCR = 100%).
Higher Education is given on-line since COVID-19 appeared and disseminated all over the world. Both students and teachers had little time to adapt to new learning-teaching applications and tools such as TEAMS or ZOOM. Subsequently, learning methodologies were also redesigned to be effective in a "nonpresential" scenario that is mainly aseptic and depersonalized.When the state of emergency and confinement were over, the University had to reinvent educational methodologies. Then, new educational terms and expressions appeared in Higher Education and particularly in Engineering careers. Terms such as "partial attendance", "synchronous and asynchronous sessions" are nowadays present in our course guidelines but also in an unstable scenario in which higher education strategies are changing by the day.In this scenario, theory lessons have been easy to adapt to on-line education. In the same way, tutorials have become more fluid and flexible with this new system. On the other hand, difficulties to achieve an objective evaluation and conducting useful practice sessions are some of the identified weaknesses of the system. This paper focuses on these aspects studying the development of practices by local or on-line simulators and even by remote laboratories. A specific practice prototype is introduced, allowing "partial attendance" of the students, a part of them in-situ in the laboratory and another part attending the practice on-line by remote access to the practice board. This proposal lets us develop real practices with no need of synchronous assistance from the teachers by using a remote system and monitoring its development by webcam.
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