Our preliminary data on MDCT show that the technique has excellent negative predictive value for vascular invasion and good negative predictive value for overall tumor resectability in patients with pancreatic adenocarcinoma, suggesting an improvement over previous results reported using single-detector CT. The problem of undetected micrometastases to the liver and peritoneum remains.

Electrospray ionization of polyesters composed of isophthalic acid and neopentyl glycol produces carboxylate anions in negative mode and mainly sodium ion adducts in positive mode. A tandem mass spectrometry (MS/MS) study of these ions in a quadrupole ion trap shows that the collisionally activated dissociation pathways of the anions are simpler than those of the corresponding cations. Charge-remote fragmentations predominate in both cases, but the spectra obtained in negative mode are devoid of the complicating cation exchange observed in positive mode. MS/MS of the Na(+) adducts gives rise to a greater number of fragments but not necessarily more structural information. In either positive or negative mode, polyester oligomers with different end groups fragment by similar mechanisms. The observed fragments are consistent with rearrangements initiated by the end groups. Single-stage ESI mass spectra also are more complex in positive mode because of extensive H/Na substitutions; this is also true for matrix-assisted laser desorption ionization (MALDI) mass spectra. Hence, formation and analysis of anions might be the method of choice for determining block length, end group structure and copolymer sequence, provided the polyester contains at least one carboxylic acid end group that is ionizable to anions.

Background Eating disorders affect an increasing number of people. Social networks provide information that can help. Objective We aimed to find machine learning models capable of efficiently categorizing tweets about eating disorders domain. Methods We collected tweets related to eating disorders, for 3 consecutive months. After preprocessing, a subset of 2000 tweets was labeled: (1) messages written by people suffering from eating disorders or not, (2) messages promoting suffering from eating disorders or not, (3) informative messages or not, and (4) scientific or nonscientific messages. Traditional machine learning and deep learning models were used to classify tweets. We evaluated accuracy, F1 score, and computational time for each model. Results A total of 1,058,957 tweets related to eating disorders were collected. were obtained in the 4 categorizations, with The bidirectional encoder representations from transformer–based models had the best score among the machine learning and deep learning techniques applied to the 4 categorization tasks (F1 scores 71.1%-86.4%). Conclusions Bidirectional encoder representations from transformer–based models have better performance, although their computational cost is significantly higher than those of traditional techniques, in classifying eating disorder–related tweets.

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The employment of modern technologies is widespread in our society, so the inclusion of practical activities for education has become essential and useful at the same time. These activities are more noticeable in Engineering, in areas such as cybersecurity, data science, artificial intelligence, etc. Additionally, these activities acquire even more relevance with a distance education methodology, as our case is. The inclusion of these practical activities has clear advantages, such as (1) promoting critical thinking and (2) improving students’ abilities and skills for their professional careers. There are several options, such as the use of remote and virtual laboratories, virtual reality and game-based platforms, among others. This work addresses the development of a new cloud game-based educational platform, which defines a modular and flexible architecture (using light containers). This architecture provides interactive and monitoring services and data storage in a transparent way. The platform uses gamification to integrate the game as part of the instructional process. The CyberScratch project is a particular implementation of this architecture focused on cybersecurity game-based activities. The data privacy management is a critical issue for these kinds of platforms, so the architecture is designed with this feature integrated in the platform components. To achieve this goal, we first focus on all the privacy aspects for the data generated by our cloud game-based platform, by considering the European legal context for data privacy following GDPR and ISO/IEC TR 20748-1:2016 recommendations for Learning Analytics (LA). Our second objective is to provide implementation guidelines for efficient data privacy management for our cloud game-based educative platform. All these contributions are not found in current related works. The CyberScratch project, which was approved by UNED for the year 2020, considers using the xAPI standard for data handling and services for the game editor, game engine and game monitor modules of CyberScratch. Therefore, apart from considering GDPR privacy and LA recommendations, our cloud game-based architecture covers all phases from game creation to the final users’ interactions with the game.

Internet of Things (IoT) learning involves the acquisition of transversal skills ranging from the development based on IoT devices and sensors (edge computing) to the connection of the devices themselves to management environments that allow the storage and processing (cloud computing) of data generated by sensors. The usual development cycle for IoT applications consists of the following three stages: stage 1 corresponds to the description of the devices and basic interaction with sensors. In stage 2, data acquired by the devices/sensors are employed by communication models from the origin edge to the management middleware in the cloud. Finally, stage 3 focuses on processing and presentation models. These models present the most relevant indicators for IoT devices and sensors. Students must acquire all the necessary skills and abilities to understand and develop these types of applications, so lecturers need an infrastructure to enable the learning of development of full IoT applications. A Web of Things (WoT) platform named Labs of Things at UNED (LoT@UNED) has been used for this goal. This paper shows the fundamentals and features of this infrastructure, and how the different phases of the full development cycle of solutions in IoT environments are implemented using LoT@UNED. The proposed system has been tested in several computer science subjects. Students can perform remote experimentation with a collaborative WoT learning environment in the cloud, including the possibility to analyze the generated data by IoT sensors.