Manipulation of quantum evolution

The free evolution of a non-relativistic charged particle is manipulated using time-dependent magnetic fields. It is shown that the application of a programmed sequence of magnetic pulses can invert the free evolution process, forcing an arbitrary wave packet to 'go back in time' to recover its past shape. The possibility of more general operations upon the Schrodinger wave packet is discussed

Procedimientos para planificar clases de inglés desde la modalidad híbrida en la formación docente

Lesson planning is a creative process in which the pedagogy of teaching of any subject is synthesized. Knowing, knowing-how and knowing-how-to-be, are elements that should meet and be manifested through responsible attitudes and commitments when planning the teaching and learning process. In the Bachelor\u27s Degree in Education in Foreign Languages, specializing in English, lesson planning is an area of priority attention given the difficulties observed during the evaluation in the completion of studies. Precisely, this article aims to analyze the didactic procedures to work on the subject in the Didactics of Foreign Languages discipline in the hybrid modality of course formation by meeting, where face-to-face teaching (meetings) and teaching procedures are combined. distance (inter-meetings) that allow trainee teachers to be trained in their self-preparation, and class planning. The results presented were obtained from various methods, such as: analytical-synthetic, systemic-structural, survey, observation, documentary review and activity products, as well as triangulation of sources and mathematical analysis-statistical.La planificación de clases constituye un proceso creativo donde se sintetiza la pedagogía de la enseñanza, en que deben confluir el saber, el saber hacer y el saber ser, evidenciados en modos de actuación responsables con el contenido de enseñanza a planificar, que impacten en la calidad del proceso de enseñanza y aprendizaje. En la Licenciatura en Educación en Lenguas Extranjeras, especialidad Inglés, la planificación de clases constituye un área de atención priorizada dada las dificultades observadas durante la evaluación en la culminación de estudios. Este artículo tiene como objetivo analizar los procedimientos didácticos para trabajar la temática en la disciplina Didáctica de las Lenguas Extranjeras en la modalidad hibrida de formación del curso por encuentro, donde se combinen procederes de la enseñanza presencial (encuentros) y de la enseñanza a distancia (inter-encuentros) para entrenar a profesores en formación en su autopreparación, y planificación de clases. Los resultados fueron obtenidos a partir de diversos métodos, tales como: analítico-sintético, sistémico-estructural, la encuesta, la observación, la revisión documental y los productos de la actividad, así como la triangulación de fuentes y análisis matemático–estadístico

Caracterização epidemiológica e clínica da síndrome classe II de Moyers, divisão 1

The development of an occlusion is the result of interactions between genetically determined factors and environmental factors. Malocclusions are an oral health problem of current importance, the motivation for this study. Its objective is to characterize from an epidemiological and clinical perspective Moyers class II syndrome division 1 in patients with permanent dentition. The cross-sectional descriptive observational study method was taken into account. The universe consisted of 103 patients, who met the inclusion criteria, the observed variables were operationalized and summarized based on descriptive statistics. In order to obtain results, in the population with class II Moyers syndrome division 1, bilateral predominated, ages between 12 and 14 years and the female sex. Clinically, characteristics such as deforming muscle function in the bilateral type and unilateral hyperactivity of the mental muscle (100%) affected (100%), respectively, vestibuloversion of the upper incisors (98.06%), and convex profile (81.55%), increased overhang, mandibular retrognathism, increased protrusion and V-arching (67.96%; 60.19%; 56.31% and 38.83% respectively). Reaching the conclusions that Moyers class II syndrome division 1 in patients with permanent dentition was characterized by the predominance in the ages between 12 and 14 years and the female sex. Clinically, from the distal molar relationship, it was characterized by the superiority of the bilateral type with deforming muscle function and the hyperactivity of the mental muscle in the unilateral one. The rest of the syndromic features described by the author were inconstant and infrequent.El desarrollo de una oclusión es el resultado de interacciones entre factores genéticamente determinados y factores medioambientales. Las maloclusiones constituyen un problema de salud bucodental de importancia actual, motivación del presente estudio. Tiene como objetivo caracterizar desde una perspectiva epidemiológica y clínica el síndrome clase II de Moyers división 1 en pacientes con dentición permanente. Se tuvo en cuenta el método de estudio observacional descriptivo transversal. El universo constituido por 103 pacientes, que cumplieron los criterios de inclusión, las variables observadas fueron operacionalizadas y resumidas a partir de la estadística descriptiva. Para así obtener como resultados, que en la población con el síndrome clase II de Moyers división 1 predominó la bilateral, edades entre 12 y 14 años y el sexo femenino. Clínicamente prevalecieron características como: la función muscular deformante en el tipo bilateral y en la unilateral hiperactividad del músculo mentoniano, afectaron al (100%) respectivamente, vestibuloversión de incisivos superiores (98,06%), y perfil convexo (81,55%), sobrepase aumentado, retrognatismo mandibular, resalte aumentado y arcada en V (67,96%; 60,19%; 56,31% y 38,83% respectivamente). Llegando a las conclusiones que el síndrome clase II de Moyers división 1 en pacientes con dentición permanente se caracterizó por el predominio en las edades entre 12 y 14 años y el sexo femenino. Clínicamente a partir de la relación molar distal se caracterizó por la superioridad del tipo bilateral con función muscular deformante y la hiperactividad del músculo mentoniano en la unilateral. El resto de las características sindrómicas descritas por el autor fueron inconstantes y poco frecuentes.O desenvolvimento de uma oclusão é o resultado de interações entre fatores geneticamente determinados e fatores ambientais. As más oclusões são um problema de saúde bucal de importância atual, a motivação para este estudo. Seu objetivo é caracterizar, a partir de uma perspectiva epidemiológica e clínica, a síndrome de Moyers classe II, divisão 1, em pacientes com dentição permanente. Considerou-se o método de estudo observacional descritivo transversal. O universo foi composto por 103 pacientes, que atenderam aos critérios de inclusão, as variáveis observadas foram operacionalizadas e resumidas com base em estatística descritiva. Para a obtenção dos resultados, na população com síndrome de Moyers classe II divisão 1, predominou bilateral, idades entre 12 e 14 anos e sexo feminino. Clinicamente, características como função muscular deformante no tipo bilateral e hiperatividade unilateral do músculo mentoniano (100%) acometidas (100%), respectivamente, vestibuloversão dos incisivos superiores (98,06%) e perfil convexo (81,55%), aumento da saliência, retrognatismo mandibular, aumento da protrusão e arqueamento em V (67,96%; 60,19%; 56,31% e 38,83%, respectivamente). Concluiu-se que a síndrome de Moyers classe II divisão 1 em pacientes com dentição permanente foi caracterizada pela predominância nas idades entre 12 e 14 anos e no sexo feminino. Clinicamente, a partir da relação molar distal, caracterizou-se pela superioridade do tipo bilateral com função muscular deformante e pela hiperatividade do músculo mentoniano no unilateral. O restante das características sindrômicas descritas pelo autor eram inconstantes e infrequentes

Safety and efficacy of the ChAdOx1 nCoV-19 vaccine (AZD1222) against SARS-CoV-2: an interim analysis of four randomised controlled trials in Brazil, South Africa, and the UK

Background A safe and efficacious vaccine against severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), if deployed with high coverage, could contribute to the control of the COVID-19 pandemic. We evaluated the safety and efficacy of the ChAdOx1 nCoV-19 vaccine in a pooled interim analysis of four trials. Methods This analysis includes data from four ongoing blinded, randomised, controlled trials done across the UK, Brazil, and South Africa. Participants aged 18 years and older were randomly assigned (1:1) to ChAdOx1 nCoV-19 vaccine or control (meningococcal group A, C, W, and Y conjugate vaccine or saline). Participants in the ChAdOx1 nCoV-19 group received two doses containing 5 × 1010 viral particles (standard dose; SD/SD cohort); a subset in the UK trial received a half dose as their first dose (low dose) and a standard dose as their second dose (LD/SD cohort). The primary efficacy analysis included symptomatic COVID-19 in seronegative participants with a nucleic acid amplification test-positive swab more than 14 days after a second dose of vaccine. Participants were analysed according to treatment received, with data cutoff on Nov 4, 2020. Vaccine efficacy was calculated as 1 - relative risk derived from a robust Poisson regression model adjusted for age. Studies are registered at ISRCTN89951424 and ClinicalTrials.gov, NCT04324606, NCT04400838, and NCT04444674. Findings Between April 23 and Nov 4, 2020, 23 848 participants were enrolled and 11 636 participants (7548 in the UK, 4088 in Brazil) were included in the interim primary efficacy analysis. In participants who received two standard doses, vaccine efficacy was 62·1% (95% CI 41·0–75·7; 27 [0·6%] of 4440 in the ChAdOx1 nCoV-19 group vs71 [1·6%] of 4455 in the control group) and in participants who received a low dose followed by a standard dose, efficacy was 90·0% (67·4–97·0; three [0·2%] of 1367 vs 30 [2·2%] of 1374; pinteraction=0·010). Overall vaccine efficacy across both groups was 70·4% (95·8% CI 54·8–80·6; 30 [0·5%] of 5807 vs 101 [1·7%] of 5829). From 21 days after the first dose, there were ten cases hospitalised for COVID-19, all in the control arm; two were classified as severe COVID-19, including one death. There were 74 341 person-months of safety follow-up (median 3·4 months, IQR 1·3–4·8): 175 severe adverse events occurred in 168 participants, 84 events in the ChAdOx1 nCoV-19 group and 91 in the control group. Three events were classified as possibly related to a vaccine: one in the ChAdOx1 nCoV-19 group, one in the control group, and one in a participant who remains masked to group allocation. Interpretation ChAdOx1 nCoV-19 has an acceptable safety profile and has been found to be efficacious against symptomatic COVID-19 in this interim analysis of ongoing clinical trials

Safety and efficacy of the ChAdOx1 nCoV-19 vaccine (AZD1222) against SARS-CoV-2: an interim analysis of four randomised controlled trials in Brazil, South Africa, and the UK.

BACKGROUND: A safe and efficacious vaccine against severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), if deployed with high coverage, could contribute to the control of the COVID-19 pandemic. We evaluated the safety and efficacy of the ChAdOx1 nCoV-19 vaccine in a pooled interim analysis of four trials. METHODS: This analysis includes data from four ongoing blinded, randomised, controlled trials done across the UK, Brazil, and South Africa. Participants aged 18 years and older were randomly assigned (1:1) to ChAdOx1 nCoV-19 vaccine or control (meningococcal group A, C, W, and Y conjugate vaccine or saline). Participants in the ChAdOx1 nCoV-19 group received two doses containing 5 × 1010 viral particles (standard dose; SD/SD cohort); a subset in the UK trial received a half dose as their first dose (low dose) and a standard dose as their second dose (LD/SD cohort). The primary efficacy analysis included symptomatic COVID-19 in seronegative participants with a nucleic acid amplification test-positive swab more than 14 days after a second dose of vaccine. Participants were analysed according to treatment received, with data cutoff on Nov 4, 2020. Vaccine efficacy was calculated as 1 - relative risk derived from a robust Poisson regression model adjusted for age. Studies are registered at ISRCTN89951424 and ClinicalTrials.gov, NCT04324606, NCT04400838, and NCT04444674. FINDINGS: Between April 23 and Nov 4, 2020, 23 848 participants were enrolled and 11 636 participants (7548 in the UK, 4088 in Brazil) were included in the interim primary efficacy analysis. In participants who received two standard doses, vaccine efficacy was 62·1% (95% CI 41·0-75·7; 27 [0·6%] of 4440 in the ChAdOx1 nCoV-19 group vs71 [1·6%] of 4455 in the control group) and in participants who received a low dose followed by a standard dose, efficacy was 90·0% (67·4-97·0; three [0·2%] of 1367 vs 30 [2·2%] of 1374; pinteraction=0·010). Overall vaccine efficacy across both groups was 70·4% (95·8% CI 54·8-80·6; 30 [0·5%] of 5807 vs 101 [1·7%] of 5829). From 21 days after the first dose, there were ten cases hospitalised for COVID-19, all in the control arm; two were classified as severe COVID-19, including one death. There were 74 341 person-months of safety follow-up (median 3·4 months, IQR 1·3-4·8): 175 severe adverse events occurred in 168 participants, 84 events in the ChAdOx1 nCoV-19 group and 91 in the control group. Three events were classified as possibly related to a vaccine: one in the ChAdOx1 nCoV-19 group, one in the control group, and one in a participant who remains masked to group allocation. INTERPRETATION: ChAdOx1 nCoV-19 has an acceptable safety profile and has been found to be efficacious against symptomatic COVID-19 in this interim analysis of ongoing clinical trials. FUNDING: UK Research and Innovation, National Institutes for Health Research (NIHR), Coalition for Epidemic Preparedness Innovations, Bill & Melinda Gates Foundation, Lemann Foundation, Rede D'Or, Brava and Telles Foundation, NIHR Oxford Biomedical Research Centre, Thames Valley and South Midland's NIHR Clinical Research Network, and AstraZeneca

Development of a Didactic Strategy Mediated by Educational Mobile Applications to Strengthen Reading Comprehension in Fifth-Grade Students

DigitalEsta investigación se centró en la creación de una estrategia didáctica innovadora, basada en aplicaciones móviles educativas, para fortalecer la comprensión lectora de los estudiantes del grado 5-01. Adoptando un enfoque de investigación-acción, se emplearon métodos cualitativos de recolección de datos, incluyendo entrevistas semiestructuradas y diarios de campo. La estrategia implementada revolucionó el aula al promover un aprendizaje significativo respaldado por tecnologías móviles. Los resultados revelaron un impacto innegable: los estudiantes que participaron mostraron mejoras significativas en los niveles literal, inferencial y crítico de la comprensión lectora. Este aumento en sus habilidades no solo es estadísticamente relevante, sino que también es altamente significativo en términos de su capacidad para comprender y analizar textos de manera profunda. La revisión exhaustiva del estado del arte demostró que esta estrategia se alinea con las tendencias educativas modernas y las demandas de la sociedad digital. Los hallazgos subrayan la importancia de adaptar el proceso educativo a la era digital y confirman que las aplicaciones móviles educativas pueden ser herramientas efectivas en este sentido. En conclusión, esta investigación no solo valida la eficacia de la estrategia didáctica mediada por aplicaciones móviles, sino que también resalta su papel fundamental en la mejora de las competencias de comprensión lectora. Los resultados indican una clara necesidad de integrar tecnologías móviles de manera más amplia en el aula y respaldan la idea de que este enfoque podría ser un catalizador poderoso para el éxito educativo en la era digitalThis research focused on the creation of an innovative didactic strategy, based on educational mobile applications, to enhance the reading comprehension of 5th-grade students. Employing an action research approach, qualitative data collection methods were utilized, including semi-structured interviews and field diaries. The implemented strategy revolutionized the classroom by promoting meaningful learning supported by mobile technologies. The results revealed an undeniable impact: participating students demonstrated significant improvements in literal, inferential, and critical levels of reading comprehension. This increase in their skills is not only statistically relevant but also highly significant in terms of their ability to understand and analyze texts in-depth. A comprehensive review of the state of the art demonstrated that this strategy aligns with modern educational trends and the demands of the digital society. The findings underscore the importance of adapting the educational process to the digital age and confirm that educational mobile applications can be effective tools in this regard. In conclusion, this research not only validates the effectiveness of the didactic strategy mediated by mobile applications but also highlights its fundamental role in enhancing reading comprehension skills. The results indicate a clear need to integrate mobile technologies more widely in the classroom and support the idea that this approach could be a powerful catalyst for educational success in the digital era.MaestríaMagíster en Tecnologías Digitales Aplicadas a la EducaciónIntroducción 26 Capítulo 1. Presentación del Trabajo de Grado 31 Planteamiento del Problema 31 Descripción de la Situación Problema 36 Identificación del Problema 37 Pregunta Problema 42 Justificación 43 Objetivos 45 Objetivo General 45 Objetivos Específicos 46 Capítulo 2. Bases Teóricas 47 Aportes al Estado del Arte 47 Marco Teórico 56 El Constructivismo 56 El Conectivismo 57 Aprendizaje Significativo 59 Marco Conceptual 60 Estrategias Didácticas 60 La Lectura 62 La Comprensión de Lectura 63 Los Niveles de la Comprensión de Lectura. 64 Las Aplicaciones Móviles 67 Aplicaciones Nativas. 68 Aplicaciones web. 68 Aplicaciones Híbridas. 69 Marco Legal 70 Capítulo 3. Diseño Metodológico 74 Tipo de Investigación 74 Alcance 77 Hipótesis 78 Categorías de la Investigación 78 Comprensión Lectora 78 Estrategia Didáctica 79 Descripción de Categorías 79 Población Participante 80 Procedimiento 83 Fase Diagnóstica 83 Fase de Diseño (Planeación) 84 Fase Aplicativa (Acción) 84 Fase de Análisis (Reflexión) 85 Instrumentos de Recolección de Información 87 Prueba o Test 87 Diario de Campo 88 Entrevista 88 Técnicas de Análisis de Datos 89 Triangulación 89 Análisis de Contenido 90 Capítulo 4. Consideraciones Éticas 92 Capítulo 5. Diagnóstico 93 Prueba de Comprensión Lectora 93 Entrevista a Padres de Familia 104 Entrevista al Docente 118 Niveles de Comprensión Lectora Según el Docente 122 Evidencias Encontradas en el Diagnóstico 122 Matriz de Triangulación 127 Capítulo 6. Estructura de la Propuesta de Intervención 130 Propuesta Pedagógica 130 Selección de Contenidos y Actividades en la Estrategia Didáctica 130 Nombre de la Propuesta Pedagógica 133 Fundamentación Teórica de la Propuesta Diseñada 135 Estrategia Didáctica Mediada por Aplicaciones Móviles Educativas 136 Componente Tecnológico 151 MIT app Inventor 152 App Comprelec 153 Wireframes de la app Comprelec. 153 Diseño Pantalla de Baja. 154 Diseño Pantalla de Alta. 154 Descargar la Aplicación Móvil Educativa Comprelec. 155 Instalación de la Aplicación Móvil Educativa Comprelec. 156 Mapa de Navegación de la Aplicación Comprelec. 156 Características de la app Comprelec. 157 Evaluación de la Aplicación Móvil Educativa Comprelec. 157 App Cuentos con Juegos 161 Navegación por la app Cuentos con Juegos. 161 Mapa de Navegación de la Aplicación Cuentos con Juegos. 164 Características de la app Cuentos con Juegos. 165 Implementación 166 Aplicación de la Estrategia Didáctica 167 Capítulo 7. Análisis e Interpretación de Datos 183 Análisis Comparativo Prueba Diagnóstica y Prueba Final de Comprensión Lectora 183 Análisis del Nivel Literal de Comprensión Lectora 184 Análisis del Nivel Inferencial de Comprensión Lectora 188 Análisis del Nivel Crítico de Comprensión Lectora 195 Análisis e Interpretación General de los Niveles de Comprensión Lectora 198 Análisis de Evaluación Tipo Semáforo 201 Interpretación de lo que no les Gustó a los Estudiantes 205 Interpretación de lo que les Gustaría que Mejorara Según los Estudiantes 207 Interpretación de lo que más les Gustó a los Estudiantes 208 Análisis de Metacognición 210 Análisis de los Diarios de Campo 224 Interpretación de Resultados de los Diarios de Campo 241 Análisis del Impacto de la Estrategia Didáctica Implementada 243 Análisis de Opiniones y Experiencias de la Estrategia Didáctica Implementada 247 Análisis de Satisfacción de la Estrategia Didáctica Implementada 253 Resultados de la Investigación 256 Capítulo 8. Conclusiones 259 Capítulo 9. Limitaciones 263 Capítulo 10. Impacto, Recomendaciones y Trabajos Futuros 264 Impacto 264 Recomendaciones y Trabajos Futuros 266 Referencias Bibliográficas 26

The CDF-II time-of-flight detector

A Time-of-Flight (TOF) detector, based on plastic scintillator and fine-mesh photomultiplier tubes, has been added to the CDF-II experiment. Since August 2001, the TOF system has been fully instrumented and integrated into the CDF-II data acquisition system. The TOF system will provide particle identification of low momentum charged pions, kaons and protons in -collisions. With a design resolution goal of about 100 ps, separation between charged kaons and pions is expected at the 2 sigma level for momenta below 1.6 GeV/c, which enhances CDF's b-flavor tagging capabilities. They describe the design of the TOF detector and discuss its on-line and off-line calibration. Some performance benchmarks using proton-antiproton collision data are presented