Improving digital twin experience through big data, IoT and social analysis: An architecture and a case study.

Industries such as construction and business companies are becoming increasingly digitized. The amount of data to be monitored and processed has increased significantly since the advent of the Internet of Things and the massive use of sensors. In addition to the data from these sensors, large amounts of data that require specific handling and processing are received. Much of this data is eventually represented in digital twins as a monitoring or decision-support tool. In this paper, we present an architecture to improve digital twin-based experiences that need to represent information from multiple sources. This architecture is demonstrated using the specific use case of a digital twin for an office of an Italian company. The implementation leverages the Matterport 3D media platform and integrates different technologies and sensors. An evaluation of the solution has also been carried out. The results show high user acceptance and the opening of multiple possibilities to enrich the virtual model with further data from different sources.

Interoperable software platforms for introducing artificial intelligence components in manufacturing: A meta-framework for security and privacy.

The irruption of advanced technologies and the limited knowledge of software architectures are making it difficult for many small and medium-sized manufacturing companies to keep up with what is being called the fourth industrial revolution (Industry 4.0, Industry of the Future). Container orchestration platforms provide layers of simplification for key requirements such as interoperability, security, and privacy, and provide mechanisms that allow companies and technology providers to focus on their specific functionalities and goals, instead of investing considerable time and effort in the underlying platform on which the solution will operate. This article focuses on these platforms and the issues when developing them, and proposes a risk- and goal-oriented hybrid meta-framework for security and privacy analysis. The meta-framework uses well-known security and privacy standards and frameworks as a reference and can be used to understand assets and requirements and, in particular, to select and configure countermeasures. For practical evaluation of the meta-framework, it was applied to a real case. This case shows how the needs of the KITT4SME project platform were analyzed to support, among others, four manufacturing pilot cases and to define the key security and privacy features that should be introduced when implementing a software platform for easy uptake by small and medium enterprises.

Towards the definition of a European Digital Building Logbook: A survey.

Both the operational phase and embodied emissions that are introduced during the construction phase through the manufacture, sourcing, and installation of the building's materials and components are significant contributors to carbon emissions from the built environment. It is essential to change the current design and (re)construction processes in order to achieve the energy-saving targets for the EU building stock and move toward a society that is net carbon neutral. This change must be made from both a technical perspective as well as from a methodological perspective. To accomplish this, the EU has suggested several regulations and legislative steps to phase out inefficient structures. The most recent of these initiatives propose the idea of a Digital Building Logbook, which serves as a central repository for all pertinent building data, including information on energy efficiency. In this work, we present a survey of the elements that have been taken into consideration for the creation of the Digital Building Logbook to give an overview of what research has been done so far.

Academic Resilience in Mathematics and Science: Europe TIMSS-2019 Data.

BACKGROUND: Academically resilient students are those who exhibit high performance starting from a disadvantaged socioeconomic situation. This study aims to identify the personal, school, and national factors that are associated with that resilience in the European Union (EU). METHOD: The sample comprised 96556 fourth grade students from 21 EU countries participating in TIMSS-2019. Two three-level logistic regression models were specified for the overall sample. RESULTS: The EU has an average of 25.67% resilient students in mathematics and 24.16% in science. Student confidence and having done prior linguistic tasks at school were the variables with the most predictive power after accounting for gender and students' immigrant background. The European countries analyzed largely compensated for the doubly-disadvantaged situation of immigrant students. Those countries with higher proportions of low-performing students had fewer resilient students. CONCLUSIONS: The educational policies in the EU member states are able to largely compensate for unfavorable starting positions; fundamentally, policies of a social nature such as support for immigrant students, families, or schools.

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants.

Academic self-concept is one of the most important non-cognitive variables in determining students' attitudes towards school and their performance. The objective of this study was to use a longitudinal approach to analyze how academic self-concept changed between primary and secondary schools and to analyze the factors that affected that progression. The sample consisted of 7379 students (47.4% girls) evaluated at two time-points: fourth grade and eighth grade. Six schooling pathways were analyzed: repeating a year before fourth grade, repeating between fourth and eighth grade, and repeating eighth grade. Five two-level hierarchical linear models of intrasubject means were assessed. The results indicate that academic self-concept falls dramatically between primary school and secondary school, varying according to background variables. Nevertheless, the most influential factor was the students' schooling pathway. This study reinforces the evidence that, at least in the Spanish context, educational policies need to address alternatives to repetition.

Should we Help our Children with Homework? A Meta-Analysis Using PISA Data.

BACKGROUND: The role of homework in students' academic performance is a widely debated topic about which there is no definitive answer. The objective of this study was to analyse the importance of parental help with homework in academic achievement, testing its cultural invariance (by country), academic invariance (by subject), and the stability of its effects over time. METHOD: A meta-analysis was performed using the results of PISA evaluations from 2009, 2012, 2015, and 2018 from countries which applied the family PISA questionnaire. We analysed 180 effects and confirmed the fit of the model and the heterogeneity of the effects, performing an analysis of moderators and multimodal inference. RESULTS: Students who had more help with homework had lower academic achievement, with an overall effect (d) = 0.23, 95% CI [0.21, 0.25]. The effects were greater in Europe than in Asia. We did not find differences by subject type, and the results were stable over time. CONCLUSIONS: Family help with homework does not ensure students' academic success, and it is more important how that help is given than how much. This conclusion is valid for different types of subjects and is stable over time, with some variation between cultures.

Academic resilience in European countries: The role of teachers, families, and student profiles.

Academic resilience is a student's ability to achieve academic results significantly higher than would be expected according to their socioeconomic level. In this study, we aimed to identify the characteristics of students, families, and teacher activities which had the greatest impact on academic resilience. The sample comprised 117,539 fourth grade students and 6,222 teachers from 4,324 schools in member states of the European Union that participated in the PIRLS 2016 study. We specified a two-level hierarchical linear model in two phases: in the first level we used the students' personal and family background variables, in the second level we used the variables related to teaching activity. In the first phase we used the complete model for all countries and regions, in the second phase we produced a model for each country with the highest possible number of statistically significant variables. The results indicated that the students' personal and family variables that best predicted resilience were the reading self-confidence index, which increased the probability of student resilience by between 62 and 130 percentage points, a feeling of belonging to the school, which increased the chances of being resilient by up to 40 percentage points, and support from the family before starting primary school (Students from Lithuania who had done early literary activities in the family setting were twice as likely to be resilient than those who had not). The teaching-related factors best predicting resilience were keeping order in the classroom, a safe and orderly school environment (increasing chances of resilience by up to 62 percentage points), and teaching focused on comprehension and reflection, which could increase the probability of resilience by up to 61 percentage points.

Predictors of Global Non-Motor Symptoms Burden Progression in Parkinson's Disease. Results from the COPPADIS Cohort at 2-Year Follow-Up.

Background and Objective: Non-motor symptoms (NMS) progress in different ways between Parkinson's disease (PD) patients. The aim of the present study was to (1) analyze the change in global NMS burden in a PD cohort after a 2-year follow-up, (2) to compare the changes with a control group, and (3) to identify predictors of global NMS burden progression in the PD group. Material and Methods: PD patients and controls, recruited from 35 centers of Spain from the COPPADIS cohort from January 2016 to November 2017, were followed-up with after 2 years. The Non-Motor Symptoms Scale (NMSS) was administered at baseline (V0) and at 24 months ± 1 month (V2). Linear regression models were used for determining predictive factors of global NMS burden progression (NMSS total score change from V0 to V2 as dependent variable). Results: After the 2-year follow-up, the mean NMS burden (NMSS total score) significantly increased in PD patients by 18.8% (from 45.08 ± 37.62 to 53.55 ± 42.28; p < 0.0001; N = 501; 60.2% males, mean age 62.59 ± 8.91) compared to no change observed in controls (from 14.74 ± 18.72 to 14.65 ± 21.82; p = 0.428; N = 122; 49.5% males, mean age 60.99 ± 8.32) (p < 0.0001). NMSS total score at baseline (ß = -0.52), change from V0 to V2 in PDSS (Parkinson's Disease Sleep Scale) (ß = -0.34), and change from V0 to V2 in NPI (Neuropsychiatric Inventory) (ß = 0.25) provided the highest contributions to the model (adjusted R-squared 0.41; Durbin-Watson test = 1.865). Conclusions: Global NMS burden demonstrates short-term progression in PD patients but not in controls and identifies worsening sleep problems and neuropsychiatric symptoms as significant independent predictors of this NMS progression.

Resilient and low performer students: Personal and family determinants in European countries.

BACKGROUND: Students' academic achievement depends on their personal, family and sociocultural characteristics. This study aims to identify the personal and family factors of European students who do not perform as expected, whether by surpassing expectations (resilient) or by failing to meet them (low performers). METHOD: The sample was composed of 117,539 fourth grade students who completed the Progress in International Reading Literacy Study (PIRLS) test, from 23 European Union countries. Academic performance was evaluated via a reading comprehension test. For each country, two binary logistic regression models were used, one for resilient students and the other for low performers. Variables related to the students and their families were used as predictor variables. RESULTS: Significant differences were found between European countries in terms of the proportion of resilient and low performing students. The two variables with the most predictive power were student confidence with reading, and having done early literacy activities. CONCLUSIONS: Students' personal characteristics and family conditions are instrumental in students being considered resilient or low performers.

Study on the prevalence and factors associated to vulvodynia in Spain.

OBJECTIVE: To study the prevalence and epidemiological characteristics of women with vulvodynia. To assess the risk factors associated to the disease. STUDY DESIGN: A cross-sectional study was made in which questionnaires were anonymously and confidentially distributed to Spanish women over 18 years of age between April 2016 and September 2017. The questionnaires were distributed by e-mail and through social networks, women's associations and specific websites. This type of questionnaire has been validated and used in many studies of this kind. The women answered questions referred to epidemiological aspects, demographic parameters, medical history, the presence of vulvodynia, associated factors, and comorbidities. RESULTS: A total of 684 questionnaires were completed. The prevalence of vulvodynia was 6.6% (45 women). Thirteen percent (95 women) had experienced vulvodynia at some point in life. The factors associated to vulvodynia were prior vaginal deliveries (p = 0.001), vulvovaginal candidiasis (p < 0.001) and urinary tract infections (p < 0.001). Other pain syndromes such as fibromyalgia (p = 0.012), painful bladder syndrome/ interstitial syndrome (p < 0.001), temporomandibular joint pain (p = 0.021), coxofemoral pain (p = 0.001) or headache (p = 0.001) have also been associated to vulvodynia. CONCLUSIONS: The prevalence of vulvodynia in Spain is similar to that found in other countries. Many factors are involved in its development and persistence, particularly the presence of other pain syndromes and recurrent infections that could trigger complex inflammatory reactions.

An ecological view of measurement: focus on multilevel model explanation of differential item functioning.

BACKGROUND: The 3rd Regional Comparative and Explanatory Study reports, analyses and compares academic results in mathematics, sciences, and reading for 15 Latin American countries. Validity is the foundation of a testing procedure, and the process of validation is important to the overall success of educational assessment as a whole. This methodological study deals specifically with an ecological point of view which includes and situates the person, process, context, and time of the testing situation. These descriptions indicate specific events showing how and what variables at the individual, school, or country level can give a deep understanding of the response process. The aims were to investigate ecological explanations of differential item functioning. METHOD: The study analysed the science test given in 2013 to 6th grade students and the data pool consisted of 12,657 students from 2,609 schools and 15 countries. A progressive inclusion of the variance distribution in different Bernoulli logistic regression models was carried out. RESULTS: The analyses showed the presence of differential item functioning in 32% of the science items. CONCLUSIONS: The main source of differential item functioning was related to the human development level of the participating countries.

Homework and Academic Achievement in Latin America: A Multilevel Approach.

The relationship between homework and academic results has been widely researched. Most of that research has used English-speaking, European or Asian samples, and to date there have been no detailed studies into that relationship in Latin America and the Caribbean. The aim of this study is to examine the effect of quantitative homework characteristics on achievement in science. The sample comprised 61,938 students at 2,955 schools in the 15 Latin American countries (plus the Mexican state of New Leon) which participated in the Third Regional Comparative and Explanatory Study (TERCE), carried out by the Latin American Laboratory for Educational Quality (LLECE) in 2013. The mean age was 12.42 years old (±0.94). Within each country, three hierarchical-linear models were applied at two levels: student and school. The individual level considered time spent doing homework and the school level considered the amount and frequency of homework assignment. In addition, ten control variables were included in order to control the net effect of the characteristics of the homework on the result. The results confirmed that homework is widely assigned in the Latin American region. At the individual level, time spent on homework had little effect on academic performance, while in the quantitative homework characteristics it was the frequency of homework assignment which demonstrated a clearer effect rather than the amount of homework assigned.

Toxoplasma gondii in Captive Wild Felids of Mexico: Its Frequency and Capability to Eliminate Oocysts.

There is little information about Toxoplasma gondii in wild felids, even when these species have been associated with cases of toxoplasmosis in humans. In this study, samples of serum and whole blood were collected from 42 felids from 10 different species, in 4 Mexican zoos. Stool samples from 36 animals were also collected, corresponding to 82% of the felids included in the study. Stool samples were used for the search of oocysts by light field microscopy and PCR. Serum samples were analyzed by indirect immunoglobulin G (IgG) enzyme-linked immunosorbent assay (ELISA) and indirect fluorescent antibody test (IFAT). DNA samples were purified from whole blood and stool for the amplification of a fragment of the SAG1 gene of T. gondii by a nested PCR (nPCR). The seroprevalence of IgG anti-T. gondii-specific antibodies by means of the ELISA was 100% (42/42) and 52.4% (22/42) by IFAT. The titers obtained varied from 1:80 to 1:2560. DNA of T. gondii was detected in 9.5% (4/42) of the blood samples by using nPCR. No oocysts were observed in the stool samples analyzed by light field microscopy. However, the DNA of the parasite was identified in 14.3% (5/35) of the stool samples evaluated. These results indicate a high prevalence of T. gondii in the studied populations of wild felids in captivity, with evidence of parasitemia and elimination of few oocysts even in adult hosts.

Screening of Argentinian plants for pesticide activity.

Aerial parts of 27 plant species native to Argentina were tested in anti-insect, germination inhibition and bactericide bio-assays. In antifeedant assays on Epilachna paenulata larvae, 11 species showed strong feeding deterrent effects (higher than 90% at 200 microg/cm(2)). Twelve plants strongly inhibited the germination of Avena sativa seeds, but only six inhibited Raphanus sativum germination at 10 mg/ml. Four plants showed complete growth inhibition of Escherichia coli at a concentration of 2 mg/ml.

Students' Achievement and Homework Assignment Strategies.

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.

Parental involvement and academic performance: Less control and more communication.

BACKGROUND: Parental involvement in the educational process is desirable, although more involvement does not guarantee better results. The aim of this research is to explore the relationship between styles of parental involvement at home and academic performance. METHOD: A random sample of 26,543 Spanish students was used, with a mean age of 14.4 (SD = 0.75). Two thirds (66.2%) attended a publicly funded school; 49.7% were girls; 87.8% had Spanish nationality; and 73.5% were in the school year corresponding to their age. Different three-level hierarchical-linear models were fitted: student, school, and region (autonomous community). RESULTS: Students whose parents exhibited a more distal or indirect profile of family involvement tended to demonstrate better results than those from homes with a more controlling style. Parental involvement styles have an effect on achievement at an individual and school level, even after accounting for the effect of context or background variables. CONCLUSIONS: Given the importance of parental involvement in academic performance, schools should consider it in their family information and training policies. Schools which have more communicative family profiles tend to demonstrate lower levels of intra-school differences in students’ academic performance.

Resiliencia académica: la influencia del esfuerzo, las expectativas y el autoconcepto académico / Academic resilience: The influence of academic effort, expectations, and self-concept

Resumen Introducción: La resiliencia académica consiste en obtener altas calificaciones a pesar de hallarse en una desventaja socioeconómica. En el presente estudio se observó si el esfuerzo, las expectativas y el autoconcepto académicos forman parte de la resiliencia académica o estarían explicando un buen rendimiento académico en general. Método: Los participantes, una población de 7479 adolescentes españoles (M = 13.87; DT = 0.82), fueron divididos en cuatro grupos según el rendimiento académico (Bueno-Malo) y el nivel socioeconómico (Clase alta-Clase baja). Se realizaron análisis de diferencias y regresiones logísticas binarias para detectar cuál de las variables empleadas explicaba el rendimiento académico en los grupos de igual nivel socioeconómico. También se estudió si el sexo influía en la pertenencia a los grupos de buen rendimiento. Resultados: Se observaron diferencias en el esfuerzo, las expectativas y el autoconcepto académicos en función de los cuatro grupos creados; los grupos de buen rendimiento académico obtuvieron puntuaciones más altas independientemente del nivel socioeconómico. Se observó que las expectativas y el autoconcepto académicos explicaban gran parte del rendimiento académico. Se detectó una tasa de mujeres significativamente más alta con relación a la de hombres en los grupos de mayor rendimiento. Conclusiones: Muchas variables, que se han considerado propias de los alumnos académicamente resilientes, explican un buen rendimiento académico, en general, independientemente del nivel socioeconómico.

Abstract Introduction: Academic resilience is defined as getting high marks despite being at a socioeconomic disadvantage. In the present study, it was observed whether Academic Effort, Expectations and Self-Concept are part of academic resilience or would be explaining a good academic performance in general. Method: The participants, a population of 7479 Spanish adolescents (M = 13.87; SD = 0.82), were divided into four groups according to academic performance (Good-Bad) and socioeconomic level (Upper class-Lower class). Analysis of differences and binary logistic regressions were performed to detect which of the variables used explained the academic performance in the groups of the same socioeconomic level. It was also studied whether sex influenced membership in the good performance groups. Results: Differences in Academic Effort, Expectations and Self-concept were found according to the four groups created; the groups with good academic performance obtained higher scores regardless of socioeconomic level. Expectations and academic self-concept were found to explain much of academic performance. A significantly higher rate of women than men was found in higher performance groups. Conclusions: Many variables that have been considered typical of academically resilient students explain good academic performance in general, regardless of socioeconomic status.

[Imputation methods for missing data in educational diagnostic evaluation]. / Imputación de datos perdidos en las evaluaciones diagnósticas educativas.

In the diagnostic evaluation of educational systems, self-reports are commonly used to collect data, both cognitive and orectic. For various reasons, in these self-reports, some of the students' data are frequently missing. The main goal of this research is to compare the performance of different imputation methods for missing data in the context of the evaluation of educational systems. On an empirical database of 5,000 subjects, 72 conditions were simulated: three levels of missing data, three types of loss mechanisms, and eight methods of imputation. The levels of missing data were 5%, 10%, and 20%. The loss mechanisms were set at: Missing completely at random, moderately conditioned, and strongly conditioned. The eight imputation methods used were: listwise deletion, replacement by the mean of the scale, by the item mean, the subject mean, the corrected subject mean, multiple regression, and Expectation-Maximization (EM) algorithm, with and without auxiliary variables. The results indicate that the recovery of the data is more accurate when using an appropriate combination of different methods of recovering lost data. When a case is incomplete, the mean of the subject works very well, whereas for completely lost data, multiple imputation with the EM algorithm is recommended. The use of this combination is especially recommended when data loss is greater and its loss mechanism is more conditioned. Lastly, the results are discussed, and some future lines of research are analyzed.

Muscle and liver protein metabolism in rats fed raw or heat-treated pea seeds.

Raw or extruded pea (Pisum sativum, cv. Ballet) diets with or without supplementary amino acids were fed for 15 days to young growing rats and the effects on tissue weights, liver and muscle protein metabolism and hormone levels monitored. Body weight gain, liver and gastrocnemius muscle weights and protein contents were reduced and some key hormones altered when rats were fed unsupplemented raw pea diets. This appeared to be a result of amino acid deficiencies in the diet, the action of antinutritional factors and the refractory nature of the reserve proteins and other seed components. However, this did not in itself improve the nutritional performance of the rats due to the overriding effects of the amino acid deficiencies in the pea diets. After supplementation, extruded peas supported much higher rates of growth and skeletal muscle deposition than did supplemented raw peas. Despite this, the weight gains remained less than achieved on a high quality control diet. Protein synthesis and degradation rates in skeletal muscles and total protein contents were similar to control values. The lower growth rate did not appear to be due to impaired deposition of skeletal muscle. Deposition of other body components, possibly lipids, may have been lowered by supplemented extruded pea diets. Liver protein levels were reduced in rats fed supplemented raw peas and blood corticosterone was elevated. In conclusion, extrusion treatment of peas in combination with amino acid supplementation appeared to abolish the negative effects of peas on skeletal muscle deposition.