Design and Practical Implementation of Microgrid Inverter Control Using TMS320F28335 Microcontroller with Improvement in Electrical Power Quality

Nowadays, the proliferation of distributed renewable energy sources is a fact. A microgrid is a good solution to self-manage the energy generation and consumption of electrical loads and sources from the point of view of the consumer as well as the power system operator. To make a microgrid as versatile as necessary to carry that out, a flexible inverter is necessary. In this paper, an algorithm is presented to control an inverter and make it complete and versatile to work in grid-connected and in isolated modes, injecting or receiving power from the grid and always compensating the harmonics generated by the loads in the microgrid. With this inverter, the microgrid can work while optimizing its energy consumption or according to the power system operator instructions. The inverter proposed is tested in a designed Matlab/Simulink simulation platform. After that, an experimental platform designed and built ad hoc, including a DC source, AC linear and non-linear loads, and a Semikron power inverter, is used to test the proposed control strategies. The results corroborate the good system performance. The replicability of the system is guaranteed by the use of low-cost devices in the implementation of the control.This research was funded by the Ministry of Science, Innovation and Universities, Spain (National Database Identifier of Subsidies: 532399), through the project “Comprehensive Control System to optimize the energy demand of electrical microgrids (SOSGED)”, reference number: PID2020-117828RB-100.Ingeniería Eléctrica y Térmica, de Diseño y Proyecto

Sketching pion and proton mass distributions

A light-front holographic model is used to illustrate an algebraic scheme for constructing a representation of a hadron's zero-skewness generalised parton distribution (GPD) from its valence-quark distribution function (DF) and electromagnetic form factor, FH, without reference to deeply virtual Compton scattering data. The hadron's mass distribution gravitational form factor, AH, calculated from this GPD is harder than FH; and, for each hadron, the associated mass-density profile is more compact than the analogous charge profile, with each pion near-core density being larger than that of its proton partner. These features are independent of the scheme employed.Work supported by: National Natural Science Foundation of China (grant no. 12135007); Spanish Ministry of Science and Innovation (MICINN grant no. PID2022-140440NB-C22); and Junta de Andalucía (grant no. P18-FR-5057).Ciencias Integrada

Towards Poetic Politics. The “Social” Conferences of Juan Ramón Jiménez in Argentina and Uruguay

En 1948 Juan Ramón Jiménez, invitado por Los Anales de Buenos Aires, realizó una gira de conferencias por diversas ciudades de Argentina y Uruguay. La mayoría de ellas recogían su pensamiento político y social, mostrando una faceta muy alejada del tópico del poeta enclaustrado y descomprometido. Algunas de estas conferencias habían sido pronunciadas en Cuba, Puerto Rico o Estados Unidos, pero en 1948, por primera vez, las agrupó y organizó con la intención de exponer sus reflexiones sobre las democracias, los totalitarismos, el comunismo, el capitalismo, el imperialismo, el mercantilismo o el progreso tecnológico. Este artículo analiza estas conferencias pronunciadas en el Río de la Plata en un triple contexto al que el poeta no fue ajeno: el fin de la Segunda Guerra Mundial, el peronismo y la comunidad intelectual del exilio español. Argumenta, igualmente, que estas conferencias, de larga gestación, constituyeron el germen del proyecto Política poética que, finalmente, quedó inédito hasta su publicación póstuma en 1982In 1948, Juan Ramón Jiménez, who was invited by Los Anales de Buenos Aires, held a conference tour in various cities of Argentina and Uruguay. Most of them collected his political and social thinking, showing a facet far removed from the topic of the cloistered and uncommitted poet. Some of these conferences had been voiced in Cuba, Puerto Rico or the United States, but in 1948, for the first time, had been grouped together and organized pursuing the exposure of his reflections on democracies, totalitarisms, comunism, capitalism, imperialism, mercantilism or the technological progress. This paper analyzes the conferences that were pronounced at the Río de la Plata, in a triple to which the poet was not foreign: the end of World War II, the peronism and the intelectual community of the Spanish exile. It argues, as well, that these conferences, which were long-term, constituted the seed of the project Poética política, which was unpublished until its posthumous publication in 1982Filologí

Characterizing the Lipkin-Meshkov-Glick excited-state spectrum through the quantum coherence spectrum

Excited-state quantum phase transitions extend the quantum phase transition concept beyond the ground state and offer insights into the complex behavior of quantum systems. In the present work we assess the use of the multiple quantum coherence spectrum as a valid tool to probe excited-state quantum phase transitions within the framework of the Lipkin-Meshkov-Glick model. The time dependence and the long-time average of the multiple quantum coherence spectrum reveal the intricate dynamics that stems from the existence of singularities in the excited-state spectrum of a quantum many-body systemQ.W. acknowledges support from the Slovenian Research and Innovation Agency under Grants No. J1-4387 and No. P1-0306, National Science Foundation of China under Grant No. 11805165, and Zhejiang Provincial Nature Science Foundation under Grant No. LY20A050001. This project has also received funding from Grant No. PID2022-136228NBC21 funded by MICIU/AEI/10.13039/501100011033 and, as appropriate, by ERDF, A way of making Europe, by ERDF/EU, by the European Union or by the European Union NextGenerationEU/PRTR, and by the FEDER-UHU project POSH-AI, Project No. EPIT1462023. J.K.-R. also acknowledges support from a Spanish Ministerio de Universidades Margarita Salas Fellowship. Computing resources supporting this work were partly provided by the CEAFMC and Universidad de Huelva High Performance Computer located at the Campus Universitario el Carmen and funded by FEDER/MINECO Project No. UNHU-15CE-2848Ciencias Integrada

Systematic review on the use of technology in education and student engagement over the last decade

La implicación escolar es un factor fundamental para lograr el éxito académico. Este estudio tiene como objetivo general examinar la producción científica referente al uso de la tecnología en el ámbito educativo y la implicación escolar de los adolescentes en el periodo 2013- 2022. Se realizó una revisión sistemática siguiendo las directrices de la declaración PRISMA. Tras aplicar los criterios de inclusión, se analizaron 14 estudios empíricos indexados en Web of Science, Scopus y PsycInfo. Los resultados indican un aumento exponencial en las publicaciones, reflejando un interés creciente en el tema. Además, se observa un predominio de estudios cuantitativos con una mayor proporción de participantes femeninas. Entre los instrumentos más utilizados se encuentran el School burnout Inventory (SbI), School Engagement Scale y School Engagement Inventory (EdA). La tecnología educativa tiene un papel relevante en el compromiso escolar de los adolescentes para la educación futuraSchool engagement is a key factor in achieving academic success. The general objective of this study is to examine the scientific production concerning the use of technology in education and the school engagement of adolescents in the period 2013-2022. A systematic review was conducted following the guidelines of the PRISMA declaration. After applying the inclusion criteria, 14 empirical studies indexed in Web of Science, Scopus and PsycInfo were analysed. The results indicate an exponential increase in publications, reflecting a growing interest in the topic. In addition, there is a predominance of quantitative studies with a higher proportion of female participants. Among the most commonly used instruments are the School burnout Inventory (SbI), School Engagement Scale and School Engagement Inventory (EdA). Educational technology plays a relevant role in adolescents' school engagement for future educatio

Artificial intelligence in MOOCs: study of profiles and their socio-educational potential

En un clima de interés mediático en la inteligencia artificial (IA), de crecimiento de los servicios y aplicaciones asociados a esta tecnología y de intensos debates sobre su uso, la oferta educativa sobre esta temática se encuentra en plena eclosión. En ese sentido, y centrando la atención en los MOOC (cursos en línea masivos y abiertos) se ha observado un crecimiento exponencial de la oferta formativa sobre IA en los últimos años. Esta investigación es parte de una investigación más amplia sobre las dimensiones técnicas y pedagógicas de los MOOC de IA. El objetivo principal de este estudio es conocer el perfil predominante de los MOOC de inteligencia artificial. Con una muestra estadísticamente representativa de 292 MOOC y en base a un sistema de categorías sobre contenidos de IA se lleva a cabo un análisis estadístico descriptivo y factorial de los datos. El análisis concluye que los tres perfiles de MOOC predominantes son: enfocados en la codificación de AI, enfocados en el aprendizaje de AI y enfocados en el valor educativo de AIIn a climate of media interest in artificial intelligence (AI), the growth of services and applications associated with this technology and intense debates on its use, educational offer on this topic are flourishing. In this sense, focusing attention on MOOCs (massive open online courses), an exponential growth of the educational offer on AI has been observed in recent years. This research is part of a broader investigation into the technical and pedagogical dimensions of AI MOOCs. The main objective of this study is to understand the predominant profile of AI MOOCs. Using a statistically representative sample of 292 MOOCs and based on a category system on AI content, a descriptive and factorial statistical analysis of the data is carried out. The analysis concludes that the three predominant MOOC profiles are: focused on AI coding, focused on AI learning and focused on AI educational valueThis research is part of the Educational Research Project “Design and development of immersive educational experiences and introduction to the metaverse in teaching experimental and social sciences” of the Call for Educational Research and Teaching Innovation Projects 2024/2025 of the Vice-Rectorate for Innovation and Employability of the University of Huelva. Moreover, in aspects such as the general structure of categories system, this research is connected to R+D+i project “Controversial heritages for ecosocial citizenship training. An investigation of heritage education in formal education” (HETEIC 2). Reference PID 2020-116662 GB-I00, funded by the Spanish Ministry of Science and Innovation, State Agency of Knowledge (MCIN/AEI/10.13039/501100011033)Didácticas IntegradasPedagogí

Controversial heritages and relevant socio-environmental issues: What concerns future teachers?

Este estudio parte de las premisas teóricas establecidas en el Proyecto EPITEC2 en el marco de la educación patrimonial. De acuerdo con el potencial educativo de los patrimonios controversiales, surgidos del tratamiento de temas polémicos en la enseñanza y el aprendizaje del patrimonio, se ha pretendido realizar un diagnóstico delimitando y comparando problemáticas socioambientales y patrimoniales que intervienen en la formación inicial docente de las universidades de Huelva y Santiago de Compostela. Los participantes son estudiantes y docentes de Didáctica de las Ciencias Sociales del Grado en Educación Primaria. Se aplica un enfoque mixto: cuestionario (196) y grupos de discusión (24). La información fue analizada con el software SPSS de forma cuantitativa y el software ATLAS.ti de forma cualitativa, siguiendo los criterios de un sistema de categorías que permitió clasificar los problemas socioambientales relevantes y los patrimonios controversiales que se abordaron en las respuestas a las preguntas realizadas en ambos instrumentos. Los datos revelan que los estudiantes poseen una concepción tradicional del patrimonio, reconocen su dimensión controversial y muestran mayoritariamente preocupación por la violencia de género y el maltrato animal que coexisten en algunos patrimonios. Asimismo, se ha podido identificar que, tanto a este grupo como a sus formadores que trabajan conflictos en las aulas, les preocupa mayoritariamente la violencia de género, las desigualdades o la memoria histórica a escala local. El estudio aporta, como hallazgo en las conclusiones, una nueva subcategoría de análisis de los patrimonios controversiales, a partir de la visión y posicionamiento que cualquier sujeto puede desplegar ante estos elementos, transitando desde el negacionismo al compromiso ecosocial sobre la controversiaThis study is based on the theoretical premises established in the EPITEC2 research project within the framework of heritage education. In accordance with the educational potential of controversial heritages, arising from the treatment of controversial issues in the teaching and learning of heritage, the aim was to carry out a diagnosis by delimiting and comparing the socio-environmental and heritage issues involved in initial teacher training at the universities of Huelva and Santiago de Compostela. The participants are students and teachers of Social Sciences Didactics of the Degree in Primary Education. A mixed approach was applied: questionnaire (196) and discussion groups (24). The information was analysed quantitatively with SPSS software and qualitatively with ATLAS.ti software, following the criteria of a system of categories that allowed us to classify the relevant socio-environmental problems and the controversial heritages that were addressed in the answers to the questions asked in both instruments. The data reveal that the students have a traditional conception of heritage, recognise its controversial dimension, and are mostly concerned about the gender-based violence and animal abuse that coexist in some heritage sites. It has also been possible to identify that both this group and the Social Sciences Didactics trainers, who work on socio-environmental problems and heritage conflicts in the classroom, are mostly concerned about gender violence, inequalities and historical memory at a local level. The study contributes, as a finding in the conclusions, a new subcategory of analysis of controversial heritages, based on the vision and positioning that any subject can deploy in the face of these elements, moving from negationism to eco-social commitment to the controversyEste estudio se integra en el marco del Proyecto I+D+i “EPITEC2: Patrimonios controversiales para la formación ecosocial de la ciudadanía. Una investigación de educación patrimonial en la enseñanza reglada" (PID2020-116662GB-I00, financiado por MICIU/AEI/10.13039/501100011033), y es resultado de una estancia de investigación en el Grupo RODA (GI-1667) de la Universidad de Santiago de Compostela cofinanciada por la Convocatoria de Ayudas a la movilidad 2022 (MOV-Red14-2022/01) de la Red14: Red de Investigación en Enseñanza de las Ciencias Sociales (RED2018-1022336-T, financiado por MICIU/AEI/10.13039/501100011033); por el Grupo de Investigación DESYM (HUM-168 del PAIDI), el Centro de Investigación COIDESO y la Estrategia de Política de Investigación y de Transferencia 2022 (1338) de la Universidad de Huelva. El primer autor es beneficiario de un Contrato de Formación del Profesorado Universitario (FPU20/01886), concedido por el Ministerio de Ciencia, Innovación y Universidades (España). Los autores agradecen al Departamento de Didácticas Integradas de la Universidad de Huelva y al Departamento de Didácticas Aplicadas de la Universidad de Santiago de Compostela por haber facilitado la accesibilidad a los espacios, al alumnado y al profesorado para el desarrollo de esta investigación. Por último, también agradecen a los participantes del estudio su disponibilidad y a los Grupos RODA y DESYM-EPITEC por el apoyo recibido en cuanto a material audiovisualDidácticas Integrada

The Developmental Assets Model for Positive Youth Development and Social Contribution: A Qualitative Study of Spanish Undergraduates

Relational developmental systems theory integrates a positive youth development (PYD) perspective on the transition to adulthood. Meanwhile, the developmental assets (DAs) model describes the personal and contextual resources that nurture PYD. This study examined the fulfillment of DAs and experience of social contribution in a sample of 23 Spanish undergraduates from seven universities (age range 18–25, Mage = 20 57, SD = 2 06). Data were collected from seven focus groups, each comprising undergraduate students from different academic years, universities, and degree programs. All interviews were conducted in Spanish for 50–65 min and comprised eight questions divided into three sections (internal assets, external assets, and social contribution and barriers). The results indicated that among internal assets, positive values, social competencies, and positive identity were important for adolescents. Additionally, the external asset of social support was a highly relevant resource. Regarding social contribution, the participants showed empathy towards the needs of the community and reported that helping others was rewarding. Clearly, the youth’s perspectives on their development should be considered while creating prevention and promotion programs that foster internal and external assetsThis research was funded by the Research, Development, and Innovation Projects of European Regional Development Fund in Andalusia 2014–2020, Grant Number UHU1259711, and by the Excellence Research Projects Fund of the Consejeria de Universidad, Investigacion e Innovacion of the Junta de Andalucia, Grant Number PROYEXCEL_ 00303. The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board of the University of Huelva on 10 January 2019 (UHU1259711) for studies involving humansPsicología Social, Evolutiva y de la Educació

Aplicación de talleres virtuales para evaluación formativa en educación superior

An effective evaluation system should not be limited to measuring performance with numerical grades, but should take into account each student's starting point and progress. This research aims to explore the use of technological tools to implement formative assessment with self-assessment and peer assessment in a virtual learning environment. To do so, a mixed methodology is applied that includes case analysis and the design of an ad hoc questionnaire with a Cronbach's alpha reliability coefficient of 0.7. The Moodle virtual workshop is used to carry out a pre-experimental design (N=103). The results reveal an improvement in understanding of the topic and academic performance. In conclusion, an effective evaluation system is fundamental to academic success, with formative assessment being a viable alternative for improving learning and measuring the acquisition of competenciesUn sistema de evaluación eficaz no debe limitarse a medir el rendimiento con notas numéricas, sino que debe tener en cuenta el punto de partida y el progreso de cada estudiante. Esta investigación tiene como objetivo explorar el uso de herramientas tecnológicas para implementar una evaluación formativa con autoevaluación y evaluación entre pares en un entorno virtual de aprendizaje. Para ello, se aplica una metodología mixta que incluye análisis de casos y el diseño de un cuestionario ad hoc con un coeficiente de confiabilidad Alpha de Cronbach de 0,7. Para llevarlo a cabo se utiliza el taller virtual de Moodle en un diseño preexperimental (N=103). Los resultados revelan que se mejora la comprensión del tema y el rendimiento académico. En conclusión, un sistema de evaluación efectivo es fundamental para el éxito académico, siendo la evaluación formativa una alternativa viable para mejorar el aprendizaje y medir la adquisición de competencia

A integração da alfabetização midiática e informacional no currículo do Uruguai: conceituação e presença na educação básica integrada

Desde el 2023, Uruguay se ha convertido en uno de los países que han incorporado explícitamente la alfabetización mediática e informacional (AMI) en su currículo educativo. La AMI es un conjunto de competencias que prepara a los ciudadanos para interactuar crítica y éticamente con la información y los medios de comunicación. Este artículo analiza la integración de la AMI en los documentos curriculares de la educación básica integrada, abordando su conceptualización y la presencia de objetivos de aprendizaje asociados, a través de un análisis de contenido. Aunque el concepto de AMI se menciona específicamente en la unidad de “Comunicación y Sociedad” del noveno grado, se han identificado objetivos curriculares asociados desde la educación inicial hasta la educación secundaria. No obstante, resulta crucial esclarecer la relación entre los distintos términos empleados en la documentación para una mejor comprensión del alcance y las implicaciones de la AMSince 2023, Uruguay has become one of the countries that have explicitly incorporated Media and Information Literacy (MIL) into its educational curriculum. MIL encompasses a set of competencies that equip citizens to engage critically and ethically with information and the media. This article examines how MIL has been integrated into the curricular documents of integrated basic education, focusing on its conceptualization and the presence of related learning objectives through a content analysis. Although the term MIL is explicitly mentioned in the “Communication and Society” unit of ninth grade, curricular objectives linked to these competencies have been identified from early childhood education through secondary education. However, clarifying the relationship between the different terms used in official documentation is essential for a better understanding of the scope and implications of MILDesde 2023, o Uruguai tornou-se um dos países que incorporaram explicitamente a alfabetização midiática e informacional (AMI) em seu currículo educacional. A AMI é um conjunto de competências que prepara os cidadãos para interagir de maneira crítica e ética com a informação e os meios de comunicação. Este artigo analisa a integração da AMI nos documentos curriculares da educação básica integrada, abordando sua conceituação e a presença de objetivos de aprendizagem associados, por meio de uma análise de conteúdo. Embora o conceito de AMI seja mencionado especificamente na unidade de “Comunicação e Sociedade” do nono ano, foram identificados objetivos curriculares associados desde a educação infantil até o ensino médio. No entanto, é fundamental esclarecer a relação entre os diferentes termos utilizados na documentação para uma melhor compreensão do alcance e das implicações da AMIPedagogí