A Discussion on Fall Detection Issues and Its Deployment: When cloud meets battery

IEEE International Conference on Cloud Computing and Big Data Analysis (3rd. 2018., Chengdu, China

Ion cyclotron wall conditioning experiments on Tore Supra in presence of the toroidal magnetic field

Wall conditioning techniques applicable in the presence of the high toroidal magnetic field will be required for the operation of ITER for tritium removal, isotopic ratio control and recovery to normal operation after disruptions. Recently ion cyclotron wall conditioning (ICWC) experiments have been carried out on Tore Supra in order to assess the efficiency of this technique in ITER relevant conditions. The ICRF discharges were operated in He/H-2 Mixtures at the Tore Supra nominal field (3.8 T) and a RF frequency of 48 MHz, i.e. within the ITER operational space. RF pulses of 60 s (max.) were applied using a standard Tore Supra two-strap resonant double loop antenna in ICWC mode, operated either in pi or 0-phasing with a noticeable improvement of the RF coupling in the latter case. In order to assess the efficiency of the technique for the control of isotopic ratio the wall was first preloaded using a D-2 glow discharge. After 15 minutes of ICWC in He/H-2 gas mixtures the isotopic ratio was altered from 4% to 50% at the price of an important H implantation into the walls. An overall analysis comparing plasma production and the conditioning efficiency as a function of discharge parameters is given

Codocencia para la formación inicial de docentes de inglés en educación STEAM+AICLE integrada

In Spain, primary education teachers teaching subject matter in a foreign language through Content and Language Integrated Learning (CLIL) require new pedagogical competencies. Teaching in a second language often poses problems, as many teachers have no specific training in CLIL and often wish to gain greater self-confidence when teaching some subjects, for example, Natural Sciences, in a foreign language. In that scenario, two general objectives are proposed in this study within the framework of pre-service CLIL teacher training: to examine the impact of a co-teaching programme on the development of the pedagogical competences of pre-service English as a Foreign Language (EFL) teachers engaged in STEAM+CLIL integrated education; and 2) to study the impact of the programme on the perceived self-confidence of pre-service teachers when teaching CLIL. The results of this research involving three experimental cohorts of pre-service teachers showed an improvement in their pedagogical competencies at designing integrated STEAM+CLIL didactic units, compared to the respective control groups; and an increase in their perceived self-confidence when teaching EFL through CLIL. These results point towards an alternative pathway for primary school teacher training in a foreign language, particularly English. FUNDING INFORMATION. This research was funded by the European Commission which financed the research project STEAM Education and Foreign Language Learning in Europe - SeLFIE (2020-1-ES01-KA201-081850).En España, la enseñanza de asignaturas en una lengua adicional a través del Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) en Educación Primaria requiere nuevas competencias pedagógicas por parte de docentes. Esta situación suele plantear un problema, ya que muchos no tienen una formación específica en AICLE y consideran que necesitan más autoconfianza para enseñar dichas asignaturas en una lengua adicional, por ejemplo, en Natural Science. Ante este escenario, en este estudio se plantean dos objetivos generales en el marco del profesorado AICLE en formación: 1) examinar el impacto de un programa de codocencia en el desarrollo de competencias pedagógicas de futuros maestros de inglés como lengua extranjera en educación STEAM+AICLE integrada, y 2) estudiar el impacto de este programa en la autoconfianza hacia la enseñanza AICLE generada por los futuros maestros. Los resultados obtenidos en la investigación con tres cohortes experimentales de maestros en formación muestran una mejora de sus competencias pedagógicas para diseñar propuestas didácticas STEAM+AICLE integradas, en comparación con sus respectivos grupos de control; también a un aumento de su autoconfianza en la enseñanza de inglés como lengua extranjera a través de AICLE. Estos resultados parecen mostrar una alternativa para la formación docente de maestros de Educación Primaria en lengua adicional, particularmente inglés