Manual for inspection of sprayers in use and PRITEAF, dedicated software for inspection of sprayers: success tools developed for the inspector’s training process in Spain

Software dedicated to inspection of sprayers in use has been developed with the aim to facilitate the accomplishment of the mandatory requirements from EU Directive for a Sustainable Use of Pesticides, specifically those concerning the inspection of sprayers in use. The software- PRITEAF- has been developed according to the European standards EN 13790 concerning mandatory inspection of sprayers in use and it is ready to be used not only for inspectors among all the EU members but also for training purposes all over the world. The software is ready to be on line –after minor arrangements - with the recently approved new international inspection standards ISO 16122, and its main features are: to facilitate the sprayer’s inspection procedure, to manage, storage and transfer all the information to the official bodies in charge of the procedure, and to be used as a support tool to improve the training activities during the process, according the European Directive 2009/128/CE for a Sustainable Use of Pesticides. For this purpose, PRITEAF has been designed for three different types of users: inspection teams, inspection workshops and regional authorities. PRITEAF has been developed using the File Maker Pro package and it is composed of three databases – inspections activities, database on sprayers already inspected, and owners or official responsible for the agricultural activity. The software is completed with specific modules for data acquisition and for generating official reports, files and communications. For its implementation, PRITEAF uses specific hardware (a PC server, a tablet and local Wi-Fi) necessary to ensure proper data collection in the field. After data collection, the software generates an official inspection report and an inspection certificate, as required by law. Using PRITEAF reduces inspection time by 33% compared to traditional sprayer inspection systems. Following its validation, PRITEAF has been made available to regional authorities and inspection workshops across Spain, and is also being used to train all inspection teams in the country. More than 800 inspectors have been officially trained using the developed software, resulting in an interesting tool to improve the daily activities to be executed in all the inspection’s workshops in Europe

Does students that receive additional support needs with higher risk for learning disabilities in writing?

Actualmente la escritura es considerada como un proceso cognitivo complejo en el que intervienen diversos factores que conducen a un correcto uso de la escritura en la edad adulta. Este proceso está formado por distintos subprocesos. Entre ellos cabe destacar la transcripción. La capacidad de transcripción adquiere un papel importante en la adquisición de la escritura, siendo de especial importancia en el inicio de la escolaridad. Si los niños son lentos e inexactos en el proceso de la transcripción conlleva a que su capacidad y calidad compositiva global en la producción de textos se vea gravemente perjudicada. La transcripción tiene un efecto significativo sobre la escritura global y el rendimiento académico de los niños en edad escolar, tanto es así que es considerada como un potente predictor para identificar a niños en riesgo de desarrollar déficits más graves en la escritura. Un hallazgo que refuerza la importancia de identificar las dificultades de escritura tan pronto como sea posible. A esto, hay que añadir que actualmente la enseñanza de la escritura en los primeros años de escolaridad se centra casi única y exclusivamente en los aspectos más formales del texto como la caligrafía o la legibilidad, excluyendo la instrucción en la fluidez. La presente investigación analiza las diferencias entre niños que reciben apoyo educativo por presentar retraso en la adquisición de las competencias del currículo escolar con niños que no lo reciben, considerando la fluidez y la exactitud en la escritura. Para ello se seleccionó una muestra de 181 alumnos que reciben apoyo educativo y 181 alumnos que no lo reciben, pertenecientes a los tres primeros cursos de Educación Primaria y cuyas edades oscilan entre 6 y 9 años. Los resultados obtenidos muestran que los niños que reciben apoyo educativo, aún recibiendo este apoyo, presentan mayores carencias en la fluidez y exactitud en la escritura, carencias que sin una apropiada instrucción podrían desembocar en futuras dificultades de aprendizaje en escritura.Nowadays, writing is considered as a complex cognitive process in which several factors are involved that lead to a right writing use in adult age. This process is set up by different sub-processes, between which we can highlight transcription. The transcription skill takes a relevant place in writing acquisition, being of a special importance in the school beginning. If children are imprecise and slow in the transcription process it can lead to a serious setback in to their composition ability and quality. Transcription has a significant effect into the global writing and the academic efficiency in school age even that is considered as a powerful predictor to identify children that are more likely to show severe deficit in the acquisition of writing skills. A discovery that strengthen the importance of identifying writing difficulties as soon as possible. It should be added that nowadays writing teaching at the beginning is focused almost, solely and exclusively, in the most formal text aspects, just like handwriting or legibility, excluding fluency instruction. The current study analyzes the differences in writing fluency and accuracy between children that receive educational support because of their backwardness in the education program and normally achieving children. For this purpose, we selected a sample of 181 normally achieving children and 181 children receiving educational support, belonging to Primary Education and whose ages are in 6 – 9 years old range. Obtained results show that children that receive educational support present a lack of writing fluency and accuracy, problems that without an appropriate instruction could lead in future writing difficulties.peerReviewe

A comparative study of magnetic and electrical properties of BiFeO3 mutiferroic ceramics sintered by electric field assisted-methods: Spark plasma sintering and flash sintering

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Multi-Phase Flash Sintering: The Next Natural Step in Flash Sintering Evolution

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The kinematics of the quadrupolar nebula M1-75 and the identification of its central star

The link between the shaping of bipolar planetary nebulae and their central stars is still poorly understood. The kinematics and shaping of the multipolar nebula M 1-75 are hereby investigated, and the location and nature of its central star are briefly discussed. Fabry-Perot data from GHaFAS on the WHT sampling the Doppler shift of the [N II] 658.3 nm line are used to study the dynamics of the nebula, by means of a detailed 3-D spatio-kinematical model. Multi-wavelength images and spectra from the WFC and IDS on the INT, and from ACAM on the WHT, allowed us to constrain the parameters of the central star. The two pairs of lobes, angularly separated by ~22 degrees, were ejected simultaneously approx. ~3500-5000 years ago, at the adopted distance range from 3.5 to 5.0 kpc. The larger lobes show evidence of a slight degree of point symmetry. The shaping of the nebula could be explained by wind interaction in a system consisting of a post-AGB star surrounded by a disc warped by radiative instabilities. This requires the system to be a close binary or a single star which engulfed a planet as it died. On the other hand, we present broad- and narrow-band images and a low S/N optical spectrum of the highly-reddened, previously unnoticed star which is likely the nebular progenitor. Its estimated V-I colour allows us to derive a rough estimate of the parameters and nature of the central star.Comment: 8 pages, 6 figures, accepted for publication in Astronomy & Astrophysic

A Light Calibration System for the ProtoDUNE-DP Detector

A LED-based fiber calibration system for the ProtoDUNE-Dual Phase (DP) photon detection system (PDS) has been designed and validated. ProtoDUNE-DP is a 6x6x6 m3 liquid argon time-projection-chamber currently being installed at the Neutrino Platform at CERN. The PDS is based on 36 8-inch photomultiplier tubes (PMTs) and will allow triggering on cosmic rays. The system serves as prototype for the PDS of the final DUNE DP far detector in which the PDS also has the function to allow the 3D event reconstruction on non-beam physics. For this purpose an equalized PMT response is desirable to allow using the same threshold definition for all PMT groups, simplifying the determination of the trigger efficiency. The light calibration system described in this paper is developed to provide this and to monitor the PMT performance in-situ.Comment: 15 pages, 5 figure

Compatibilidad de variedades de cerezo húngaras sobre Adara y otros patrones Prunus

3 Págs. Contribución de los autores originalmente presentada, como comunicación,en el XIII Congreso Nacional de Ciencias Hortícolas (SECH 2012): “Convergencia de las Tecnologías Hortofrutícolas” (Almería, abril 2012)El presente trabajo tiene como objetivo determinar el grado de compatibilidad que presenta el ciruelo Adara y otros patrones Prunus para su utilización con variedades de cerezo húngaras. Entre las variedades estudiadas figuran: ‘Aida’, ‘Alex’, ‘Carmen’, ‘Kavics’, ‘Krupnoplodnaja’, ‘Rita’, ‘Sandor’ y ‘Vera’. El estudio se desarrolla sobre árboles injertados en viveros experimentales establecidos en la Estación Experimental de Aula Dei y fincas privadas comerciales. Para determinar los posibles casos de incompatibilidad del tipo ‘traslocada’ se realizaron observaciones visuales en campo durante el primer período vegetativo del árbol. Hasta la fecha no se han observado síntomas de incompatibilidad ‘traslocada’ para las combinaciones evaluadas. El diagnóstico de la incompatibilidad ‘localizada’ se realizará en años sucesivos mediante el examen macroscópico de las uniones de injerto y la determinación del grado de discontinuidad encontrado en corteza y madera.Este trabajo ha sido financiado por la acción integrada hispano-húngara del Ministerio de Ciencia e Innovación español (MICINN) (proyecto HH2008-0012) y de la ‘National Innovation Office’ húngara (NIH) (proyecto ES-27/2008), así como por el proyecto AGL-2008-00283 cofinanciado por FEDER, y el Gobierno de Aragón (A44).Peer reviewe

¿Se encuentran los escolares que reciben apoyo educativo en situación de mayor riesgo de presentar dificultades de aprendizaje en la escritura?

Nowadays, writing is considered as a complex cognitive process in which several factors are involved that lead to a right writing use in adult age. This process is set up by different sub-processes, between which we can highlight transcription. The transcription skill takes a relevant place in writing acquisition, being of a special importance in the school beginning. If children are imprecise and slow in the transcription process it can lead to a serious setback in to their composition ability and quality. Transcription has a significant effect into the global writing and the academic efficiency in school age even that is considered as a powerful predictor to identify children that are more likely to show severe deficit in the acquisition of writing skills. A discovery that strengthen the importance of identifying writing difficulties as soon as possible. It should be added that nowadays writing teaching at the beginning is focused almost, solely and exclusively, in the most formal text aspects, just like handwriting or legibility, excluding fluency instruction. The current study analyzes the differences in writing fluency and accuracy between children that receive educational support because of their backwardness in the education program and normally achieving children. For this purpose , we selected a sample of 181 normally achieving children and 181 children receiving educational support, belonging to Primary Education and whose ages are in 6 – 9 years old range. Obtained results show that children that receive educational support present a lack of writing fluency and accuracy, problems that without an appropriate instruction could lead in future writing difficulties.Actualmente la escritura es considerada como un proceso cognitivo complejo en el que intervienen diversos factores que conducen a un correcto uso de la escritura en la edad adulta. Este proceso está formado por distintos subprocesos. Entre ellos cabe destacar la transcripción. La capacidad de transcripción adquiere un papel importante en la adquisición de la escritura, siendo de especial importancia en el inicio de la escolaridad. Si los niños son lentos e inexactos en el proceso de la transcripción conlleva a que su capacidad y calidad compositiva global en la producción de textos se vea gravemente perjudicada. La transcripción tiene un efecto significativo sobre la escritura global y el rendimiento académico de los niños en edad escolar, tanto es así que es considerada como un potente predictor para identificar a niños en riesgo de desarrollar déficits más graves en la escritura. Un hallazgo que refuerza la importancia de identificar las dificultades de escritura tan pronto como sea posible. A esto, hay que añadir que actualmente la enseñanza de la escritura en los primeros años de escolaridad se centra casi única y exclusivamente en los aspectos más formales del texto como la caligrafía o la legibilidad, excluyendo la instrucción en la fluidez. La presente investigación analiza las diferencias entre niños que reciben apoyo educativo por presentar retraso en la adquisición de las competencias del currículo escolar con niños que no lo reciben, considerando la fluidez y la exactitud en la escritura. Para ello se seleccionó una muestra de 181 alumnos que reciben apoyo educativo y 181 alumnos que no lo reciben, pertenecientes a los tres primeros cursos de Educación Primaria y cuyas edades oscilan entre 6 y 9 años. Los resultados obtenidos muestran que los niños que reciben apoyo educativo, aún recibiendo este apoyo, presentan mayores carencias en la fluidez y exactitud en la escritura, carencias que sin una apropiada instrucción podrían desembocar en futuras dificultades de aprendizaje en escritura