Proposed satellite position determination systems and techniques for Geostationary Synthetic Aperture Radar

This paper proposes two different calibration techniques for Geostationary Synthetic Aperture Radar (GEOSAR) missions requiring a high precision positioning, based on Active Radar Calibrators and Ground Based Interferometry. The research is enclosed in the preparation studies of a future GEOSAR mission providing continuous monitoring at continental scale.Peer ReviewedPostprint (author's final draft

Creation of a large news corpus for the discourse analysis of Violence Against Women (VAW)

The press is considered to play a fundamental social role, as it shapes public opinion. In this regard, CDA Critical discourse analysis (CDA) has as a primary aim to study “the way social power abuse, dominance, and inequality are enacted, reproduced, and resisted by text and talk in the social and political context” with the purpose of resisting “social inequality (van Dijk, 1991: 353). The analysis of ideologies in news discourse has a long tradition, but only recently have linguists started to use large corpora and corpus techniques to study them. This presentation describes the process of developing a large corpus of journalistic news in English, Spanish and Catalan on Violence Against Women (VAW) in the digital press, which contains over 80,000 texts and 70 million words so far. This corpus is part of the NEWSGEN project of the University of Valencia, which aims to document and investigate the historical evolution and the political, cultural, social, and ideological impact of discourses on VAW in recent times. Methodologically, the three phases for creating this corpus will be described: design, compilation, and annotation. The seed words on VAW have been defined in the design phase. The Factiva database was used for the compilation of the corpus, and then the texts were cleaned of irrelevant data and duplicates were eliminated. Finally, the texts were annotated with metadata such as the article's date, title, and body. A statistical analysis of the corpus was conducted, and case studies showing its potential and possible applications will be presented.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Interferometric orbit determination for geostationary satellites

The final publication is available at link.springer.com via http://dx.doi.org/10.1007/s11432-016-9052-yFuture GeoSAR missions are expected to provide higher resolution radar images featuring shorter revisit times by locating a radar payload on-board of a geostationary satellite. One of the main challenges in GeoSAR processing is accurately determining the satellite orbit to obtain a precise phase history, in order to properly focus the retrieved data. To tackle this challenge, a multiple baseline ground-based interferometer is proposed as a compact and reliable method to achieve an unprecedented accuracy. As a proof of concept, this paper presents the results obtained from a single baseline prototype, whose results can be extrapolated to a larger system, able to be used in future missions.Peer ReviewedPostprint (author's final draft

El afecto pedagógico en la didáctica de la matemática - Región Amazonas desde la mirada fenomenológica

This research work analyzed the experiences lived in the didactics of the mathematics by the teachers in the Amazonas region, whose emergent significance was the pedagogical affection in teaching understood as a process whereby two or more people interact socially, one of the passions of the mood. The study was conducted using the process of the hermeneutic phenomenological method with a criterion sample of five teachers of the area; the techniques used are close observation and conversational interview. Also, the instrument to collect the testimonies of each teacher and reflect about them was the anecdote. Thematic units emerged from them such as concern, confidence, humility, hope, empathy, among others, and the affection as a general meaning. From the experiences lived by the teachers, the affectivity emerges in the teaching of mathematics, which leads to good personal relationships, gives hope, color and sense to learning, acts and the student´s life.This research work analyzed the experiences lived in the didactics of the mathematics by the teachers in the Amazonas region, whose emergent significance was the pedagogical affection in teaching understood as a process whereby two or more people interact socially, one of the passions of the mood. The study was conducted using the process of the hermeneutic phenomenological method with a criterion sample of five teachers of the area; the techniques used are close observation and conversational interview. Also, the instrument to collect the testimonies of each teacher and reflect about them was the anecdote. Thematic units emerged from them such as concern, confidence, humility, hope, empathy, among others, and the affection as a general meaning. From the experiences lived by the teachers, the affectivity emerges in the teaching of mathematics, which leads to good personal relationships, gives hope, color and sense to learning, acts and the student´s life.La presente investigación tuvo como propósito analizar las experiencias vividas en la didáctica de la matemática de los docentes de la región Amazonas, cuyo significado emergente fue el afecto pedagógico en la enseñanza entendida como un proceso por el cual dos o más personas realizan una interacción social, una de las pasiones que el ánimo presenta. El estudio fue realizado con los procesos del método fenomenológico hermenéutico, con una muestra por criterio de cinco docentes del área; las técnicas utilizadas son observación de cerca y entrevista conversacional. El instrumento para recoger los testimonios  de cada docente y reflexionar fue la anécdota. De ellas emergieron unidades temáticas como la preocupación, la confianza, la humildad, la esperanza, la empatía, entre otras, y como significado general  el afecto. De las experiencias vividas por los docentes emerge la afectividad en la enseñanza de la matemática, la que conduce a buenas relaciones personales, brinda esperanza, color y sentido a los aprendizajes, a los actos y a la vida misma del estudiante.

El afecto pedagógico en la didáctica de la matemática - Región Amazonas desde la mirada fenomenológica

This research work analyzed the experiences lived in the didactics of the mathematics by the teachers in the Amazonas region, whose emergent significance was the pedagogical affection in teaching understood as a process whereby two or more people interact socially, one of the passions of the mood. The study was conducted using the process of the hermeneutic phenomenological method with a criterion sample of five teachers of the area; the techniques used are close observation and conversational interview. Also, the instrument to collect the testimonies of each teacher and reflect about them was the anecdote. Thematic units emerged from them such as concern, confidence, humility, hope, empathy, among others, and the affection as a general meaning. From the experiences lived by the teachers, the affectivity emerges in the teaching of mathematics, which leads to good personal relationships, gives hope, color and sense to learning, acts and the student´s life.This research work analyzed the experiences lived in the didactics of the mathematics by the teachers in the Amazonas region, whose emergent significance was the pedagogical affection in teaching understood as a process whereby two or more people interact socially, one of the passions of the mood. The study was conducted using the process of the hermeneutic phenomenological method with a criterion sample of five teachers of the area; the techniques used are close observation and conversational interview. Also, the instrument to collect the testimonies of each teacher and reflect about them was the anecdote. Thematic units emerged from them such as concern, confidence, humility, hope, empathy, among others, and the affection as a general meaning. From the experiences lived by the teachers, the affectivity emerges in the teaching of mathematics, which leads to good personal relationships, gives hope, color and sense to learning, acts and the student´s life.La presente investigación tuvo como propósito analizar las experiencias vividas en la didáctica de la matemática de los docentes de la región Amazonas, cuyo significado emergente fue el afecto pedagógico en la enseñanza entendida como un proceso por el cual dos o más personas realizan una interacción social, una de las pasiones que el ánimo presenta. El estudio fue realizado con los procesos del método fenomenológico hermenéutico, con una muestra por criterio de cinco docentes del área; las técnicas utilizadas son observación de cerca y entrevista conversacional. El instrumento para recoger los testimonios  de cada docente y reflexionar fue la anécdota. De ellas emergieron unidades temáticas como la preocupación, la confianza, la humildad, la esperanza, la empatía, entre otras, y como significado general  el afecto. De las experiencias vividas por los docentes emerge la afectividad en la enseñanza de la matemática, la que conduce a buenas relaciones personales, brinda esperanza, color y sentido a los aprendizajes, a los actos y a la vida misma del estudiante.

Physical Activity Related to Forced Vital Capacity and Strength Performance in a Sample of Young Males and Females

To identify the extent of physical performance differences between active and sedentary subjects taking into account sexual dimorphism physical activity level was recorded by interview from a sample of 319 young university students of both sexes. Anthropometric variables and physical performance values were obtained. The sex factor was the main variable explaining the differences in physical performance between active and sedentary young. Also contributors to those differences were forced vital capacity (FVC), heart rate after exercise and rest heart rate, together with the explosive component of strength (vertical jump). The effect of physical activity was shown in the increment of FVC and the decrease of resting heart rate. In the overall sample, heart rate after exercise, either in active males or active females, was lowered with respect to the sedentary subjects, showing that active females experienced a greater cardiovascular benefit following adaptation to training than sedentary

Progression of Early Subclinical Atherosclerosis (PESA) Study: JACC Focus Seminar 7/8.

Atherosclerosis starts early in life and progresses silently for decades. Considering atherosclerosis as a "systemic disease" invites the use of noninvasive methodologies to detect disease in various regions before symptoms appear. The PESA-(Progression of Early Subclinical Atherosclerosis) CNIC-SANTANDER study is an ongoing prospective cohort study examining imaging, biological, and behavioral parameters associated with the presence and progression of early subclinical atherosclerosis. Between 2010 and 2014, PESA enrolled 4,184 asymptomatic middle-aged participants who undergo serial 3-yearly follow-up examinations including clinical interviews, lifestyle questionnaires, sampling, and noninvasive imaging assessment of multiterritorial subclinical atherosclerosis (carotids, iliofemorals, aorta, and coronaries). PESA tracks the trajectories of atherosclerosis and associated disorders from early stages to the transition to symptomatic phases. A joint venture between the CNIC and the Santander Bank, PESA is expected to run until at least 2029, and its significant contributions to date are presented in this review paper.The PESA study is funded by the CNIC and Santander Bank. The study has also received funding from the Carlos III Institute of Health (ISCIII, PI15/02019, PI17/00590, and PI20/00819) and the European Regional Development Fund. The CNIC is supported by the ISCIII, the MICIN, and the Pro CNIC Foundation. Dr Ibanez is the recipient of a European Research Council grant MATRIX (ERC-COG-2018-ID: 819775). Dr Andrés is supported by grant PID2019-108489RB-I00 from the Spanish Ministerio de Ciencia e Innovación (MICIN), with cofunding from the European Regional Development Fund/Fondo Europeo de Desarrollo Regional (ERDF/FEDER, “A way to build Europe”). All other authors have reported that they have no relationships relevant to the contents of this paper to disclose.S

Current State of Basic and Translational Cardiovascular Research in Spain

European Union's FP7 (CardioNext ITN-608027, HEALTH. 2011-278967), European Union's Horizon 2020 (GA633765, RIA73152, AC16/00021, and AC16/00091), the Spanish Ministerio de Economia, Industria y Competitividad (MEIC) with cofunding from the Fondo Europeo de Desarrollo Regional (FEDER; SAF2015-65722-R, SAF2016-79490-R, SAF2013-49663-EXP, RTC-2015-4398-1, and RTC-2016-4911-1), the Carlos III Institute of Health-Fondo de Investigacion Sanitaria (PI16/02110, PI16/00123, DTS17/00136, and DTS15/00095), Fundacion BBVA, Mutua Madrilena Foundation, Spanish Society of Cardiology, the Fundacio Marato TV3 (122/C/2015), and the Progeria Research Foundation (Established Investigator Award 2014-52). The CNIC is supported by the MEIC and the Pro-CNIC Foundation and is a Severo Ochoa Center of Excellence (MEIC award SEV-2015-0505).S

通信科学专业学生信息素养水平对互惠教学的影响

Introduction: the current technological development transcends all human activity, such as education. Analyzing the link of digital skills achieved by students, applied in collaborative teaching methods, we established the existing relationship between information literacy (IL) and reciprocal teaching (RT) skills in Communication Sciences students; based on the classification of IL competencies in DigComp 2.1, related to skills and attitudes promoted by RT. Method: the research was anonymized, a digital questionnaire was used with 100 IL questions and 22 RT questions, both with a Likert scale with values of 0-9; the reliability of the instrument was validated by Cronbach’s Alpha with values of .987 for AI and .992 for RT, as well as the review at the discretion of 3 experts. Results: the data showed a non-normal distribution, applying Spearman’s Rho it was determined that there is a significant relationship, establishing through Multinomial Logistic Regression that the IL of level N3 predominates, concentrating 90% of cases, reflected in the 2/3 of RT concentrated in levels Low-Medium, the regression coefficients show that the low development of IL does not lead to an advanced RT. Conclusions: In Peru, the development of Digital Competencies, fundamentally the 3 dimensions of IL (navigate, evaluate and manage information), is similar to Spain, being that, evaluating it must have greater development to ensure that communicators can combat fake news, a level N3 would be insufficient, a review of the university curriculum and improving student training would be needed to achieve it, because being “digital natives” is not enough.Introducción: el actual desarrollo tecnológico trasciende toda actividad humana, como la educación. Analizando la vinculación de competencias digitales logradas por los estudiantes, aplicados a métodos de enseñanza colaborativos, establecimos la relación existente entre competencias de alfabetización informacional (AI) y enseñanza recíproca (ER) en estudiantes de Ciencias de Comunicación; basada en la clasificación de competencias de AI en DigComp 2.1 relacionadas con habilidades y actitudes promovidas por la ER. Método: la investigación fue anonimizada, se utilizó un cuestionario digital con 100 preguntas de AI y 22 preguntas de ER, ambas con escala de Likert con valores de 0-9; la fiabilidad del instrumento validado mediante Alfa de Cronbach con valores de .987 para AI y .992 para ER, así como la revisión a juicio de 3 expertos. Resultados: los datos mostraron una distribución no normal, aplicando Rho de Spearman se determinó que existe relación significativa, estableciendo mediante Regresión Logística Multinomial que la AI de nivel N3 predomina, concentrando el 90% de casos, reflejado en los 2/3 de ER concentrados en niveles Bajo-Medio, los coeficientes de regresión evidencian que el bajo desarrollo de AI no conducen a un ER avanzado. Conclusiones: en Perú, el desarrollo de las Competencias Digitales, fundamentalmente las 3 dimensiones de AI (navegar, evaluar y gestionar información), es semejante a España, siendo que, evaluarla debe tener mayor desarrollo para lograr que los comunicadores puedan combatir las fake news, un nivel N3 sería insuficiente, se necesitaría una revisión de la curricula universitaria y mejorar la formación estudiantil para lograrlo, porque ser “nativos digitales” no basta.Введение: современное технологическое развитие охватывает все виды человеческой деятельности, в том числе и образование. Анализируя связь цифровых компетенций, достигнутых студентами, с методами совместного обучения, мы установили взаимосвязь между компетенциями информационной грамотности (AI) и взаимным обучением (ER) у студентов коммуникационных наук; на основе классификации компетенций IL в DigComp 2.1, связанных с навыками и отношением, способствующими ER. Метод: исследование было анонимным, использовался цифровой вопросник со 100 вопросами AI и 22 вопросами ER, оба со шкалой Likert со значениями от 0-9; надежность инструмента была подтверждена с помощью Cronbach’s Alpha со значениями .987 для AI и .992 для ER, а также проверена на основании оценки трех экспертов. Результаты: данные продемонстрировали отсутствие нормального распределения, с помощью Rho Спирмена было определено, что существует значимая связь, установив с помощью мультиномиальной логистической регрессии, что преобладает AI уровня N3, концентрируясь в 90% случаев, что отражается в 2/3 ER, концентрирующихся в Low-Medium уровнях, коэффициенты регрессии показывают, что низкое развитие AI не приводит к продвинутому ER. Выводы: в Перу развитие цифровых компетенций, в основе которых лежат три измерения AI (навигация, оценка и управление информацией), схоже с Испанией, хотя оно нуждается в дальнейшем развитии, чтобы коммуникаторы могли бороться с фальшивыми новостями, уровня N3 будет недостаточно, для этого необходимо пересмотреть университетскую учебную программу и улучшить подготовку студентов, поскольку быть “носителями цифровых технологий” недостаточно.引言：当前的技术发展超越了所有人类活动，例如教育。我们通过分析学生获得的数字技能的联系及应用于协作教学方法，建立了通信科学学生的信息素养技能（AI）和互惠教学（RE）之间的关系。该关联基于 DigComp 2.1 中与 RE 提倡的技能和态度相关的 AI 能力分类。 研究方法：本研究为匿名研究，采用数字问卷，包含100个AI问题和22个RE问题，均采用李克特量表，取值为0-9；通过 Cronbach’s Alpha 验证的工具的可靠性，AI 为 0.987，RE 为 0.992。此外，该问卷经过了 3 位专家的审评。 研究结果：数据呈非正态分布，应用Spearman’s Rho确定存在显着关系，通过多项Logistic回归确定N3级AI占优势，集中了90%的案例，体现在2/ 3 在中低水平的集中 RE 中，回归系数表明低水平 AI 发展不会导致水平 RE。 结论：在秘鲁，由人工智能的 3 个维度（浏览、评估和管理信息）组成的数字能力的发展与西班牙相似。对其评估必须得到更大的发展，以确保传播者能够打击假新闻。N3 水平是不够的，仅仅成为“数字原住民”也是不够的，因此我们需要对大学课程进行审评并改进对学生的培训

Risk Factors and treatment needs of batterer intervention program participants with substance abuse problems

The aim of the present study was to identify the main risk factors and treatment needs of batterer intervention program (BIP) participants with alcohol and drug abuse problems (ADAPs), beyond issues strictly related to their substance abuse, taking into account four sets of variables: sociodemographic (i.e., age, educational level, income, employment, and immigrant status); personality disorders and psychological adjustment (i.e., clinical symptomatology, personality disorders, anger, impulsivity, and self-esteem); social-relational variables (i.e., community support, intimate support, stressful life events, and perceived social rejection); and violence-related variables (i.e., family violence exposure, perceived severity of intimate partner violence against women [IPVAW], ambivalent sexism, risk of future violence, physical and psychological intimate partner violence, motivation to change, and stage of change). The study was based on a sample of 1,039 male IPVAW offenders court-mandated to a community-based BIP. Results from comparisons between BIP participants with and without ADAPs were interpreted in terms of effect sizes to highlight the most salient differences. Differences with moderate effect sizes were found for clinical symptomatology, anger trait, anxiety disorder, depressive disorder, stressful life events, motivation to change and stage of change. Differences with large effect sizes were found for impulsivity, antisocial disorder, borderline disorder, and aggressive disorder. Several intervention strategies are proposed to guide and adjust interventions to risk factors and treatment needs of BIP participants with ADAPs