EU-Rent car rentals specification

EU-Rent is a widely known case study being promoted as a basis for demonstration of product capabilities. However, no in-depth case analysis neither specification has been developed. Therefore, it was considered interesting, useful and even necessary to develop a complete study of the case, which would lead to its whole specification. On the other hand, it was considered a good opportunity to test the application of some proposals, such as alternate mechanisms to define integrity constraints and derivation rules, as well as an alternative approach to model events.Postprint (published version

Parallel Working-Set Search Structures

In this paper we present two versions of a parallel working-set map on p processors that supports searches, insertions and deletions. In both versions, the total work of all operations when the map has size at least p is bounded by the working-set bound, i.e., the cost of an item depends on how recently it was accessed (for some linearization): accessing an item in the map with recency r takes O(1+log r) work. In the simpler version each map operation has O((log p)^2+log n) span (where n is the maximum size of the map). In the pipelined version each map operation on an item with recency r has O((log p)^2+log r) span. (Operations in parallel may have overlapping span; span is additive only for operations in sequence.) Both data structures are designed to be used by a dynamic multithreading parallel program that at each step executes a unit-time instruction or makes a data structure call. To achieve the stated bounds, the pipelined data structure requires a weak-priority scheduler, which supports a limited form of 2-level prioritization. At the end we explain how the results translate to practical implementations using work-stealing schedulers. To the best of our knowledge, this is the first parallel implementation of a self-adjusting search structure where the cost of an operation adapts to the access sequence. A corollary of the working-set bound is that it achieves work static optimality: the total work is bounded by the access costs in an optimal static search tree.Comment: Authors' version of a paper accepted to SPAA 201

On the number of string lookups in BSTs (and related algorithms) with digital access

Binary search trees and quicksort are examples of comparison-based data structure and algorithm respectively. Comparison-based data structures and algorithms can be can be augmented so that no redundant character comparisons are made. Unnoticed, this approach also avoids looking up the string in some nodes. This paper haracterizes analytically the number of string lookups in so-augmented BSTs, quicksort and quickselect. Besides, we also characterize a variant proposed in this paper to reduce further the number of string lookups.Postprint (published version

Extending STL maps using LBSTs

Associative containers are basic generic classes of the C++ standard library. Access to the elements can be done by key or iterator, but not by rank. This paper presents a new implementation of the map class, which extends the Standard with the ability to support efficient direct access by rank without using extra space. This is achieved using LBST trees. This document reports on the algorithmic engineering of this implementation as well as, experimental results that show its competitive performance compared to the widespread GCC library map implementation.Postprint (published version

Parallel partition revisited

Abstract. In this paper we consider parallel algorithms to partition an array with respect to a pivot. We focus on implementations for current widely available multi-core architectures. After reviewing existing algorithms, we propose a modification to obtain the minimal number of comparisons. We have implemented these algorithms and drawn an experimental comparison

Pedagogía del asombro y de la promesa en Instituciones Educativas Católicas

Esta investigación tuvo como objetivo analizar si la Pedagogía del Asombro y de la Promesa promueve una cultura del encuentro. Para ello, se profundizó en la propuesta de Bobadilla (2019) en torno a una pedagogía del asombro y una pedagogía de la promesa para hacer visible la cultura del encuentro y así enfrentar los desafíos de la cultura del divertimento. Es así que, haciendo uso de la técnica de análisis documental —a través de estudios y reflexiones de diversos filósofos y educadores— se corroboró la pertinencia del asombro y de la promesa como capacidades humanas necesarias de ser recuperadas para dar hondura y sostenibilidad a la vida de las personas y así generar encuentro. Por ello, con los resultados de esta investigación y partiendo de la antropología cristiana, se desarrolló una propuesta titulada Pedagogía del Asombro y de la Promesa con el fin de promover una cultura del encuentro a través de la formación del ser del estudiante. Con este propósito, la mencionada propuesta pedagógica busca perfeccionar, desde el asombro y la promesa, las propiedades constitutivas de la persona -intimidad, libertad, diálogo-relacionalidad y dar- a través del desarrollo de capacidades que consideran la realidad, la contemplación y el tiempo como aspectos relevantes que hay que tener en cuenta en su proceso. Asimismo, esta propuesta pedagógica se plantea para ser aplicada de manera transversal, a manera de una educación invisible y/o en los planes de tutoría de instituciones educativas católicas.Tabla de Contenido Índice de tablas .................................................................................................................... 7 Resumen ............................................................................................................................... 8 Abstract……...……………………………………………………………………………..9 Introducción………………………………………………………………………………10 Capítulo I: Planteamiento del Problema ......................................................................... 13 1.1 Descripción del Problema......................................................................................... 13 1.2 Formulación del Problema ........................................................................................ 18 1.2.1 Problema General ........................................................................................... 18 1.2.2 Problemas Específicos.................................................................................... 18 1.3 Objetivos................................................................................................................... 18 1.3.1 Objetivo General............................................................................................. 18 1.3.2 Objetivos Específicos ..................................................................................... 18 1.4 Justificación de la Investigación ............................................................................... 19 Capítulo II: Marco Teórico .............................................................................................. 20 2.1 Antecedentes de la Investigación.............................................................................. 20 2.1.1 Antecedentes Internacionales ......................................................................... 21 2.1.2 Antecedentes Nacionales................................................................................ 27 2.2 Bases Teóricas........................................................................................................... 28 2.2.1 Cuestiones Previas.......................................................................................... 28 2.2.2 Cultura Contemporánea y Educación ............................................................. 31 2.2.3 El Asombro, Medio para Descubrir el Ser en la Realidad.............................. 46 2.2.4 La Promesa, Medio para permanecer en el ser y dar Sostenibilidad a la Narrativa Humana........................................................................................................................ 55 2.2.5 Educación Personalizada: Antropología y Principios Educativos.................. 70 2.3 Definición de Términos Base……..………..………………………………………79 Capítulo III: Metodología ................................................................................................. 81 3.1 Enfoque la Investigación .......................................................................................... 81 3.2 Tipo de Investigación................................................................................................ 81 3.3 Nivel de Investigación .............................................................................................. 81 3.4 Diseño de la Investigación ........................................................................................ 82 3.5 Población y Muestra ................................................................................................. 82 3.6 Técnica ...................................................................................................................... 82 Capítulo IV: Resultados De la Investigación……………………………………………84 4.1 Pedagogía del Asombro y de la Promesa para Promover una Cultura del Encuentro 86 4.1.1 Pedagogía del Asombro .................................................................................. 85 4.1.2 Pedagogía de la Promesa ................................................................................ 87 4.1.3 Síntesis: Pedagogía del Asombro y de la Promesa ......................................... 88 4.2 Propiedades Constitutivas de la Persona................................................................... 92 4.2.1 La Intimidad y el Mundo Interior ................................................................... 94 4.2.2 La Libertad...................................................................................................... 97 4.2.3 El Diálogo - la Relacionalidad........................................................................ 98 4.2.4 El Dar............................................................................................................ 100 4.3 Capacidades que Desarrolla el Estudiante desde el Asombro y la Promesa........... 101 4.3.1 Capacidades para Perfeccionar la Intimidad................................................. 103 4.3.2 Capacidad para Perfeccionar la Libertad...................................................... 113 4.3.3 Capacidad para Perfeccionar el Diálogo - la Relacionalidad ....................... 114 4.3.4 Capacidad para Perfeccionar la Propiedad Constitutiva de Dar................... 116 4.4 Dimensiones de la Pedagogía del Asombro y la Promesa ...................................... 117 4.4.1 La Realidad................................................................................................... 117 4.4.2 La Contemplación......................................................................................... 118 4.4.3 El Tiempo ..................................................................................................... 121 4.5 Álgunos Ámbitos Sugeridos para el Desarrollo de la Pedagogía del Asombro y la Promesa ......................................................................................................................... 124 4.5.1 La Literatura y el Cine.................................................................................. 126 4.5.2 La Música ..................................................................................................... 128 4.5.3 El Arte........................................................................................................... 129 4.5.4 Los Paseos..................................................................................................... 130 4.6 Diálogo de la Pedagogía del Asombro y la Promesa con el Currículo de la Educación Básica Regular del Perú................................................................................................. 131 Conclusiones..................................................................................................................... 135 Recomendaciones............................................................................................................. 138 Referencias....................................................................................................................... 139 Anexo ................................................................................................................................ 15

Parallel partition revisited

In this paper we consider parallel algorithms to partition an array with respect to a pivot. We focus on implementations for current widely available multi-core architectures. After reviewing existing algorithms, we propose a modification to obtain the minimal number of comparisons. We have implemented these algorithms and drawn an experimental comparison.Postprint (published version

Lists revisited: cache conscious STL lists

We present three cache conscious implementations of STL standard compliant lists. Up to now, one could either find simple double linked list implementations that easily cope with standard strict requirements, or theoretical approaches that do not take into account any of these requirements in their design. In contrast, we have merged both approaches, paying special attention to iterators constraints. In this paper, we show the competitiveness of our implementations with an extensive experimental analysis. This shows, for instance, 5-10 times faster traversals and 3-5 times faster internal sort.Postprint (published version

Stroke due to Percheron artery occlusion: description of a consecutive case series from Southern Portugal

The artery of Percheron (AOP) is an abnormal variant of the arterial supply of the thalamus. Stroke caused by AOP occlusion is seldom reported. AOP leads to bilateral thalamic and rostral midbrain infarct presenting with unspecific manifestations. There are few descriptions of case series of stroke caused by AOP. We sought to review the clinicoradiological characteristics of AOP infarction from Algarve, Southern Portugal. Eight consecutive cases were retrospectively identified by searching the electronic clinical charts, as well as the stroke Unit database (2015–2020). Sociodemographic (age and gender) and clinicoradiological characteristics (etiological classification, admission severity, manifestations, and short- and long-term prognoses) were retrieved. The corresponding frequency of AOP infarction was 0.17% (95% confidence interval: 0.05–0.28). The mean age was 67.1 (range: 60–80) years. The range of stroke severity evaluated assessed by the National Institute of Health Stroke Scale ranged from 5 to 23 (median ¼ 7.5). None of the patients receive acute ischemic stroke reperfusion treatment. AOP patterns were isolated bilateral paramedian thalamic (n ¼ 2), bilateral paramedian and anterior thalamic (n ¼ 2), and bilateral paramedian thalamic with rostral midbrain (n ¼ 4). Two patients (20%) died on the short term (30 days). At hospital discharge, six patients had functional disability of 2 on the modified Rankin scale. In the follow-up at 6 months, half (n ¼ 3) of the survivors had persistent hypersomnia and two had vascular dementia. Stroke from AOP presents with variable clinical and radiological presentations and patients do not receive alteplase. The shortterm survivor and the long-term functional independency can be compromised after AOS infarct.info:eu-repo/semantics/publishedVersio

Transposons played a major role in the diversification between the closely related almond and peach genomes: Results from the almond genome sequence

We sequenced the genome of the highly heterozygous almond Prunus dulcis cv. Texas combining short and long‐read sequencing. We obtained a genome assembly totaling 227.6 Mb of the estimated 238 Mb almond genome size, of which 91% is anchored to eight pseudomolecules corresponding to its haploid chromosome complement, and annotated 27,969 protein‐coding genes and 6,747 non‐coding transcripts. By phylogenomic comparison with the genomes of 16 additional close and distant species we estimated that almond and peach (P. persica) diverged around 5.88 Mya. These two genomes are highly syntenic and show a high degree of sequence conservation (20 nucleotide substitutions/kb). However, they also exhibit a high number of presence/absence variants, many attributable to the movement of transposable elements (TEs). TEs have generated an important number of presence/absence variants between almond and peach, and we show that the recent history of TE movement seems markedly different between them. TEs may also be at the origin of important phenotypic differences between both species, and in particular, for the sweet kernel phenotype, a key agronomic and domestication character for almond. Here we show that in sweet almond cultivars, highly methylated TE insertions surround a gene involved in the biosynthesis of amygdalin, whose reduced expression has been correlated with the sweet almond phenotype. Altogether, our results suggest a key role of TEs in the recent history and diversification of almond and its close relative peach.info:eu-repo/semantics/publishedVersio