Core excitation effects in halo nuclei using a transformed oscillator basis

A recent generalization of the Transformed Harmonic Oscillator basis, intended to consider core excitations in the structure of one nucleon halo nuclei, is applied to the break up of 11Be. The reaction studied is 11Be+208Pb at 69 MeV/nucleon. The experimental set up is designed to ensure pure dipole Coulomb excitations. Making use of the Equivalent Photon Method and the electromagnetic transition probabilities obtained with the transformed oscillator basis, a relevant contribution of the quadrupole excitations of the core is found. The inclusion of core excitations is, therefore, necessary for the correct extraction of the dipole electromagnetic transition probability of halo nuclei.Ministerio de Ciencia e Innovación FIS2011-28738-c02-01, FPA2009- 07653, FPA2009-08848, CSD2007-00042Junta de Andalucía FQM160, P07-FQM-0289

Stabilization method in two-body systems with core excitations

The validity of the stabilization method in core+valence systems including the possibility of exciting the core is studied. A pseudostate method, based on the transformed harmonic oscillator basis, is extended to include the core degrees of freedom. The method is applied to the case of 11Be structure considering the 0+ ground state and the 2+ first excited state of the 10Be core. The stabilization method is defined in terms of one parameter that can be chosen either discrete or continuous. In the application to 11Be, both cases are analyzed.Ministerio de Ciencia e Innovación FIS2011-28738-c02-01, FPA2009-07653, FPA2009-08848, CSD2007-00042Junta de Andalucía FQM160, P07-FQM-0289

Magnetized, Relativistic Jets

Extragalactic relativistic jets are composed by charged particles and magnetic fields, as inferred from the synchrotron emission that we receive from them. The Larmor radii of the particles propagating along the magnetic field are much smaller than the scales of the problem, providing the necessary coherence to the system to treat is as a flow. We can thus study them using relativistic magnetohydrodynamics. As a first step, we have studied the structure of steady-state configurations of jets by using numerical simulations. We have used a helical field configuration and have changed different relevant parameters that control the way in which the energy flux is distributed in jets (namely, the proportion of the energy flux carried by internal, kinetic or magnetic energy). Our results show significant differences among the different kinds of jets. Finally, we also report on results based on synthetic maps of our simulated jets.Comment: Submitted for publication in Proceedings of Science, as contribution to the proceedings of the XII Multifrequency Behaviour of High Energy Cosmic Sources Workshop, held in Palermo, 12-17 June 201

Recent developments for the calculation of elastic and non-elastic breakup of weakly-bound nuclei

In this contribution, we review some recent theoretical advances for the calculation of breakup cross sections in reactions induced by weakly-bound nuclei.Ministerio de Economía y Competitividad FIS2013-41994-P, CSD2007-00042Junta de Andalucía FQM160, P07-FQM-02894European Commission 60037

Teaching telecommunication standards: bridging the gap between theory and practice

©2017 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.Telecommunication standards have become a reliable mechanism to strengthen collaboration between industry and research institutions to accelerate the evolution of communications systems. Standards are needed to enable cooperation while promoting competition. Within the framework of a standard, the companies involved in the standardization process contribute and agree on appropriate technical specifications to ensure diversity and compatibility, and facilitate worldwide commercial deployment and evolution. Those parts of the system that can create competitive advantages are intentionally left open in the specifications. Such specifications are extensive, complex, and minimalistic. This makes telecommunication standards education a difficult endeavor, but it is much demanded by industry and governments to spur economic growth. This article describes a methodology for teaching wireless communications standards. We define our methodology around six learning stages that assimilate the standardization process and identify key learning objectives for each. Enabled by software-defined radio technology, we describe a practical learning environment that facilitates developing many of the needed technical and soft skills without the inherent difficulty and cost associated with radio frequency components and regulation. Using only open source software and commercial of-the-shelf computers, this environment is portable and can easily be recreated at other educational institutions and adapted to their educational needs and constraints. We discuss our and our students' experiences when employing the proposed methodology to 4G LTE standard education at Barcelona Tech.Peer ReviewedPostprint (author's final draft

Los bienes inmateriales en el Anteproyecto de Ley del Código Mercantil

Una de las mayores innovaciones del Anteproyecto de Ley del Código Mercantil, y así lo reconoce expresamente la Exposición de Motivos, consiste en la regulación del derecho de la competencia y la propiedad industrial. La regulación de la propiedad industrial se contiene en el titulo VI del Libro III, cuyo artículo 360-1 regula los bienes inmateriales y los derechos de propiedad industrial que los protegen. La primera parte de este trabajo expone el concepto y características de los bienes inmateriales y de los derechos de propiedad industrial. En la segunda parte, tras exponer las razones para la incorporación al ALCM de los bienes inmateriales, se centra la atención en el análisis del artículo 360-1 en el que se contiene el listado de bienes inmateriales y de los distintos derechos de propiedad industrial. El análisis de la norma citada permite destacar sus virtudes y subrayar algunos de sus defectos, por lo que en algún caso se proponen textos alternativos que se estima mejorarían lo dispuesto en el Anteproyecto

La Pedagogía Social en la transición democrática española: apuntes para una historia en construcción

L'article analitza el procés de construcció històrica de la pedagogia social i l'educació social a Espanya des de principi del segle xx fins als anys noranta, amb especial èmfasi en el període de la Transició democràtica. Aquest procés històric només es pot entendre adequadament si s'analitza l'estreta relació que manté amb el desenvolupament de la cultura democràtica i la intensa modernització que s'experimenta en tots els àmbits de la vida social espanyola. També, i indiscutiblement, en l'educació i en l'obertura de les seves teories i pràctiques a noves maneres d'educar i educar-se en societat. En aquest sentit, s'han de significar els compromisos que ha adquirit la pedagogia social amb els processos de transformació social, en la millora de la qualitat de vida i en el benestar de la ciutadania. Les universitats, mitjançant la formació i la recerca, i els col·lectius professionals, a través d'una àmplia gamma de pràctiques socioeducatives, han contribuït significativament a l'expansió i la institucionalització de la pedagogia social i l'educació social a tot el país. Les crisis econòmiques i socials que amenacen el món, ara com llavors, segueixen necessitant les seves contribucions per a un millor desenvolupament, de l'educació i de la societat, congruent amb els drets cívics i els principis que sostenen la democràcia i la cohesió social.El artículo analiza el proceso de construcción histórica de la Pedagogía Social y la Educación Social en España desde principios del siglo xx hasta los años noventa, con especial énfasis en el período de la transición democrática. Este proceso histórico sólo puede entenderse adecuadamente si se analiza la estrecha relación que mantiene con el desarrollo de la cultura democrática y la intensa modernización que se experimenta en todos los ámbitos de la vida social española. También, e indiscutiblemente, en la educación y en la apertura de sus teorías y prácticas a nuevos modos de educar y educarse en sociedad. En este sentido, deben significarse los compromisos que ha adquirido la Pedagogía Social con los procesos de transformación social, en la mejora de la calidad de vida y en el bienestar de la ciudadanía. Las Universidades, mediante la formación y la investigación, y los colectivos profesionales a través de una amplia gama de prácticas socio-educativas, han contribuido significativamente a la expansión e institucionalización de la Pedagogía Social y la Educación Social en todo el país. Las crisis económicas y sociales que amenazan al mundo, ahora como entonces, siguen necesitando de sus contribuciones para un mejor desarrollo, de la educación y de la sociedad, congruente con los derechos cívicos y los principios que sostienen la democracia y la cohesión social.The paper analyses the historical construction process of social pedagogy and social education in Spain from the early 20th century to the 1990s, with a special emphasis on the period of the transition to democracy. This historical process can only be properly understood if we analyse its close relationship to the development of democratic culture and far-reaching modernisation that were taking place in all areas of Spanish social life, including education and the opening up of its theories and practices to new forms of educating and being educated in society. In this sense, mention should be made of social pedagogy’s commitments to improving the quality of life and welfare of the citizenry in the processes that were transforming society. Through training and research, universities and groups of professionals across a wide range of socio-educational fields contributed significantly to social pedagogy’s and social education’s expansion and institutionalisation throughout the country. The economic and social crises that threaten the world, now as then, continue to need their contributions for a better education and a society that are coherent with the civil rights and principles that support democracy and social cohesion