Los vínculos entre tecnología y práctica especializada en rehabilitación : el modelo de la tecnología gimnástica en la España del siglo XIX

La tecnología gimnástica ha mostrado un papel determinante en la configura¬ción la especialidad médica de rehabilitación y medicina física. Su estudio constituye un eje fundamental para comprender la fuerte división del trabajo existente en este campo, con una especialidad médica y diversas profesiones ligadas a la rehabilita¬ción y la fisioterapia. Este proceso se produjo en dos fases bien diferenciadas en su estructura: la absorción de los saberes y los desarrollos tecnológicos formulados por los gimnastas de principios del siglo XIX, y la delegación en el uso de estos mismo dispositivos, de utilidad diagnóstica escasa y de gran consumo de tiempo de trabajo. Ambos factores favorecieron la aparición de las nuevas profesiones

Monolingual and bilingual spanish-catalan speech recognizers developed from SpeechDat databases

Under the SpeechDat specifications, the Spanish member of SpeechDat consortium has recorded a Catalan database that includes one thousand speakers. This communication describes some experimental work that has been carried out using both the Spanish and the Catalan speech material. A speech recognition system has been trained for the Spanish language using a selection of the phonetically balanced utterances from the 4500 SpeechDat training sessions. Utterances with mispronounced or incomplete words and with intermittent noise were discarded. A set of 26 allophones was selected to account for the Spanish sounds and clustered demiphones have been used as context dependent sub-lexical units. Following the same methodology, a recognition system was trained from the Catalan SpeechDat database. Catalan sounds were described with 32 allophones. Additionally, a bilingual recognition system was built for both the Spanish and Catalan languages. By means of clustering techniques, the suitable set of allophones to cover simultaneously both languages was determined. Thus, 33 allophones were selected. The training material was built by the whole Catalan training material and the Spanish material coming from the Eastern region of Spain (the region where Catalan is spoken). The performance of the Spanish, Catalan and bilingual systems were assessed under the same framework. The Spanish system exhibits a significantly better performance than the rest of systems due to its better training. The bilingual system provides an equivalent performance to that afforded by both language specific systems trained with the Eastern Spanish material or the Catalan SpeechDat corpus.Peer ReviewedPostprint (published version

A New Model for Matching Advanced Boosting Systems to Automotive Diesel Engines

[EN] Boosting technologies have been key enablers for automotive engines development through downsizing and downspeeding. In this situation, numerous multistage boosting systems have appeared in the last decade. The complexity arising from multistage architectures requires an efficient matching methodology to obtain the best overall powertrain performance. The paper presents a model aimed to choose the best 2-stage boosting system architecture able to meet required criteria on boosting pressure, EGR ratios for both short and long route loops while respecting the engine thermo-mechanical limits such as in-cylinder pressure, compressor outlet temperature and exhaust manifold temperature. The model includes filling-and-emptying 0D elements together with mean value. The engine model is set in a way that, for given requirements and boosting system layout, calculates in seconds if the requirements will be achieved and the position of variable geometry, waste-gate, EGR and by-pass valves. The model is thus inversed thanks to a new representation of turbine maps that converts the classical iterative matching procedure in straight forward. The model can be also used in a predictive manner to calculate the engine transient response. The model has been calibrated to 3 different turbocharged diesel engines. The model gives good results provided that wave effects are not important. This is the case of compact exhaust manifolds, typically used in turbocharged diesel engines, below 3500 rpm. Tuned intake air lines can be taken into account through a tuning parameter affecting boosting pressure. An example is given in the paper for the matching procedure in a 2-stage, double route EGR, including steady and transient results.This work has been partially financed by the Univeristat Politècnica de València through the Programa de Apoyo a la Investigación y Desarrollo 2012, project PAID-06-2012 DECOAH.Galindo, J.; Luján, JM.; Climent, H.; Guardiola, C.; Varnier, O. (2014). A New Model for Matching Advanced Boosting Systems to Automotive Diesel Engines. SAE International Journal of Engines. 7(1):1-14. https://doi.org/10.4271/2014-01-1078S1147

Los vínculos entre tecnología y práctica especializada en rehabilitación: el modelo de la tecnología gimnástica en la España del siglo XIX

La tecnología gimnástica ha mostrado un papel determinante en la configuración la especialidad médica de rehabilitación y medicina física. Su estudio constituye un eje fundamental para comprender la fuerte división del trabajo existente en este campo, con una especialidad médica y diversas profesiones ligadas a la rehabilitación y la fisioterapia. Este proceso se produjo en dos fases bien diferenciadas en su estructura: la absorción de los saberes y los desarrollos tecnológicos formulados por los gimnastas de principios del siglo XIX, y la delegación en el uso de estos mismo dispositivos, de utilidad diagnóstica escasa y de gran consumo de tiempo de trabajo. Ambos factores favorecieron la aparición de las nuevas profesiones.PB97-0782-C03-02 financiado por la DGICY

Cognitive processes associated with the professional development of the mathematics teacher

This paper proposes a model of professional development based on Sfard’s stages of interiorisation, condensation and reification, which highlights the teacher’s cognitive processes. The model is applied to the case study of a primary teacher participating in a collaborative project for professional development. This adaptation of Sfard’s stages proves to be of special value when interpreting the process of the teacher’s professional development from a cognitive perspective. Procesos cognitivos asociados al desarrollo profesional del profesor de matemáticas Este artículo propone un modelo de desarrollo profesional que pone de relieve los procesos cognitivos del profesor, en relación con las fases de interiorización, condensación y cosificación del trabajo de Sfard. El modelo se aplica al caso de una maestra que participa en un proyecto colaborativo de desarrollo profesional. La adaptación de las fases de Sfard se muestra valiosa para interpretar el proceso de desarrollo profesional de la maestra desde una perspectiva cognitiva. Handle: http://hdl.handle.net/10481/3509Nº de citas en WOS (2017): 1 (Citas de 2º orden, 0)Nº de citas en SCOPUS (2017); 1 (Citas de 2º orden, 1

Analysis of pollutant emissions and fuel consumption, during real driving cycles in different intake temperature scenarios

[EN] Current European vehicle homologation regulations are increasingly restrictive. Recently, World-wide light-duty test cycle (WLTC) and Real driving emissions (RDE) cycles have been introduced as type approval tests for new vehicles. This document studies the effect of intake temperature on pollutant emissions and fuel consumption of a Euro 6 Diesel engine when tested under WLTC and RDE. The tests have been performed by setting the temperature at the outlet of the water charge air cooler (WCAC) at 35 degrees C and 20 degrees C in different tests. To do that, the air-cooler was immersed in a temperature-controlled water bath. This temperature reduction can be produced due to an improvement in the WCAC in the same ambient temperature or also with the same WCAC in case of the ambient temperature is lower. All tests have been carried out in an engine test bench, eliminating the uncertainty involved on the road (driving mode, traffic, ambient temperature, etc.). Once the WLTC and RDE cycles were performed, carbon dioxide (CO2) and pollutant results were analyzed. Nitrogen oxides (NOX) emissions were considerably reduced when the engine intake temperature air was decreased, concretely a 7.1% in RDE and 11.63% in WLTC and the CO2 emissions were also cut down around 1%.Luján, JM.; Climent, H.; Ruiz-Rosales, S.; Redondo-Puelles, F. (2023). Analysis of pollutant emissions and fuel consumption, during real driving cycles in different intake temperature scenarios. Proceedings of the Institution of Mechanical Engineers Part D Journal of Automobile Engineering. 237(2-3):455-468. https://doi.org/10.1177/095440702210784024554682372-

Un modelo cognitivo para interpretar el desarrollo profesional de los profesores de matemáticas. Ejemplificación en un entorno colaborativo

A partir del trabajo de Sfard en relación con las fases de interiorización, condensación y cosificación para explicar los procesos cognitivos referidos al aprendizaje de las matemáticas, realizamos una propuesta de modelo interpretativo del desarrollo profesional. A continuación, analizamos sus características aplicándolo al caso de una maestra participante en un entorno colaborativo de desarrollo profesional, evidenciando de este modo las potencialidades del modelo.Based on Sfard's stages of interiorisation, condensation and reification, which she applies to explain the cognitive processes in relation to the mathematical learning, we propose an interpretative model of professional development. We analyse its features and then the model is applied to the case study of a primary teacher participating in a collaborative project for professional development. This way we show the model's potentialities

What knowledge and conceptions mobilize future teachers analyzing a classroom video?

El uso del vídeo de sesiones de clase de Educación Primaria (EP) en la formación inicial del maestro aporta realismo a las discusiones teóricas de las aulas de magisterio, contribuyendo a la vinculación entre la teoría y la práctica sobre la base de procesos reflexivos que ayudan a trascender los habituales comentarios genéricos de los estudiantes para maestro (EPM). El objetivo de este estudio es identificar las concepciones sobre la enseñanza y el aprendizaje de las matemáticas así como el conocimiento matemático para la enseñanza (particularmente el conocimiento de matemáticas y la enseñanza y el conocimiento de matemáticas y los estudiantes) que un grupo de EPM pone en juego cuando observa un vídeo de EP. Mediante un diseño de investigación consistente con un experimento de enseñanza (Steffe y Thompson, 2000) (en el que un diseño instruccional, orientado a los EPM, acerca de la introducción del concepto de división, se va refinando a través de sucesivos ciclos de implementación y análisis), se pone de relieve cómo el análisis de situaciones de enseñanza en EP promueve el cuestionamiento de los EPM.The use of the Primary Education (PE) class sessions video in the initial training of teachers provides realism to the theoretical discussions of Master’s degree classrooms, contributing to the link between theory and practice on the basis of reflective processes that help to transcend the normal general comments of teacher students (TS). The objective of this study is to identify the conceptions for the teaching and learning of mathematics, as well as the mathematical knowledge for teaching (particularly the knowledge of mathematics and the teaching and knowledge of mathematics and students) that a group of TS use when observing a PE video. Using a research design consistent with a teaching experiment (Steffe and Thompson, 2000) (in which an instructional design, aimed at TS, regarding the introduction of the concept of division, is refined by means of successive cycles of implementation and analysis), the way the analysis of teaching situations in PE promotes the questioning of TS is highlighted.O uso de vídeos de sessões de aula de Educação Primária (EP) na formação inicial do professor oferece realismo às discussões teóricas sobre as aulas de magistério, contribuindo para a vinculação entre a teoria e a prática sobre a base de processos reflexivos que ajudam a transcender os habituais comentários genéricos dos estudantes para professores (EPM). O objetivo deste estudo é identificar as concepções sobre o ensino e a aprendizagem da matemática, assim como o conhecimento matemático para o ensino (particularmente o conhecimento de matemática e o ensino e o conhecimento de matemática e dos estudantes) que um grupo de EPM põe em jogo quando observa a um vídeo de EP. Através de uma criação de pesquisa consistente com um experimento de ensino (Steffe e Thompson, 2000), destaca-se como a análise de situações de ensino em EP promove o questionamento dos EPM.L’utilisation de la vidéo pour une classe d’élèves en école primaire (EP) durant la formation des futurs instituteurs confère un certain réalisme aux discussions théoriques qui ont lieu dans les cours de formation des instituteurs (l’équivalent en France des IUFM) en contribuant à la création de liens entre théorie et pratique basés sur des processus réflexifs qui permettent aux étudiants d’aller au-delà des habituels commentaires généraux. L’objectif de la présente étude consiste à identifier les conceptions sur l’enseignement et l’apprentissage des mathématiques ainsi qu’à s’interroger sur la connaissance mathématique pour l’enseignement (en particulier, la connaissance des mathématiques et l’enseignement des mathématiques et les étudiants) qu’un groupe de futurs instituteurs utilise lorsqu’il observe une vidéo conçue pour l’école primaire. Grâce à un travail de recherche qui va de pair avec une expérience sur l’enseignement (Steffe et Thompson, 2000) (dans lequel un travail propre à l’enseignement conçu pour les futurs instituteurs portant sur l’introduction du concept de division s’affine de plus en plus au fur et à mesure que des cycles successifs de mises en oeuvre et d’analyse sont utilisés), on montre comment l’analyse de situations en école primaire suscite le questionnement des futurs instituteurs