The water cost effect of hybrid-parallel condensing systems in the thermo-economical performance of solar tower plants

The importance of considering the water price in the analysis of the impact of dry versus hybrid condensing systems in the thermo economical performance of solar tower plants was demonstrated in this work. The dry condensing system consists of several induced-draft air-cooled condenser cells (ACCs) and the hybrid system consists of a parallel system where the condensing steam is split between the ACCs and a surface steam condenser where circulating water is cooled in a wet mechanical-draft cooling tower. The influence of the operating parameters of either the dry or wet cooling systems on the cooling load and fan power consumption were studied. Then, for a given condensing system (a system with a defined number of installed ACCs units and cooling tower units) and given the dry-air and wet-bulb air temperatures, the operating parameters were optimized to maximize the revenues of the power plant. This optimization depends on the water-to-electricity price ratio , showing that at low ambient temperature when this ratio increases it is not profitable to turn on the cooling towers since the water cost is not counterbalanced by the higher cycle efficiency obtained with the lower condensation temperature. Finally, the annual operation and the LCOE and NPV of the CSP plant located in Dunhuang were analyzed for both dry and hybrid condensing systems with different number of ACCs and wet towers, showing that the most cost-effective configuration is the 16 ACCs with 3 wet cooling towers for water-to-electricity price ratio = 4 ($/m3)/($/kWhe) and = 5 ($/m3)/($/kWhe), but for = 10($/m3)/($/kWhe), the best option is with only 2 wet towers.This research is partially funded by the Spanish government under the project RTI2018-096664-B-C21 (MICINN/FEDER, UE)

Remisión de diabetes mellitus tipo 2 a largo plazo tras cirugía bariátrica

Overweight and obesity have become a major health problem in developed countries. In 2014, according to WHO, the obesity rate has tripled since1980́s, with 900 million people over 18years old with overweight of which 600million (13%) are obese. In Spain there is a 22,9% prevalence of obesity (BMI>30 kg/m2)with a 1.8% of morbid obesity (MO) (BMI> 40 kg/m2). Moreover, obesity is responsible of 3,4 million deaths and 3,9% life-years lost. It is also a risk factor for developing diseases such as cancer, cardiovascular disease and diabetes mellitus. Epidemiological studies have shown that obesity is a significant risk factor for type 2 diabetes mellitus. The free fatty acids derived from visceral adipose tissue impair insulin sensitivity and beta cell function (lipotoxicity), leading to metabolic syndrome and diabetes. Given the increasing prevalence of obesity worldwide, the epidemic of diabetes has become an even larger economic and social public health challenge. Long-term glycemic control of diabetes can halt the progression of the disease, prevent complications and reduce cardiovascular risks. However, there are needs that are not addressed by intensified multifactorial interventions due to the need for continual monitoring and increasing doses over time, given the progressive nature of the disease, and most diabetic patients are unable to achieve adequate glucose control with medical therapy in the long term. In contrast, bariatric surgery has been shown to induce the remission of diabetes or to reduce the need for medications with durable long-term results in morbidly obese patients, thereby providing a potentially cost-effective approach to treating type 2 diabetes mellitus. Bariatric surgery (BS) is currently considered the most effective treatment option for morbid obesity, and is associated with25-50%, lower long-term mortality rate, improves comorbidities and avoids further complications related to obesity. This surgical option is indicated in patients with a BMI> 40 kg/m2or those with BMI 35-40 kg/m2 with comorbidities (including diabetes) in whom have failed medical therapy and without contraindications..

Experimental study of the preheating process of tubular external molten salt receivers

Proceeding of: XI National and II International Engineering Thermodynamics Congress (11 CNIT 2019)In this work, the heat transfer process of the tubes of a central receiver of a CSP plant during the start-up is studied. With this aim, the temperature of the external surface of the pipe is measured in a molten salt test loop. The experimental installation is formed by a cylindrical molten salt tank, a pump to circulate the molten salt through a pipe in a close circuit and an induction heater to generate the heat flux, which is applied in a small rectangular region of the tube surface. The temperatures were measured with the empty tube subjected to a high heat flux of approximately 200 kW/m2 . Once the tube reached a high temperature of approximately 800 º C, Solar Salt (a mixture of potassium and sodium nitrate in a proportion of 60/40 % wt.) started to circulate inside the tube. This process simulates the start-up process of a central tower plant, when the heliostat field focuses on the receiver to preheat the tubes prior to filling the receiver with molten salt. Central tower receivers are subjected to a unilateral concentrated solar radiation that causes a high temperature difference between the tube crown at the outside surface of the tube, which receives the highest solar radiation, and the back surface of the tube, which is in shadow. This temperature difference leads to the mechanical strain of the tube. In order to study the effects of this non-homogenous heat flux, temperatures and tube deflection of the pipe were measured at different experimental conditions. Several K-type thermocouples were welded at different azimuthal and axial positions of the pipe to measure the external surface temperature. Additionally, images of the pipe were taken during the heating process to measure the deflection of the tube.The authors would like to thank the financial support from Ministry of Economy and Competitiveness (Projects ENE2012-34255 and ENE2014-54942-R) and the Ministry of Education, Culture and Sport under the program of Formación del Profesorado Universitario (FPU14/04941)

EL PROCESO DE INTEGRACIÓN Y USO PEDAGÓGICO DE LAS TIC EN LOS CENTROS EDUCATIVOS MADRILEÑOS

Introduction: Schools are making significant efforts to incorporate ICTsto their classrooms. However, integration requires structured projects thathave an impact not only on infrastructure and resources, but also on plansfor techno-pedagogical training, methodological innovation, leadership,management and coordination so that they can achieve their goal ofimprovement. This study aims therefore to analyze the characteristics ofprimary schools and secondary schools in the Community of Madrid, andthe level of ICT skills among teachers to identify their needs. To do so, this study will be theoretically framed in the UNESCO Standards Teacher Training in ICT. Methodology: In order to fulfill these intentions, we have applied a questionnaire that allows us to determine which are the characteristics of the centers that influence in the profile of teachers and their digital skills effectively, making the process of integration and pedagogical use of ICT more effective. Results: In this study it is evident that teachers still do not have the digital skills needed to work with ICTs in the schools that were analyzed.Conclusions: The results suggest that the key aspects that affect the process of implementation and integration of technologies in a school are training in digital skills, techno-pedagogical coordination, methodological application designed from the school curriculum as well as effective leadership that would create a climate of acceptance towards technology as an element of educational innovation. In addition, these schools must make a major effort, through a techno-pedagogical project of integration, to equip their classrooms with the appropriate resources and organization/coordination in order to incorporate innovative learning activities in the classrooms.Introducción: Los centros educativos están haciendo un esfuerzo importante para incorporar en sus aulas las Tecnologías de la Información y Comunicación (TIC). No obstante, su integración requiere de proyectos estructurados que incidan no solo en las infraestructuras y recursos, sino también en planes de formación tecno-pedagógica, de innovación metodológica, de liderazgo, gestión y coordinación para que puedan alcanzar su objetivo de mejora. Este estudio pretende analizar las características de los centros de Primaria y Secundaria de la Comunidad de Madrid, así como los perfiles de Competencias en TIC del profesorado y su correspondencia con los definidos por la UNESCO. Metodología: Para cumplir con estos objetivos, se ha aplicado un cuestionario que posibilita determinar cuáles son las características de los centros que inciden de manera efectiva en el perfil del docente y sus competencias digitales, haciendo que el proceso de integración y uso pedagógico de las TIC sea más eficaz. Resultados: En el presente estudio se evidencia que el profesorado todavía no dispone de las competencias digitales necesarias para trabajar con las TIC en los centros educativos estudiados. Conclusiones: Los resultados obtenidos sugieren que los aspectos que afectan en mayor grado al proceso de implementación e integración de las tecnologías en un centro educativo son la formación en competencias digitales, la coordinación tecno-pedagógica, el uso metodológico diseñado desde el currículo escolar y el liderazgo efectivo que genere un clima de aceptación de las tecnologías como elemento de innovación educativa. Igualmente, estos centros educativos deben hacer un esfuerzo importante, a través de un proyecto de integración tecno-pedagógico, para dotar a sus aulas de los recursos y de la organización/coordinación apropiada para incorporar actividades de aprendizaje innovadoras en las aulas

Design and validation of an instrument to measure teacher training profiles in information and communication technologies

Introduction: this study is part of a research project concerning the teacher training in information and communication technologies (ICT) profile. Its aim is to develop and validate an instrument for measuring this profile in primary and secondary schools. Methodology: after developing the instrument and administering it to a sample of 1,433 teachers in the Community of Madrid, its reliability, content, and construct validity were analysed (the latter using Structural Equation Models with the IBM SPSS-AMOS program). Results: the reliability analysis gave Cronbach’s Alpha = 0.973 for the whole of the instrument. For each dimension this figure was: Curricular Aspects, 0.738; Planning and Evaluation, 0.878; Methodological Aspects, 0.903; Use of ICT, 0.935; and ICT Training, 0.894. The discrimination coefficient values of the final instrument items ranged from 0.33 to 0.74. The Confirmatory Factor Analysis demonstrates a good fit of the model to the data (CMIN/DF = 5,138; CFI = 0,905; RMSEA = 0,056; PRATIO = 0,928). Conclusions: this instrument has therefore shown that it has the necessary technical characteristics to be considered a valid and trustworthy tool for measuring the teacher training profile in ICT.Introducción: el presente estudio forma parte de una investigación acerca del perfil de formación docente en Tecnologías de la Información y Comunicación (TIC). El objetivo, en este caso, es elaborar y validar un instrumento de medida de dicho perfil en centros de Primaria y Secundaria. Metodología: tras la elaboración y aplicación del instrumento a una muestra de 1433 docentes de la Comunidad de Madrid, se analizó la fiabilidad, la validez de contenido y de constructo (esta última a través de Modelos de Ecuaciones Estructurales con la aplicación informática IBM SPSS-AMOS). Resultados: los resultados obtenidos en el análisis de fiabilidad Alfa de Cronbach = 0.973 para la totalidad del instrumento y en cada dimensión: 0.738 Aspectos Curriculares; 0.878 Planificación y Evaluación; 0.903 Aspectos Metodológicos; 0.935 Uso de las TIC; 0.896 Gestión Recursos TIC y 0.894 Formación TIC, oscilando los valores del coeficiente de discriminación de los ítems del instrumento final entre 0.33 y 0.74. El Análisis Factorial Confirmatorio demuestra un buen ajuste del modelo a los datos (CMIN/DF = 5.138, CFI = 0.905, RMSEA = 0.056, PRATIO = 0.928). Conclusiones: por todo ello, el instrumento presentado reúne las características técnicas exigidas para ser considerado una herramienta válida y fiable para medir el perfil de formación docente en TIC

Diseño y validación de un instrumento de medida del perfil de formación docente en tecnologías de la información y comunicación.

Introducción: el presente estudio forma parte de una investigación acerca del perfil de formación docente en Tecnologías de la Información y Comunicación (TIC). El objetivo, en este caso, es elaborar y validar un instrumento de medida de dicho perfil en centros de Primaria y Secundaria. Metodología: tras la elaboración y aplicación del instrumento a una muestra de 1433 docentes de la Comunidad de Madrid, se analizó la fiabilidad, la validez de contenido y de constructo (esta última a través de Modelos de Ecuaciones Estructurales con la aplicación informática IBM SPSS-AMOS). Resultados: los resultados obtenidos en el análisis de fiabilidad Alfa de Cronbach = 0.973 para la totalidad del instrumento y en cada dimensión: 0.738 Aspectos Curriculares; 0.878 Planificación y Evaluación; 0.903 Aspectos Metodológicos; 0.935 Uso de las TIC; 0.896 Gestión Recursos TIC y 0.894 Formación TIC, oscilando los valores del coeficiente de discriminación de los ítems del instrumento final entre 0.33 y 0.74. El Análisis Factorial Confirmatorio demuestra un buen ajuste del modelo a los datos (CMIN/ DF = 5.138, CFI = 0.905, RMSEA = 0.056, PRATIO = 0.928). Conclusiones: por todo ello, el instrumento presentado reúne las características técnicas exigidas para ser considerado una herramienta válida y fiable para medir el perfil de formación docente en TIC.post-print348 K

An Empowerment Scale Analysis of Mexican MSMEs: Modeling with Covariance Structures

[Abstract] Trained human capital is a source of incalculable resources, with an impact on the results of companies. For this reason, companies must carefully consider three aspects: empowerment with the consideration of the cognitive state of their collaborators; training and compensation; and fluidity in information sharing. Although granting empowerment to collaborators has been shown to be beneficial for organizations, its adoption has not been popularized. Therefore, it remains a construct that needs to be studied and understood, considering that it is influenced by the organizational culture of companies. In this research, the main objective was to examine the factor structure of the empowerment scale from the perspective of the owner or manager of the micro, small and medium-sized companies of Guanajuato, Mexico; using the dimensions of psychological empowerment; fluidity in information sharing; as well as training and compensation. The methodology is based on the Mathematical Economy; application of mathematical methods to represent theories and analyze problems in economics. This investigation used an exploratory and confirmatory factor analysis (CFA) to validate the proposed measurement scale. The sample is made up of 222 valid questionnaires. The CFA provided evidence that the model that best fits the data is a second-order model made up of two dimensions: self-efficacy and influence on the company’s results, which carry the psychological empowerment construct. These results make clear that although information is necessary to train human capital, cognitive variables are more important in the empowerment of human capita

Educational experience development in Spain with Positive Instructional Cognition model

La presente comunicación expone la aplicación en España del programa CIP, basado en la Cognición Instruccional Positiva (CIP), propuesta fundamentada en los enfoques psicológicos de Viktor Frankl (orientación existencial del sentido de la vida) y de Martin Seligman (Psicología Positiva), y en la educación integral de la persona. La CIP desarrolla las tres dimensiones de las competencias vitales de esta formación integral (Saber, Saber hacer y Saber ser) proponiendo un esquema de trabajo en cinco niveles: Análisis del problema, Expresión y reconocimiento emocional, Autoconocimiento, Reflexión y Bienestar. En primer lugar, presentamos los objetivos del programa CIP: el desarrollo de las competencias vitales, incrementando la tendencia al agradecimiento, la capacidad de perdonar y las fortalezas personales, aumentando de esta manera el bienestar o felicidad; mostrar su desarrollo según las variables evolutivas (nivel académico) de los sujetos y observar las interrelaciones entre las variables estudiadas. En la segunda parte presentamos la implementación del programa y los resultados del cambio en las dimensiones evaluadas. Y terminamos con las conclusiones extraídas de la investigación y las posibles perspectivas futuras del programa.This communication presents the implementation of a program based on Positive Instructional Cognition (PIC), theoretical-practical formulation based on the psychological models of worldacknowledged authors such as Viktor Frankl (meaning of lifes existential orientation) and Martin Seligman (Positive Psychology), also in the comprehensive human education. The PIC model develops the three-dimensional competence in this comprehensive education (‘learning to know’, ‘learning to do’ and ‘learning to be’) operativizing it in five different levels: Analysis of the problem, Emotional expression and emotion recognition, Self-knowledge, Reflection and Well-being. Firstly, we present the objectives of the PIC program: developing personal skills, improving the gratitude, the forgiveness and the character strengths, increasing well-being or happiness; show his development as evolutionary variables of subjects, and observe the interrelationships between the variables studied. And secondly, we explain the implementation of this program and the results of changes in the strengths and the other two dimensions that we have assessed (gratitude and capacity of forgiveness). And we finish with the conclusions and possible future perspectives of the program.peerReviewe