LC-VCO design optimization methodology based on the gm/ID ratio for nanometer CMOS technologies

In this paper, an LC voltage-controlled oscillator (LC-VCO) design optimization methodology based on the gm/ID technique and on the exploration of all inversion regions of the MOS transistor (MOST) is presented. An in-depth study of the compromises between phase noise and current consumption permits optimization of the design for given specifications. Semiempirical models of MOSTs and inductors, obtained by simulation, jointly with analytical phase noise models, allow to get a design space map where the design tradeoffs are easily identified. Four LC-VCO designs in different inversion regions in a 90-nm CMOS process are obtained with the proposed methodology and verified with electrical simulations. Finally, the implementation and measurements are presented for a 2.4-GHz VCO operating in moderate inversion. The designed VCO draws 440 μA from a 1.2-V power supply and presents a phase noise of -106.2 dBc/Hz at 400 kHz from the carrier

Semi-empirical model of MOST and passive devices focused on narrowband RF blocks

This paper presents a semi-empirical modeling of MOST and passive elements to be used in narrowband radiofrequency blocks for nanometer technologies. This model is based on a small set of look-up tables (LUTs) obtained via electrical simulations. The MOST description is valid for all-inversion regions of MOST and the data is extracted as function of the gm=ID characteristic; for the passive devices the LUTs include a simplified model of the element and its principal parasitic at the working frequency f0. These semi-empirical models are validated by designing a set of 2.4-GHz LNAs and 2.4-GHz and 5-GHz VCOs in three different MOST inversion regions

Un llamado al desarrollo de la competencia en evaluación de idiomas a través de los procesos formativos de profesores de inglés como lengua extranjera

Even though assessment constitutes an essential component of any educational process, many teachers seem to ignore its multiple implications and manifestations. Assessment continues to be regarded mainly as the summative evaluation which informs teachers of students’ success or failure in their learning process based on a numeric scale. This narrowed approach may be due in part to the lack of preparation and training both in teacher education and professional development programs. This paper thus aims to raise awareness of the relevance of Language Assessment Literacy (henceforth LAL) in the field of teaching English as a Foreign Language (EFL) by examining some definitions of assessment, reviewing various studies in the area, analysing some models and alternatives for the evaluation and development of LAL in EFL teaching, and finally, offering conclusions and recommendations for the development of LAL among EFL teachers to better serve the needs of their students and their institutions.Aun cuando la evaluación constituye un componente esencial de cualquier proceso educativo, muchos docentes parecen ignorar sus múltiples implicaciones y manifestaciones. La evaluación continúa viéndose como el tipo de evaluación sumativa, la cual le proporciona al profesor información sobre el éxito o fracaso de sus estudiantes en el proceso de aprendizaje basado en una escala numérica. Este enfoque simplista puede tener su origen en parte a la falta de preparación y capacitación tanto en los programas de licenciatura como en los de desarrollo profesional de docentes. El propósito de este artículo es entonces suscitar conciencia frente al desarrollo de la Competencia en Evaluación de Lenguas (en adelante LAL, por sus siglas en inglés) en el campo de la enseñanza del inglés como lengua extranjera mediante la revisión de algunas definiciones de evaluación así como de varios estudios en el área, el análisis de algunos modelos y alternativas para la evaluación y el desarrollo de LAL en el campo de la enseñanza de inglés; y finalmente, ofrecer conclusiones y recomendaciones para el desarrollo de LAL entre docentes de inglés como lengua extranjera de tal manera que ellos puedan calificarse y así responder más acertadamente a las necesidades de sus estudiantes

Mathematical Modeling of the Mojave Solar Plants

Competitiveness of solar energy is one of current main research topics. Overall efficiency of solar plants can be improved by using advanced control strategies. To design and tuning properly advanced control strategies, a mathematical model of the plant is needed. The model has to fulfill two important points: (1) It has to reproduce accurately the dynamics of the real system; and (2) since the model is used to test advanced control strategies, its computational burden has to be as low as possible. This trade-off is essential to optimize the tuning process of the controller and minimize the commissioning time. In this paper, the modeling of the large-scale commercial solar trough plants Mojave Beta and Mojave Alpha is presented. These two models were used to test advanced control strategies to operate the plants.Comisión Europea OCONTSOLAR 78905

Experiências de professores em formação na construção e redefinição de suas concepções sobre o ensino de línguas

Beginning teachers are often left on their own to endure life at school perhaps as a result of the assumption that learning to teach comes from the experience of teaching, or that the theoretical knowledge gained in teacher education programs is sufficient to deal with such an endeavor. This narrative study investigated student teachers’ retrospective conceptions of English language teaching as they entered a teacher education program and as they completed their practicum at a public school, to better understand their process of learning to teach English. By analyzing participants’ reported experiences, we identified a growing awareness of the contextual circumstances regarding students’ needs and social realities which led to a confrontation of the theoretical insights’ participants had gained through the teacher education program. Findings also revealed participants’ overall dissatisfaction with the learning experiences during their English lessons in public schools and a rather positive view of their learning experiences in language institutes and in English vocational education and training courses.Los docentes principiantes a menudo enfrentan solos la cotidianidad de la escuela, tal vez, como resultado del supuesto de que se aprende a enseñar por medio de la experiencia, o que el conocimiento teórico adquirido en los programas de formación docente es suficiente para hacer frente a tal propósito. Este estudio narrativo tuvo como objetivo investigar las concepciones retrospectivas de la enseñanza del inglés de futuros docentes cuando ingresaron a un programa formador de docentes, y la revisión de las mismas al completar sus períodos de práctica en una escuela pública, en un intento por entender mejor su proceso de aprender a enseñar inglés. Al analizar las experiencias reportadas por los participantes, encontramos una conciencia cada vez mayor sobre las circunstancias contextuales con respecto a las necesidades de los estudiantes y las realidades sociales, lo que llevó a una confrontación de los conocimientos teóricos que los participantes habían obtenido en el programa formador de docentes. Los hallazgos también revelaron insatisfacción por parte de los participantes respecto a sus experiencias de aprendizaje durante las clases de inglés en las escuelas públicas, y una mirada un tanto más positiva de sus experiencias de aprendizaje en los institutos de idiomas, además de los cursos de educación y formación profesional en inglés.Os professores iniciantes muitas vezes enfrentam sozinhos o cotidiano da escola, talvez, como resultado do pressuposto de que se aprende a ensinar por meio da experiência, ou que o conhecimento teórico adquirido nos programas de formação de professores é suficiente para enfrentar tal finalidade. Este estudo narrativo teve como objetivo pesquisar as concepções retrospectivas sobre o ensino de inglês de futuros professores quando entraram em um programa de formação de professores, e a revisão delas após a conclusão de seus estágios em uma escola pública, na tentativa de compreender melhor seu processo de aprender a ensinar inglês. Ao analisar as experiências relatadas pelos participantes, encontramos uma consciência cada vez maior sobre as circunstâncias contextuais em relação às necessidades dos alunos e às realidades sociais, o que levou a um confronto dos conhecimentos teóricos que os participantes obtiveram no programa formador de professores. Os achados também revelaram insatisfação por parte dos participantes em relação às suas experiências de aprendizagem durante as aulas de inglês nas escolas públicas, e uma visão um pouco mais positiva de suas experiências de aprendizagem em escolas de idiomas, além dos cursos de educação e formação profissional em inglês

La transformación de la escuela “La Paz”. Un modelo dialógico de intervención social para la inclusión del pueblo Roma

Resumen: Este artículo profundiza en el potencial que la escuela y la comunidad pueden aportar para frenar los círculos de desigualdad que afectan a los colectivos más vulnerables. Para ello, nos centramos en un estudio de caso abordado por la investigación europea INCLUD-ED y por el proyecto I & D Actuaciones socioeducativas de éxito para la superación de la pobreza. Concretamente, analizamos el impacto de la transformación de la escuela “La Paz” en la superación de la exclusión de la población Roma de uno de los barrios urbanos más desfavorecidos de Europa. Los resultados obtenidos evidencian cómo dicha transformación - basada en la aplicación de Actuaciones Educativas de Éxito y a través del Contrato de Inclusión Dialógica - está contribuyendo a superar la exclusión de muchas familias Roma. Este caso aporta un nuevo modelo de intervención social basado en evidencias científicas y en la inclusión de las voces de los colectivos tradicionalmente excluidos.Abstract: This article explores the potential of the school and the community to slow circles of inequality affecting the most vulnerable groups. To do this, we focus on a case study addressed by European research INCLUD-ED and the R & D Socio-educational successful actions for poverty reduction project. Specifically, we analyze the impact of the transformation of the "La Paz" school in overcoming the exclusion of the Roma people, from one of the most disadvantaged urban areas in Europe population. The results show how this transformation - based on the application of Successful Educational Activities and through the Dialogic Inclusion Contract - is helping to overcome the exclusion of many Roma families. This case brings a new model of social intervention based on scientific evidence and on the inclusion of the voices of traditionally excluded groups

Anti-idiotype antibodies in cancer treatment

Anti-idiotype antibodies (anti-Id Abs) are antibodies to idiotopes that are located in the variable region, including the antigen binding site, of another antibody. When the last is the case, these anti-Id Abs can act as surrogates of the original antigen. The capability of anti-Id Abs to modulate the immune response has been the basis for the development of anti-Id vaccines against different antigens, including tumor-associated antigens. Over the years, its use in cancer has been demonstrated as effective and promising.Fil: Alonso, Daniel Fernando. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología. Laboratorio de Oncología Molecular; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Vázquez, Ana María. No especifíca;Fil: Alonso, Daniel Fernando. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología. Laboratorio de Oncología Molecular; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Macías, Amparo. No especifíca