Representing radar rainfall uncertainty with ensembles based on a time-variant geostatistical error modelling approach

The application of radar quantitative precipitation estimation (QPE) to hydrology and water quality models can be preferred to interpolated rainfall point measurements because of the wide coverage that radars can provide, together with a good spatio-temporal resolutions. Nonetheless, it is often limited by the proneness of radar QPE to a multitude of errors. Although radar errors have been widely studied and techniques have been developed to correct most of them, residual errors are still intrinsic in radar QPE. An estimation of uncertainty of radar QPE and an assessment of uncertainty propagation in modelling applications is important to quantify the relative importance of the uncertainty associated to radar rainfall input in the overall modelling uncertainty. A suitable tool for this purpose is the generation of radar rainfall ensembles. An ensemble is the representation of the rainfall field and its uncertainty through a collection of possible alternative rainfall fields, produced according to the observed errors, their spatial characteristics, and their probability distribution. The errors are derived from a comparison between radar QPE and ground point measurements. The novelty of the proposed ensemble generator is that it is based on a geostatistical approach that assures a fast and robust generation of synthetic error fields, based on the time-variant characteristics of errors. The method is developed to meet the requirement of operational applications to large datasets. The method is applied to a case study in Northern England, using the UK Met Office NIMROD radar composites at 1 km resolution and at 1 h accumulation on an area of 180 km by 180 km. The errors are estimated using a network of 199 tipping bucket rain gauges from the Environment Agency. 183 of the rain gauges are used for the error modelling, while 16 are kept apart for validation. The validation is done by comparing the radar rainfall ensemble with the values recorded by the validation rain gauges. The validated ensemble is then tested on a hydrological case study, to show the advantage of probabilistic rainfall for uncertainty propagation. The ensemble spread only partially captures the mismatch between the modelled and the observed flow. The residual uncertainty can be attributed to other sources of uncertainty, in particular to model structural uncertainty, parameter identification uncertainty, uncertainty in other inputs, and uncertainty in the observed flow.</p

Assessment of social justice dimensions in young adults: The contribution of the belief in a just world and social dominance orientation upon its rising

The aim of the study was to analyze the psychometric properties of the Social Justice Scale, composed by Representation, Recognition, and Redistribution dimensions. Likewise, the contribution of social dominance and the belief in a just world in each dimension were analyzed. A total of 471 young adults residing in Madrid participated in the online preliminary study, with an age range of 18–42 years with different genders (74.1% defined themselves as female). The main results indicated adequate psychometric properties for Social Justice Scale through its three dimensions. In addition, we observed that both social dominance and belief in a just world might be psychosocial variables that modulate the levels of social justice. The main findings of the research and need for replication in future studies are discussed.Fil: Etchezahar, Edgardo Daniel. Universidad Autónoma de Madrid; España. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Universidad de Valencia; EspañaFil: Barreiro, Alicia Viviana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Instituto de Investigaciones Sociales de América Latina. - Facultad Latinoamericana de Ciencias Sociales. Instituto de Investigaciones Sociales de América Latina; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; ArgentinaFil: Albalá Genol, Miguel Angel. Universidad Autónoma de Madrid; EspañaFil: Maldonado Rico, Antonio. Universidad Autónoma de Madrid; Españ

Beliefs about inclusion and social justice in education: factors involved

Las instituciones educativas cada vez se plantean, con una mayor frecuencia, incorporar prácticas que persigan la inclusión socioeducativa. Sin embargo, ciertas variables psicosociales pueden dificultar que se produzca este cambio entre el profesorado. El objetivo principal del presente estudio fue investigar diferentes creencias de futuros maestros y futuras maestras sobre la inclusión educativa, así como su relación con las actitudes que presentaban hacia la justicia social, la creencia en un mundo justo y la necesidad de cierre cognitivo. La muestra de estudio se compuso de 476 estudiantes de los Grados de Maestro/a en Educación Infantil y Primaria (Universidad Autónoma de Madrid, España). En la investigación se utiliza metodología cuantitativa de cara al análisis de datos del instrumento empleado, que incluye diferentes escalas tipo Likert. Los principales resultados evidenciaron relaciones entre las creencias sobre la inclusión educativa y las actitudes favorables hacia la justicia social. Además, se hallaron diferencias en las creencias sobre la inclusión educativa en función de los niveles de creencia en un mundo justo y necesidad de cierre cognitivo. Finalmente, se discute acerca de la necesidad que el profesorado considere la inclusión como un objetivo desde el que alcanzar contextos educativos y comunitarios más justos.Educational institutions are increasingly considering incorporating practices that pursue socio-educational inclusion. However, certain psychosocial variables can make it difficult for this change in teachers to take place. The main objective of the present study was to investigate different future teacher´s beliefs about educational inclusion, as well as their relationship with their social justice attitudes, believe in a just world and need for cognitive closure. The sample was composed of 476 students of the Infant and Primary Education Teaching Degrees (Autonomous University of Madrid, Spain). In the research quantitative methods are used in order to analyze the data of the different Likert-type scales used. The main results show relationships between teacher training student’s beliefs about educational inclusion and their favorable attitudes towards social justice. In addition, we found differences in participants beliefs about educational inclusion depending of their levels of believe in a just world and need for cognitive closure. In this sense, we considered relevant the incorporation of different psychosocial factors to the study of inclusion. Finally, we discussed the need for teachers to consider inclusion as an aim from which to achieve fairer educational and community contexts.Fil: Albalá Genol, Miguel Angel. Universidad Autónoma de Madrid; EspañaFil: Etchezahar, Edgardo Daniel. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Maldonado Rico, Antonio. Universidad Autónoma de Madrid; Españ

Obtención automática de marcos de subcategorización verbal a partir de texto etiquetado: el sistema SOAMAS

Este trabajo presenta una herramienta para la obtención automática de marcos de subcategorización de los verbos españoles a partir de textos etiquetados morfosintáticamente. Dada una oración, el sistema desarrollado trata de identificar y analizar el sintagma verbal a fin de reconocer los complementos presentes (junto con la proposición asociada si es el caso), formas impersonales, reflexividad, auxiliariedad, etc

New experimental insights into magneto-mechanical rate dependences of magnetorheological elastomers

Magnetorheological elastomers (MREs), consisting of an elastomeric matrix filled with magnetic particles, are one of the most promising multifunctional composites. The main advantage of these materials is their response to external magnetic fields by mechanically deforming and/or changing their magnetorheological properties. This multi-physical nature makes them ideal candidates for timely applications in soft robotics and bioengineering. Although several works have addressed the magneto-mechanical coupling in these composites from both experimental and modelling approaches, there is still a big gap of knowledge preventing the full understanding of their underlying physics. In this regard, there is no experimental work addressing a comprehensive magneto-mechanical characterisation combining different MRE configurations, mechanical deformation modes and magnetic conditions. Furthermore, the interplays of rate dependences into such magnetorheological behaviour still remain elusive. In this work, we provide an unprecedented experimental characterisation of a soft MRE considering more than 100 different experimental conditions involving more than 600 tests. The experiments include monotonous uniaxial compression at different deformation rates and magnetic conditions, magneto-mechanical DMA tests, relaxation tests, oscillatory shear tests at different deformation rates and magnetic conditions, magneto-mechanical shear frequency sweep tests, and novel magneto-mechanical experiments. The results obtained in this work provide full characterisation of soft MREs with a special focus on rate dependences, forming the basis to explain novel multifunctional mechanisms identified behind their coupled response. In addition, it opens the door to new constitutive and modelling approaches.The authors acknowledge support from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant agreement No. 947723, project: 4D-BIOMAP). MAM acknowledges support from the Ministerio de Ciencia, Innovacion y Universidades, Spain (FPU19/03874) and DGG acknowledges support from the Talent Attraction grant (CM 2018 - 2018-T2/IND-9992) from the Comunidad de Madri