Currency Invoicing in International Trade: A Panel Data Approach

The paper empirically investigates the determinants of currency invoicing in Dutch goods trade with OECD countries. To this end, a currency-share systems approach is employed, which is applied to quarterly panel data for 1987–1998. One of the key findings is that a country’s share of producer currency pricing falls if demand in the foreign export market falls. In addition, we find that the better developed the partner country’s banking sector and the larger its share in world trade, the lower is the share of Dutch guilder invoicing. A higher expected rate of inflation in the partner country increases Dutch guilder invoicing. The depth of the foreign exchange market of a currency, a country’s share in world trade, and a country being part of the European Union are key determinants of vehicle currency use.invoicing currency;Grassman’s law;exchange rate risk;local currency pricing;producer currency pricing;vehicle currencies

Currency Invoicing in International Trade:A Panel Data Approach

The paper empirically investigates the determinants of currency invoicing in Dutch goods trade with OECD countries. To this end, a currency-share systems approach is employed, which is applied to quarterly panel data for 1987–1998. One of the key findings is that a country’s share of producer currency pricing falls if demand in the foreign export market falls. In addition, we find that the better developed the partner country’s banking sector and the larger its share in world trade, the lower is the share of Dutch guilder invoicing. A higher expected rate of inflation in the partner country increases Dutch guilder invoicing. The depth of the foreign exchange market of a currency, a country’s share in world trade, and a country being part of the European Union are key determinants of vehicle currency use.

Estimating the trunk transverse surface area to assess swimmer's drag force based on their competitive level

The aim of this study was to compute and validate trunk transverse surface area (TTSA) estimation equations to be used assessing the swimmer’s drag force according to competitive level by gender. One group of 130 swimmers (54 females and 76 males) was used to compute the TTSA estimation equations and another group of 132 swimmers (56 females and 76 males) were used for its validations. Swimmers were photographed in the transverse plane from above, on land, in the upright and hydrodynamic position. The TTSA was measured from the swimmer’s photo with specific software. It was also measured the height, body mass, biacromial diameter, chest sagital diameter (CSD) and the chest perimeter (CP). With the first group of swimmers it was computed the TTSA estimation equations based on stepwise multiple regression models from the selected anthropometrical variables. The TTSA prediction equations were significant and with a prediction level qualitatively considered as moderate. All equations included only the CP and the CSD in the final models. In all prediction models there were no significant differences between assessed and estimated mean TTSA. Coefficients of determination for the linear regression models between assessed and estimated TTSA were moderate and significant. More than 80% of the plots were within the 95% interval confidence for the Bland-Altman analysis in both genders. So, TTSA estimation equations that are easy to be computed by coached and researchers were developed. All equations accomplished the validation criteria adopted

Validação de equações preditivas da área de secção

O objectivo do estudo foi desenvolver e validar equações para estimar a área de secção transversa do tronco (ASTT), em ambos os sexos, de acordo com o nível competitivo, que habitualmente são usadas para avaliar o arrasto hidrodinâmico. Para o sexo feminino, na condição de experts, foi utilizado um grupo de 33 sujeitos para estimar a equação e um grupo de 38 sujeitos para validar a equação, na condição de não experts foi utilizado um grupo de 23 sujeitos para estimar a equação e um grupo de 18 sujeitos para validar a mesma. No caso do sexo masculino, na condição de experts, foi utilizado um grupo de 28 sujeitos para estimar a equação e um grupo de 32 sujeitos para a validar, na condição de não experts, foi utilizado um grupo de 48 sujeitos para estimar a equação e um grupo de 44 sujeitos para validar a equação. Os sujeitos foram fotografados (DSC-T7, Sony, Tóquio, Japão) num plano superior transversal, no meio terrestre, simulando a posição hidrodinâmica. A ASTT foi medida através da foto digital do sujeito com um software específico (Universal Desktop Ruler, v3.3.3268, AVPSoft, E.U.A.). Foram ainda medidas as variáveis antropométricas massa corporal (SECA, 884, Hamburgo, Alemanha), a estatura (SECA, 242, Hamburgo, Alemanha), os diâmetros bi-acromial (DBC) e tóraco-sagital (DTS) com um clip antropométrico (Campbell, 20, RossCraft, Canadá), assim como, o perímetro peitoral (PP) com fita métrica (RossCraft, Canadá). Para sexo feminino experts ASTT=16,498*DTS+10,875*PP-504,705 (R2=0,28; Ra=0,24; p<0,01). Para sexo feminino não experts ASTT=14,836*PP-26,825*DTS-33,149 (R2=0,28; Ra=0,21; p<0,01). Para sexo masculino experts ASTT=19,216*DTS+10,505*PP-575,496 (R2=0,33; Ra=0,27; p<0,01). Para sexo masculino não experts ASTT=30,453*DTS+5,030*PP-371,404 (R2=0,48; Ra=0,45; p<0,01). Em todas as condições, por sexo e nível competitivo, não se verificaram diferenças estatisticamente significativas entre a média da ASTT medida e da estimada. Os coeficientes de determinação, calculados através da análise de regressão linear, entre a ASTT medida e estimada foram moderados. Para todas as condições, por sexo e nível competitivo, mais de 80% dos plots, na análise de Bland-Altman, encontram-se dentro dos 95% do intervalo de confiança

Computing and validating trunk transverse surface area equations to assess swimmers drag force

A couple of methods to assess drag force (i.e., computer fluid dynamics and velocity perturbation method) need to include in the data input the trunk transverse surface area (TTSA). TTSA is measured with a planimeter, on screen measure area software of plane 2D digital images or body scan. However the data collection and its treatment are somewhat time consuming and/or expensive

Validação de equações preditivas da área de secção transversa do tronco

O objectivo do estudo foi desenvolver e validar equações preditivas da área de secção transversa do tronco humano, Os modelos foram desenvolvidos para o sexo masculino e de acordo com o nível competitivo, A amostra foi composta por 152 sujeitos, todos praticantes de Natação Pura desportiva, com idades entre os 10 e os 32 anos de idade. Para o desenvolvimento dos modelos foi utilizado um grupo de sujeitos para estimar a equação e um outro para validar. Foram avaliadas as seguintes características antropométricas: (i) massa corporal; (ii) estatura; (iii) diâmetro bi-acromial; (iv) diâmetro tóraco-sagital; (v) perímetro peitoral e (vi) área de secção transversal do tronco. Os modelos preditivos foram desenvolvidos através de análise de regressão linear múltipla passo-a-passo e num dos casos, com recurso ao nível competitivo enquanto variável dummy. Todos os modelos desenvolvidos incluíram como variáveis independentes o diâmetro tóraco-sagital e o perímetro peitoral (0,32 ≤ R2 ≤ 0,48; P 0,05), as regressões lineares simples foram moderadas (0,23 ≤ R2 ≤ 0,39; 0,01 ≤ P ≤ 0,001) e o critério de Bland Altman foi em todos os casos cumprido. Pode concluir-se que os modelos desenvolvidos para nadadores masculinos, e de acordo com o nível competitivo, predizem com validade a área de secção transversa do tronco de nadadores

Morphometric study for estimation and validation of trunk transverse surface area to assess human drag force on water

The aim of this study was to compute and validate estimation equations for the trunk transverse surface area (TTSA) to be used in assessing the swimmer's drag force in both genders. One group of 133 swimmers (56 females, 77 males) was used to compute the estimation equations and another group of 131 swimmers (56 females, 75 males) was used for its validations. Swimmers were photographed in the transverse plane from above, on land, in the upright and hydrodynamic position. The TTSA was measured from the swimmer's photo with specific software. Also measured was the height, body mass, biacromial diameter, chest sagital diameter (CSD) and the chest perimeter (CP). With the first group of swimmers, it was computed the TTSA estimation equations based on stepwise multiple regression models from the selected anthropometrical variables. For males TTSA=6.662*CP+17.019*CSD-210.708 (R2=0.32; Ra2=0.30; P<0.01) and for females TTSA=7.002*CP+15.382*CSD-255.70 (R2=0.34; Ra2=0.31; P<0.01). For both genders there were no significant differences between assessed and estimated mean TTSA. Coefficients of determination for the linear regression models between assessed and estimated TTSA were R2=0.39 for males and R2=0.55 for females. More than 80% of the plots were within the 95% interval confidence for the Bland-Altman analysis in both genders

Experiencing the technical-scientific production process with master's students

In the current context, much of the information that higher education students need for their academic work is searched on the internet, but they do not always use the proper filtering tools to select it. This aspect, together with the fact that they do not have reading habits of technical-scientific texts, especially when written in English, makes it pertinent in master's courses to challenge students to tasks that allow them to develop these skills. In this sense, within the scope of the Manufacturing Processes course unit of the Master in Industrial Engineering, it was proposed to carry out a group work, which, in addition to the laboratory component, involved the writing of a scientific article in English and peer review. In the practical component, students were asked to idealize (1st phase) and create (2nd phase) a piece in aluminum alloy, preferably with some innovative character. In the first phase, taking into account some restrictions that were imposed in terms of material and maximum dimensions, they had to think and decide with their group colleagues about the characteristics of the part, drawing and dimensioning it in SOLIDWORKS®. In the second phase, the students started by simulating the part's manufacturing process using the CAM (Computer Aiding Manufacturing) module, CNC (Computer Numerical Control) code generation and, finally, they started to manufacture it with numerical control machines. Alongside the practical component, students were encouraged to develop the theoretical component of the work, researching in scientific articles matters related to the design and manufacturing methods of the piece. Each group had to produce an article in English that focused on the work carried out, both at a technical and scientific level, and to review an article from another group, in addition to the reformulation of its own based on the suggestions of colleagues. In order to know the student’s opinion about the process, a questionnaire was applied, in which, among other aspects, their opinion was asked about this entire writing and revision process. From the students who responded, 94.7% agree or totally agree that the elaboration of the article allowed them to develop skills that may be useful to them in the future and 84.2% agree or totally agree that the work of reviewing the article has improved their critical skills. However, the teacher found that students had difficulty in mobilizing their knowledge and creativity to design an innovative piece, so it is important to continue to promote this type of approach so that students develop research and thinking skills associated with practical aspects. As would also be expected, the fact that the article was written in English made the process of writing (57.9% agree or totally agree) and review (63.2% agree or totally agree) difficult, but they were faced with the need to overcome this barrier can be an important contribution to increasing their English proficiency.info:eu-repo/semantics/publishedVersio

Creation of videos by students as a way to promote learning in the area of mechanics: an experience in higher education

The degree courses in Mechanical Engineering and Technology and Industrial Management of Polytechnic Institute of Bragança (Portugal) include in the 2nd semester of the 2nd year of their study plan, the course units of Mechanical Technology I and Manufacturing Processes I, respectively. The contents of these course units are mostly theoretical, so it is important to find approaches that motivate the students and involve them directly in their learning. The creation of videos for later presentation to colleagues can fulfil this role, as it requires students to search, interpret, select and organize information about the contents and reflect on the best way to transmit it to their peers. Within the mentioned course units, in one of the academic years in which classes were essentially online due to the pandemic, it was proposed to the students the creation, in group, two videos (each one at a different stage of the semester), with the themes assigned by the teacher so that, as a whole, they would cover all the contents that it was essential to explore. The following steps were followed: (i) research on the theme and production of the video by each group; (ii) sharing the videos with classmates; (iii) extra-class viewing of the videos produced by classmates; (iv) students answering general questions about the videos they watched; (v) brief oral presentation in a class by each group about the video produced; (vi) class discussion on the themes of the videos, based on questions posed by the students, and (vii) an evaluation test on the themes covered. Only when all the steps concerning the videos produced in the first phase were fulfilled did we proceed to the preparation of the videos for the second phase, following again the whole process described above. We consider that, with this methodology, the students were more motivated and started to have a more active role in the classes, becoming also (together with the teacher who had the role of an advisor) responsible for the learning of the class, as they contributed with their work and questions to the exploration of the contents. We underline that the described approach, besides promoting the acquisition and deepening of knowledge about the course unit contents, contributed to the development, by the students, of several transversal skills, which can be useful in their daily life or in their professional future.info:eu-repo/semantics/publishedVersio

Promote learning in mechanical technology manufacturing work equipment

The study plan of the bachelor in Mechanical Engineering of the School of Technology and Management of the Polytechnic Institute of Bragança (Portugal) includes the course unit Mechanical Technology II, whose contents are related to different manufacturing processes, namely the machining and welding processes. In terms of organization, there is a theoretical component (theoretical classes) and a practical component (laboratory classes) and, traditionally, it is followed a teaching methodology with expositive characteristics. Although there is a more active participation of the students in the laboratory, it is still incipient because these classes are even very teacher-centered and are only used for demonstrative purposes. In order to change this paradigm, in the academic years 2015/2016 and 2016/2017, the teacher of the course unit decided that, although he maintained the format of the theoretical classes, for the advantage of addressing a great quantity of interest topics in the scope of the course, laboratory classes would focus on works with practical application, at least for a selected group of students. Thus, two practical works (one in each year) corresponding to the design and manufacture of two didactic machines were proposed: a hydraulic press and a manual rolling machine. In real works, at least for a selected group of students. The main objective was to get students to apply theoretical knowledge in solving real problems and to learn how to use the laboratory's machine tools. The design of the hydraulic press was implemented in the academic year 2015/2016 and the manual rolling machine in 2016/2017. The methodology was the same for both practical works where each one was elaborated by student groups with four elements and was performed during a semester. The practical work was divided into four stages: a) design (design and dimensioning), b) manufacturing and assembly, c) machine testing and d) writing a technical report. SolidWorks® software was used to design and dimensioning the machines. After completing the project, the students manufactured the non-standard components in the laboratory, using industrial machines (milling machine, lathe, welding, among others). These components were assembled to reach a complete machine that was tested in a real-world scenario. Finally, the students wrote a technical report and presented the work to other colleagues. The students who participated in the experience were motivated and committed throughout the process, although they had some difficulties, for example, in the use of software and in working with industrial machines. Those difficulties were overcome by consulting the existing bibliography (internet, books / manuals) and the support of the teacher and laboratory technicians. The work done, in addition to allowing students to better understand the theoretical concepts, because they had to apply them in practice, also made them more responsible and made them develop their communication skills and collaboration with peers.info:eu-repo/semantics/publishedVersio