Some illustrative examples of permutability of fuzzy operators and fuzzy relations

Composition of fuzzy operators often appears and it is natural to ask when the order of composition does not change the result. In previous papers, we characterized permutability in the case of fuzzy consequence operators and fuzzy interior operators. We also showed the connection between the permutability of the fuzzy relations and the permutability of their induced fuzzy operators. In this work we present some examples of permutability and non permutability of fuzzy operators and fuzzy relations in order to illustrate these results

On the relation between fuzzy closing morphological operators, fuzzy consequence operators induced by fuzzy preorders and fuzzy closure and co-closure systems

In a previous paper, Elorza and Burillo explored the coherence property in fuzzy consequence operators. In this paper we show that fuzzy closing operators of mathematical morphology are always coherent operators. We also show that the coherence property is the key to link the four following families: fuzzy closing morphological operators, fuzzy consequence operators, fuzzy preorders and fuzzy closure and co-closure systems. This will allow to translate important well-known properties from the field of approximate reasoning to the field of image processing

El trabajo cooperativo y la co-docencia como respuestas metodológicas a las necesidades educativas actuales

El siglo XXI trae consigo distintos cambios sociales, el aumento de la interdependencia global, del número de sistemas democráticos, la necesidad de empresarios creativos o la importancia de las relaciones interpersonales. Los centros educativos están encargados de formar a los jóvenes según las necesidades actuales de la sociedad. No obstante, a pesar de los cambios sociales producidos en los últimos años, las metodologías educativas evolucionan a un ritmo más lento; teniendo el profesor todavía demasiado protagonismo en el aula, centrando el aprendizaje fuera del alumno y convirtiendo las sesiones escolares en lecciones magistrales donde los alumnos actúan como meros oyentes. Ante esta necesidad de adaptar las técnicas de enseñanza a las características sociales actuales surgen diferentes innovaciones educativas, como el aprendizaje cooperativo, la co-docencia o las actividades dentro del marco de la Enseñanza para la Comprensión. No obstante, el surgimiento de estas innovaciones trae consigo interesantes preguntas como ¿Toda innovación educativa es eficaz independientemente de la asignatura, curso o grupo de alumnos? o como ¿Qué beneficios conlleva el uso de cada una de las distintas metodologías educativas? Se sabe que todas las técnicas de enseñanza tienen tanto sus ventajas como inconvenientes, además existen una gran cantidad de estudios previos acerca del uso de todas estas en diversas asignaturas y cursos de índole completamente distinta, cultural y académica. Para intentar confirmar la utilidad de estas metodologías educativas, el objetivo principal de este Trabajo Fin de Máster fue la comprobación empírica de cada una de estas técnicas de enseñanza. Para ello, se estudiaron distintos patrones, como el tiempo activo del profesorado y del alumnado o el número de participaciones de estos, en distintos cursos escolares en las que estuvieran presentes todos los tipos de metodologías educativas. Inicialmente, los resultados mostraron que las nuevas técnicas de enseñanza, el aprendizaje cooperativo y la co-docencia, aumentaban el tiempo de trabajo activo de los alumnos y reducían el tiempo de espera en las cuestiones realizadas al profesor. Resultó interesante observar como las metodologías activas forzaban a una mayor participación por parte del alumnado y que además traían consigo un alto grado de satisfacción, que permitía así mejorar las calificaciones de los alumnos, principalmente de aquellos que tenían notas bajas. No obstante, los resultados mostraron como en función del contenido de la sesión se puede utilizar una u otra metodología educativa. VIII Todo ello nos permite concluir que las metodologías educativas no son excluyentes entre sí y no se limitan a un curso o asignatura. Además, todo indica a que el trabajo cooperativo permite una participación mayor del alumnado y obliga a que estos estén un mayor tiempo activos, por otro lado, la co-docencia permite una atención más personal y de mayor rapidez. Las innovaciones educativas deberían ser tenidas en cuenta seriamente como respuesta a las necesidades de la sociedad actual.The 21st century brings with its different social changes, the increase in global interdependence , the number of democratic systems, the need for creative entrepreneurs or the importance of interpersonal relationships. The educational centers oversee traini ng young people according to the current needs of society. However, despite the social changes p roduced in recent years, educational methodologies are evolving at a slower pace; having the teacher still too much prominence in the classroom, focusing the le arning outside the student and turning the school sessions into lectures where the students act as mere listeners. Faced with this need to adapt teaching techniques to current social characteristics, different educational innovations arise, such as coopera tive learning, co - teaching or activities within the framework of the Teaching for Understanding. However, the emergence of these innovations brings interesting questions such as: Is every educational innovation effective regardless of the subject, course o r group of students? or as What benefits does the use of each of the different educational metho dologies entail? It is known that all teaching techniques have both advantages and disadvantages, in addition there are a lot of previous studies about the use of all these in various subjects and courses of completely different cultural and academic natur e. To try to confirm the usefulness of these educational methodologies, the main objective of this Final Master's Project was the empirical verification of each of these teaching techniques. To do this, different patterns were studied, such as the active t ime of teachers and students or the number of participations of these, in different school courses in which all types of educational methodologies were present. Initially, the results showed that the new teaching techniques, cooperative learning and co - te aching, increased the active work time of the students and reduced the waiting time in the questions made to the teacher. Interestingly, it was also possible to observe how active methodologies forced a greater participation on the part of the students and that they also brought with them a high level of satisfaction, which allowed improving the qualifications of the students, mainly those who had lower grades. H owever, the results showed how, depending on the content of the session, one or another educatio nal methodology can be used. All this allows us to conclude that educational methodologies are not mutually exclusive and are not limited to a course or subjec t. In addition, everything indicates that X cooperative work allows a greater participation of stu dents and requires that they are more active, on the other hand, co - teaching allows more personal attention and faster. Educational innovations should be taken seriously as a response to the needs of today's society

Aging of ECG characteristics over a five year period

The aim of this work was to find evidence of aging of ECG indicators in a population of young adults (52 subjects of age 19 ± 0.6 in 2002). For this purpose, an application which analyzes ECG signals was designed and implemented. The data consist in four different series for each subject of the studied population. Two ECG signals of 5 minute duration (one at rest and one after a mild effort) were taken in 2002 and the exact same procedure was repeated for each subject five years later in 2007. All these electrocardiographic signals were examined by computational techniques in order to extract the RR and QT intervals and the energy content of the T-wave. Next, we have compared all the data using first return maps and measured the data dispersion by evaluating the covariance ellipses. Relations between each of the four data series were studied. The analysis also included the gender and the categorical aspect “practicing sport”

Shock-induced termination of reentrant cardiac arrhythmias: comparing monophasic and biphasic shock protocols

In this article, we compare quantitatively the efficiency of three different protocols commonly used in commercial defibrillators. These are based on monophasic and both symmetric and asymmetric biphasic shocks. A numerical one-dimensional model of cardiac tissue using the bidomain formulation is used in order to test the different protocols. In particular, we performed a total of 4.8 × 10(6) simulations by varying shock waveform, shock energy, initial conditions, and heterogeneity in internal electrical conductivity. Whenever the shock successfully removed the reentrant dynamics in the tissue, we classified the mechanism. The analysis of the numerical data shows that biphasic shocks are significantly more efficient (by about 25%) than the corresponding monophasic ones. We determine that the increase in efficiency of the biphasic shocks can be explained by the higher proportion of newly excited tissue through the mechanism of direct activation.journal article2013 Decimporte

Permutability of fuzzy consequence and interior operators and their connection with fuzzy relations

This work is structured as follows. In Chapter 1 we brief y introduce some background and we recall the main definitions and results that will be needed. In Chapter 2 we collect several results that show connections between fuzzy relations and fuzzy operators. We also extend some of the known definitions to a more general ones. Chapter 3 is devoted to the analysis of permutability. We start analyzing certain cases of fuzzy relations and fuzzy operators. In particular, fuzzy preorders and indistinguishabilities and fuzzy consequence and interior operators. Then, we relate permutability of fuzzy relations with permutability of the operators that they induce using the different processes defined in Chapter 2. We focus in the cases of fuzzy operators induced by fuzzy preorders and similarities. Finally, we present the conclusions and the possible future work

Permutability of fuzzy consequence and interior operators and their connection with fuzzy relations

This work is structured as follows. In Chapter 1 we brief y introduce some background and we recall the main definitions and results that will be needed. In Chapter 2 we collect several results that show connections between fuzzy relations and fuzzy operators. We also extend some of the known definitions to a more general ones. Chapter 3 is devoted to the analysis of permutability. We start analyzing certain cases of fuzzy relations and fuzzy operators. In particular, fuzzy preorders and indistinguishabilities and fuzzy consequence and interior operators. Then, we relate permutability of fuzzy relations with permutability of the operators that they induce using the different processes defined in Chapter 2. We focus in the cases of fuzzy operators induced by fuzzy preorders and similarities. Finally, we present the conclusions and the possible future work

Proyectos STEM en el Bachillerato Internacional: propuestas desde la fricción en el deporte

Este trabajo pretende acercar la educación STEM (Ciencia, Tecnología, Ingeniería y Matemáticas por sus siglas en inglés) al Bachillerato Internacional a través del desarrollo de dos proyectos dirigidos a estudiantes de 16 a 19 años del Programa del Diploma. Los proyectos se han enmarcado dentro de la evaluación interna de la asignatura de Física y dentro del proyecto del Grupo 4. Ambos se contextualizan en entornos deportivos y profundizan en el conocimiento de la dinámica y de la fricción. La disciplina dominante en ambos proyectos es la ciencia, si bien se utilizan las cuatro disciplinas STEM. El trabajo en entornos reales y cercanos a los estudiantes, así como el poder de decisión de los alumnos en las diferentes etapas de los proyectos fomentan el interés, la implicación y el aprendizaje. De esta forma, se potencia la interconexión de conocimientos y el desarrollo de habilidades importantes para el futuro laboral y para la vida de los estudiantes.This work aims to bring STEM (Science, Technology, Engineering and Mathematics) education closer to International Baccalaureate through the development of two projects aimed at 16 to 19-year-old Diploma Program students. These projects have been placed in the internal assessment of physics and in the Group 4 project. Both are contextualised in sports and delve into the knowledge of dynamics and friction. Science is the dominant discipline in both projects, although the four STEM disciplines are used. Working in real and close environments for the students and empowering them to make decisions about their projects increase the interest of the students, their implication and their learning. In this way, students develop interconnection of knowledge as well as life and professional skills

Proyectos STEM en el Bachillerato Internacional: propuestas desde la fricción en el deporte

Este trabajo pretende acercar la educación STEM (Ciencia, Tecnología, Ingeniería y Matemáticas por sus siglas en inglés) al Bachillerato Internacional a través del desarrollo de dos proyectos dirigidos a estudiantes de 16 a 19 años del Programa del Diploma. Los proyectos se han enmarcado dentro de la evaluación interna de la asignatura de Física y dentro del proyecto del Grupo 4. Ambos se contextualizan en entornos deportivos y profundizan en el conocimiento de la dinámica y de la fricción. La disciplina dominante en ambos proyectos es la ciencia, si bien se utilizan las cuatro disciplinas STEM. El trabajo en entornos reales y cercanos a los estudiantes, así como el poder de decisión de los alumnos en las diferentes etapas de los proyectos fomentan el interés, la implicación y el aprendizaje. De esta forma, se potencia la interconexión de conocimientos y el desarrollo de habilidades importantes para el futuro laboral y para la vida de los estudiantes.This work aims to bring STEM (Science, Technology, Engineering and Mathematics) education closer to International Baccalaureate through the development of two projects aimed at 16 to 19-year-old Diploma Program students. These projects have been placed in the internal assessment of physics and in the Group 4 project. Both are contextualised in sports and delve into the knowledge of dynamics and friction. Science is the dominant discipline in both projects, although the four STEM disciplines are used. Working in real and close environments for the students and empowering them to make decisions about their projects increase the interest of the students, their implication and their learning. In this way, students develop interconnection of knowledge as well as life and professional skills

Enseñar a integrar estrategias Lean Six Sigma en el sector de la restauración a trav és de un aprendizaje basado en proyectos

El fundamento de este trabajo fin de master es presentar cómo puede ayudar el sistema educativo a través de un aprendizaje basado en proyectos (ABP) a mejorar las deficiencias del sector de la restauración con ayuda de la estrategia de mejora continua Lean Six Sigma (LSS). Para ello se presenta el objeto a mejorar, el sector de la restauración, y la actual situación crítica que atraviesa, presentado sus deficiencias y los puntos de mejora. Se expone un marco teórico de actuación presentando la estrategia LSS y sus herramientas para describir ejemplos prácticos de su aplicación en el sector de la restauración. A continuación, como eje de trabajo se expone un modelo de integración de esta estrategia en el sistema educativo actual a modo de un proyecto basado en el ABP, desglosando su adaptación al currículo existente, presentando una propuesta didáctica, su planificación de desarrollo y su evaluación final. Para terminar, se presentan a modo de conclusión el logro de los objetivos iniciales del proyecto y su desarrollo, para terminar con una idea final que resume el fundamento del trabajo realizado en este proyecto.The foundation of this master's thesis is to present how the education system can help through project-based learning (PBL) to improve the deficiencies of the restaurant sector with the help of the Lean Six Sigma (LSS) continuous improvement strategy. For this, the object to be improved is presented, the restaurant sector, and the current critical situation it is going through, presenting its deficiencies and points for improvement. The action theoretical framework is detailed showing the LSS strategy and its tools to describe practical examples of its application in the restaurant sector. Following as the main axis of the thesis, a model of integration of this strategy in the current educational system is exposed based on the PBL, breaking down its adaptation to the existing curriculum, presenting a didactic proposal, its planning development, as well as, its final evaluation. Finally, to conclude the achievement of the initial objectives of the project and its development are presented, to end with a final idea that summarizes the foundation of the work carried out in this project