Tener como verbo soporte a través de las colocaciones con dar

El verbo soporte general tener es uno de los verbos con mayor poder colocacional en la lengua española. Tanto, que sus bases deberían poder abarcar el mismo número de valores como los que alcanza el verbo dar, el que se presupone que tiene el radio colocacional más amplio en las lenguas iberorrománicas. Así, este trabajo tiene como objetivo describir la colocabilidad del verbo soporte tener en español, entre otras características intrínsecas relacionadas con esta, a través de las bases con las que puede combinarse para formar una colocación con verbo soporte (CVS) y compararlas con aquellas que lo hacen con dar. Para llevar a cabo esta tarea se recopilará un corpus de 1376 bases diferentes en español que forman CVS con tener y se contrastará con un corpus de dar de 1379 bases, también españolas. De esta manera, se podrá estudiar la naturaleza del verbo tener tanto por medio su paradigma como, en contraste, con el de dar, obteniendo así un análisis más extenso y profundo de las características de tener y las CVS de las que forma parte, además de aportar información sobre dar. Sin descuidar que un estudio del paradigma colocacional de dar y tener también contribuye a la caracterización general de los verbos soporte y de los semifrasemas de los que forman parte

Efficient Q. S support for higt-performance interconnects

Las redes de interconexión son un componente clave en un gran número de sistemas. Los mecanismos de calidad de servicio (qos) son responsables de asegurar que se alcanza un cierto rendimiento en la red. Las soluciones tradicionales para ofrecer qos en redes de interconexión de altas prestaciones normalmente se basan en arquitecturas complejas. El principal objetivo de esta tesis es investigar si podemos ofrecer mecanismos eficientes de qos. Nuestro propósito es alcanzar un soporte completo de qos con el mínimo de recursos. Para ello, se identifican redundancias en los mecanismos propuestos de qos y son eliminados sin afectar al rendimiento. Esta tesis consta de tres partes. En la primera comenzamos con las propuestas tradicionales de qos a nivel de clase de tráfico. En la segunda parte, proponemos como adaptar los mecanismos de qos basados en deadlines para redes de interconexión de altas prestaciones. Por último, también investigamos la interacción de los mecanismos de qos con el control de congestión

A comparison of two methods to estimate breeding productivity in a colonial ground-nesting gull Larus cachinnans

We compared two methods commonly used to estimate breeding productivity of ground-nesting gulls: mark-recapture of ringed chicks and counts of flocks of fledglings resting at sea. Counts of the number of nests were also recorded to estimate productivity as average number of fledglings per breeding pair. Our field study was done at two locations at the western Mediterranean (Columbretes and Benidorm Islands) where small and isolated colonies of Yellow-legged Gulls (Larus cachinnans michahellis) occur. Estimates derived from direct counts were assumed to be relatively unbiased because of the small size of the study islands. We found that mark-recapture provided accurate results (similar to those obtained by counting flocks) only when mortality of chicks between capture and counts was low. Whenever both methods are applicable we recommend using flock counts to estimate productivity because it requires less input from the researcher and has little or no disturbance cost for the gulls.This study is the contribution 9 to the LIFE-NATURE program BA 3200/98/447 “Conservation of island Special Protection Areas in the Valencian Region” financed by the Generalitat Valenciana and the E.U.Peer Reviewe

Exploring Visual Cues for Intuitive Communicability of Touch Gestures to Pre-kindergarten Children

© ACM, 2014. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in ACM In Proceedings of the Ninth ACM International Conference on Interactive Tabletops and Surfaces (pp. 159-162). http://doi.acm.org/10.1145/2669485.2669523Pre-kindergarten children are becoming frequent users of multi-touch technology and, according to previous studies they are able to perform several multi-touch gestures successfully. However, they do not use these devices supervised at all times. Consequently, interactive applications for pre-kindergarteners need to convey their underlying design intent and interactive principles with respect to touch interaction. In this paper, we present and evaluate two approaches to communicate three different touch gestures (tap, drag and scale up) to pre-kindergarten users. Our results show, firstly, that it is possible to effectively communicate them using visual cues and, secondly, that an animated semiotic approach is better than an iconic one.Work supported by the MINECO (grant TIN2010-20488) and GVA VALi+d program (grant APOSTD/2013/013).Nácher Soler, VE.; Jaén Martínez, FJ.; Catalá Bolós, A. (2014). Exploring Visual Cues for Intuitive Communicability of Touch Gestures to Pre-kindergarten Children. ACM. https://doi.org/10.1145/2669485.2669523SBaloian, N., Pino, J. A., and Vargas, R. Tablet gestures as a motivating factor for learning. In Proc. ChileCHI'13, (2013), 98--103.Hofmeester, K., and Wolfe, J. Self-revealing gestures: teaching new touch interactions in windows 8. In ACM CHI EA '12 (2012), 815--828Kähkönen, M. and Ovaska, S. Initial observations on children and online instructions. In Proc. IDC '06, (2006), 93.Lee, R. Gestures. http://gesturecons.com/.Levine, S.C., Huttenlocher, J., Taylor, A., and Langrock, A. Early sex differences in spatial skill. Developmental Psychology, 35, (1999) 940--949.McKnight, L. and Fitton, D. Touch-screen technology for children: Giving the Right Instructions and Getting the Right Responses. In Proc. IDC '10, ACM Press (2010), 238.Niemi, H. and Ovaska, S. Designing spoken instructions with preschool children. In Proc. IDC '07, (2007), 133.Prates, R.O., de Souza, C.S., and Barbosa, S.D.J. Methods and tools: a method for evaluating the communicability of user interfaces. Interactions 7, 1 (2000), 31--38.Rideout, V. Zero to Eight: Children's Media Use in America. Common Sense Media, 2011.Walter, R., Bailly, G. and Müller, J. StrikeAPose: Revealing Mid-Air Gestures on Public Displays. In Proc. ACM CHI'13 (2013), 841--850

AER and dynamic systems co-simulation over Simulink with Xilinx System Generator

Address-Event Representation (AER) is a neuromorphic communication protocol for transferring information of spiking neurons implemented into VLSI chips. These neuro-inspired implementations have been used to design sensor chips (retina, cochleas), processing chips (convolutions, filters) and learning chips, what makes possible the development of complex, multilayer, multichip neuromorphic systems. In biology one of the last steps of the processing is to move a muscle, to apply the results of these complex neuromorphic processing to the real world. One interesting question is to be able to transform, or translate, the AER information into robot movements, like for example, moving a DC motor. This paper presents several ways to translate AER spikes into DC motor power, and to control a DC motor speed, based on Pulse Frequency Modulation. These methods have been simulated into Simulink with Xilinx System Generator, and tested into the AER-Robot platform.Junta de Andalucía P06-TIC-01417Ministerio de Educación y Ciencia TEC2006-11730-C03-0

From Vision Sensor to Actuators, Spike Based Robot Control through Address-Event-Representation

One field of the neuroscience is the neuroinformatic whose aim is to develop auto-reconfigurable systems that mimic the human body and brain. In this paper we present a neuro-inspired spike based mobile robot. From commercial cheap vision sensors converted into spike information, through spike filtering for object recognition, to spike based motor control models. A two wheel mobile robot powered by DC motors can be autonomously controlled to follow a line drown in the floor. This spike system has been developed around the well-known Address-Event-Representation mechanism to communicate the different neuro-inspired layers of the system. RTC lab has developed all the components presented in this work, from the vision sensor, to the robot platform and the FPGA based platforms for AER processing.Ministerio de Ciencia e Innovación TEC2006-11730-C03-02Junta de Andalucía P06-TIC-0141

Diferencias de variables psicológicas y sintomatológicas entre pacientes sanos y pacientes diagnosticados de ojo seco

PROPOSITO: analizar posibles relaciones entre los síntomas oculares relacionados con la Enfermedad de Ojo Seco (EOS), el funcionamiento psicológico general y la calidad de vida del paciente. Evaluar las posibles diferencias de dichas variables entre pacientes sanos y pacientes con EOS.MATERIAL Y METODOS: se escogieron a 30 pacientes diagnosticados con EOS (60 ojos) y a 32 pacientes sanos (64 ojos) a los que se les evaluó los síntomas oculares con los cuestionarios: Ocular Surface Disease Index (OSDI), Visual Analogic Scale (VAS) y Symptom Assessment in Dry Eye (SANDE). Para evaluar los síntomas generales y de calidad de vida se utilizaron el test Brief Symptom Inventory (BSI) y el Nei-Visual Function Questionnaire (NEI VFQ-25).RESULTADOS: todos los cuestionarios utilizados, tanto de síntomas oculares como de funcionamiento psicológico y calidad de vida mostraron diferencias estadísticamente significativas (p <br /

An experimental study of gasoline effects on injection rate, momentum flux and spray characteristics using a common rail diesel injection system

A comparative study using diesel fuel and gasoline has been conducted focusing on the injection process. In this paper an experimental study has been carried out comparing the effects of the different fuels on the mass flow rate, momentum flux and spray visualization in non-reactive conditions with a conventional common rail system with a multi-hole injector and two different nozzle designs. Analysis of the results for both fuels show no significant variations of the momentum flux between fuels while mass flow appears to be higher for diesel with respect to gasoline when the injector needle is fully open. The use of gasoline in these injectors seems relevant in the opening and closing phases of the injector. The high-speed imaging under non-evaporative conditions revealed that both diesel and gasoline spray penetration are "quite" similar and the statistical analysis of the results shows good agreement with the literature, furthermore new parametric correlation for gasoline is presented in this work. No major differences in the spray cone angle have been found either, showing consistency with the momentum flux measurements.The authors wish to acknowledge General Motors for supporting this research.Payri, R.; García Martínez, A.; Doménech Llopis, V.; Durrett, R.; Plazas, AH. (2012). An experimental study of gasoline effects on injection rate, momentum flux and spray characteristics using a common rail diesel injection system. Fuel. 97:390-399. doi:10.1016/j.fuel.2011.11.0653903999

Design and Evaluation of a Tangible-Mediated Robot for Kindergarten Instruction

© ACM 2015. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in ACE '15 Proceedings of the 12th International Conference on Advances in Computer Entertainment Technology. http://dx.doi.org/10.1145/2832932.2832952Entertainment technology increases children’s engagement in educational activities designed to develop abilities ranging from collaborative problem-solving and cognitive attention to self-esteem. However, little research has been done on designing educational and entertaining interactive technology for kindergarten children (up to 5 years old). Furthermore, most of the work in this area has considered traditional input devices such as the mouse and keyboard, which are not suitable for these very young children. More recently, other more intuitive means of interaction (touch and tangible interfaces) and advanced educational artifacts such as robots have emerged. In this work we therefore present a joint collaboration between technologists and kindergarten instructors to design and evaluate a technological platform using a mobile robot for kindergarten instruction, as well as an intuitive and user-friendly tangible user interface. The results obtained suggest the platform is not only usable by kindergarten children, but it also allows them to be fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. In addition, the instructors reported that the system was well accepted and praised its versatility in use as a supporting tool for their everyday classroom activities.This work is funded by the European Development Regional Fund (EDRF-FEDER) and supported by Spanish Ministry of Economy and Competitiveness with Project TIN2014-60077-R, and from Universitat Politècnica de València under Project UPV-FE-2014-24. It is also supported by fellowship ACIF/2014/214within the VALi+d program from Conselleria d’Educació, Cultura i Esport (Generalitat Valenciana), and by fellowship FPU14/00136 within the FPU program from Spanish Ministry of Education, Culture and Sport.García Sanjuan, F.; Jaén Martínez, FJ.; Nácher-Soler, VE.; Catalá Bolós, A. (2015). Design and Evaluation of a Tangible-Mediated Robot for Kindergarten Instruction. ACM. https://doi.org/10.1145/2832932.2832952SDiana Africano, Sara Berg, Kent Lindbergh, Peter Lundholm, Fredrik Nilbrink, and Anna Persson. 2004. Designing Tangible Interfaces for Children's Collaboration.CHI '04 Extended Abstracts on Human Factors in Computing Systems, ACM, 853--868. http://doi.org/10.1145/985921.985945Alissa N. Antle. 2013. Exploring how children use their hands to think: an embodied interactional analysis.Behaviour &#38; Information Technology32, 9, 938--954. http://doi.org/10.1080/0144929X.2011.630415Jennifer Connolly, Anna Beth Doyle, and Flavia Ceschin. 1983. Forms and Functions of Social Fantasy Play in Preschoolers in M. B. InSocial and Cognitive Skills: Sex Roles and Children's Play. Academic Press, New York, 71--92.Amnon Dekel, Galit Yavne, Ela Ben-Tov, and Yulia Roschak. 2007. The spelling bee.Proceedings of the International Conference on Advances in Computer Entertainment Technology, ACM, 212--215. http://doi.org/10.1145/1255047.1255092Janet A. DiPietro. 1981. Rough and tumble play: A function of gender.Developmental Psychology 17, 50--58. http://doi.org/10.1037/0012-1649.17.1.50Allison Druin. 2002. The role of children in the design of new technology.Behaviour &#38; Information Technology21, 1, 1--25. http://doi.org/10.1080/01449290110108659Madhumita Ghosh and Fumihide Tanaka. 2011. The impact of different competence levels of care-receiving robot on children.IEEE International Conference on Intelligent Robots and Systems, IEEE, 2409--2415. http://doi.org/10.1109/IROS.2011.6048743Juan Pablo Hourcade, Michael Crowther, and Lisa Hunt. 2007. Does mouse size affect study and evaluation results?: a study comparing preschool children's performance with small and regular-sized mice.Proceedings of the 6th International Conference on Interaction Design and Children, ACM, 109--116. http://doi.org/10.1145/1297277.1297300Juan Pablo Hourcade. 2007. Interaction Design and Children.Foundations and Trends in Human--Computer Interaction1, 4, 277--392. http://doi.org/10.1561/1100000006C. Lorelle Lentz, Kay Kyeong-Ju Seo, and Bridget Gruner. 2014. Revisiting the Early Use of Technology: A Critical Shift from "How Young is Too Young?" to "How Much is 'Just Right'?"Dimensions of Early Childhood42, 1, 15--23.Janet Lever. 1976. Sex Differences in the Games Children Play.Social Problems23, 4, pp. 478--487.Janet Lever. 1978. Sex Differences in the Complexity of Children's Play and Games.American Sociological Review43, 4, pp. 471--483.Susan C. Levine, Janellen Huttenlocher, Amy Taylor, and Adela Langrock. 1999. Early sex differences in spatial skill.Developmental Psychology35, 4, 940--949. http://doi.org/10.1037/0012-1649.35.4.940Liang-Yi Li, Chih-Wei Chang, and Gwo-Dong Chen. 2009. Researches on using robots in education.Proceedings of the 4th International Conference on E-Learning and Games, Springer Berlin Heidelberg, 479--482. http://doi.org/10.1007/978-3-642-03364-3_57Min Liu. 1996. An exploratory study of how pre-kindergarten children use the interactive multimedia technology: implications for multimedia software design.Journal of Computing in Childhood Education7, 1--2, 71--92.Javier Marco, Eva Cerezo, and Sandra Baldassarri. 2013. Bringing tabletop technology to all: Evaluating a tangible farm game with kindergarten and special needs children.Personal and Ubiquitous Computing17, 8, 1577--1591. http://doi.org/10.1007/s00779-012-0522-5Vicente Nacher, Fernando Garcia-Sanjuan, and Javier Jaen. 2015. Game Technologies for Kindergarten Instruction: Experiences and Future Challenges.Proceedings of the 2nd Congreso de la Sociedad Espa&#241;ola para las Ciencias del Videojuego, 58--67.Vicente Nacher, Javier Jaen, and Alejandro Catala. 2014. Exploring Visual Cues for Intuitive Communicability of Touch Gestures to Pre-kindergarten Children.Proceedings of the Ninth ACM International Conference on Interactive Tabletops and Surfaces, ACM, 159--162. http://doi.org/10.1145/2669485.2669523Vicente Nacher, Javier Jaen, Elena Navarro, Alejandro Catala, and Pascual Gonz&#225;lez. 2015. Multi-touch gestures for pre-kindergarten children.International Journal of Human-Computer Studies73, 37--51. http://doi.org/10.1016/j.ijhcs.2014.08.004Jeanne Nakamura and Mihaly Csikszentmihalyi. 2008. Flow Theory and Research. InHandbook of Positive Psychology. 195--206. http://doi.org/10.1093/oxfordhb/9780195187243.013.0018Junichi Osada, Shinichi Ohnaka, and Miki Sato. 2006. The scenario and design process of childcare robot, PaPeRo.Proceedings of the 2006 ACM SIGCHI International Conference on Advances in Computer Entertainment Technology, ACM. http://doi.org/10.1145/1178823.1178917Mildred B. Parten. 1932. Social participation among pre-school children.Journal of Abnormal and Social Psychology27, 3, 243--269. http://doi.org/10.1037/h0074524Kimberly K. Powlishta, Maya G. Sen, Lisa A. Serbin, Diane Poulin-Dubois, and Julie A. Eichstedt. 2001. From infancy through middle childhood: The role of cognitive and social factors in becoming gendered. InHandbook of the psychology of women and gender, Rhoda K. Unger (ed.). John Wiley &#38; Sons Inc., Hoboken, NJ, USA, 116--132.Kenneth H Rubin, Terrence L Maioni, and Margaret Hornung. 1976. Free play behaviors in middle- and lower-class preschoolers: Parten and Piaget Revisited.Child Development47, 2, 414--419. http://doi.org/10.2307/1128796Kenneth H. Rubin. 1977. Play Behaviors of Young Children.Young children32, 6, 16--24.Anne B. Smith and Patricia M. Inder. 1993. Social Interaction in Same and Cross Gender Preschool Peer Groups: a participant observation study.Educational Psychology 13, 29--42. http://doi.org/10.1080/0144341930130104Iris Soute and Henk Nijmeijer. 2014. An Owl in the Classroom: Development of an Interactive Storytelling Application for Preschoolers.Proceedings of the 2014 Conference on Interaction Design and Children, ACM, 261--264. http://doi.org/10.1145/2593968.2610467Amanda Strawhacker and Marina Umaschi Bers. 2014. "I want my robot to look for food": Comparing Kindergartner's programming comprehension using tangible, graphic, and hybrid user interfaces.International Journal of Technology and Design Education. http://doi.org/10.1007/s10798-014-9287-7Toshimitsu Takahashi, Masahiko Morita, and Fumihide Tanaka. 2012. Evaluation of a tricycle-style teleoperational interface for children: A comparative experiment with a video game controller.Proceedings of the 21st IEEE International Symposium on Robot and Human Interactive Communication, IEEE, 334--338. http://doi.org/10.1109/ROMAN.2012.6343775Fumihide Tanaka, Bret Fortenberry, Kazuki Aisaka, and Javier R. Movellan. 2005. Plans for Developing Real-time Dance Interaction between QRIO and Toddlers in a Classroom Environment.Procceedings on the 4th International Conference on Development and Learning, IEEE, 142--147. http://doi.org/10.1109/DEVLRN.2005.1490963Fumihide Tanaka and Shizuko Matsuzoe. 2012. Learning Verbs by Teaching a Care-Receiving Robot by Children: An Experimental Report.Proceedings of the 7th Annual ACM/IEEE International Conference on Human-Robot Interaction, ACM, 253--254. http://doi.org/10.1145/2157689.2157781Fumihide Tanaka and Toshimitsu Takahashi. 2012. A tricycle-style teleoperational interface that remotely controls a robot for classroom children.Proceedings of the 7th Annual ACM/IEEE International Conference on Human-Robot Interaction, 255--256. http://doi.org/10.1145/2157689.2157782Barrie Thorne. 1993.Gender Play: Boys and Girls in School. Rutgers University Press.Chau Kien Tsong, Toh Seong Chong, and Zarina Samsudin. 2012. Tangible multimedia: A case study for bringing tangibility into multimedia learning.Procedia - Social and Behavioral Sciences64, 382--391. http://doi.org/10.1016/j.sbspro.2012.11.045Jie Chi Yang and Sherry Y. Chen. 2010. Effects of gender differences and spatial abilities within a digital pentominoes game.Computers &#38; Education 55, 1220--1233. http://doi.org/10.1016/j.compedu.2010.05.019Nicola J. Yelland. 1994. The strategies and interactions of young children in LOGO tasks.Journal of Computer Assisted Learning10, 1, 33--49. http://doi.org/10.1111/j.1365-2729.1994.tb00280.xEvridiki Zachopoulou, Efthimios Trevlas, and Georgia Tsikriki. 2004. Perceptions of gender differences in playful behaviour among kindergarten children.European Early Childhood Education Research Journal12, 1, 43--53. http://doi.org/10.1080/1350293048520930

Importancia de las características físico-químicas de las lágrimas artificiales para la superficie ocular

Cada vez son más las personas que sufren de la sintomatología característica de la Enfermedad de Ojo Seco (EOS). La EOS está asociada a molestias e inestabilidad en la visión que pueden limitar la actividad personal y profesional del paciente. El principal tratamiento para combatir esos síntomas son las lágrimas artificiales, que, como su nombre indica, intentan complementar la película lagrimal natural. En este trabajo nos hemos centrado en estudiar los componentes requeridos para su elaboración. En el estudio se ha tenido en cuenta los principios de la tribología y reología de la superficie ocular y su relación con la EOS.El sistema tribológico del ojo está compuesto por los párpados, la córnea y la lágrima que actúa como lubricante. La lágrima evita el contacto sólido-sólido y proporciona una fricción muy baja y un desgaste insignificante. En la EOS se produce un adelgazamiento de la lágrima natural lo que ocasiona un aumento de la fricción de las superficies yuxtapuestas y por lo tanto su desgaste. Para mantener una correcta lubricación entre las superficies, la formulación química de las lágrimas artificiales debe cumplir una serie de requisitos en cuanto a su osmolaridad, tensión superficial y viscosidad.El componente principal de las lágrimas artificiales es la base acuosa y se utilizan principios activos y otros componentes que les confieren las características deseadas.<br /