Vulnerabilidad del diámetro de ciertas familias de grafos

En este trabajo hemos realizado un estudio completo sobre la vulnerabilidad del diámetro de dos familias de grafos:Los grafos impares y los n-cubo plegados. En el caso de los grafos impares, hemos probado que la eliminación de cualquier conjunto de vértices o ramas de cardinalidad k menor que el grado incrementa el diámetro de los subgrafos resultantes a lo sumo en dos unidades.Asimismo, hemos estudiado como varían los parámetros d'k y d'k' cuando eliminamos k vértices o ramas del grafo.Análogamente, para los grafos cubo plegado hemos estudiado como varían estos parámetros cuando eliminamos k vértices o ramas del grafo, para valores de k inferiores al grado del grafo. Por los resultados obtenidos podemos afirmar que ambas familias de grafos son adecuadas para la implementación de redes de interconexión tolerantes a fallos.Otro estudio que hemos realizado en esta tesis trata sobre el diseño de redes densas fiables. Y hemos obtenido cuatro grafos (A,D,D,1) que mejoran cinco cotas presentadas en la tabla de grandes grafos (A,D,D,1)

Ecuaciones diferenciales

2012/201

Toward a collective intelligence recommender system for education

The development of Information and Communication Technology (ICT), have revolutionized the world and have moved us into the information age, however the access and handling of this large amount of information is causing valuable time losses. Teachers in Higher Education especially use the Internet as a tool to consult materials and content for the development of the subjects. The internet has very broad services, and sometimes it is difficult for users to find the contents in an easy and fast way. This problem is increasing at the time, causing that students spend a lot of time in search information rather than in synthesis, analysis and construction of new knowledge. In this context, several questions have emerged: Is it possible to design learning activities that allow us to value the information search and to encourage collective participation?. What are the conditions that an ICT tool that supports a process of information search has to have to optimize the student's time and learning? This article presents the use and application of a Recommender System (RS) designed on paradigms of Collective Intelligence (CI). The RS designed encourages the collective learning and the authentic participation of the students. The research combines the literature study with the analysis of the ICT tools that have emerged in the field of the CI and RS. Also, Design-Based Research (DBR) was used to compile and summarize collective intelligence approaches and filtering techniques reported in the literature in Higher Education as well as to incrementally improving the tool. Several are the benefits that have been evidenced as a result of the exploratory study carried out. Among them the following stand out: • It improves student motivation, as it helps you discover new content of interest in an easy way. • It saves time in the search and classification of teaching material of interest. • It fosters specialized reading, inspires competence as a means of learning. • It gives the teacher the ability to generate reports of trends and behaviors of their students, real-time assessment of the quality of learning material. The authors consider that the use of ICT tools that combine the paradigms of the CI and RS presented in this work, are a tool that improves the construction of student knowledge and motivates their collective development in cyberspace, in addition, the model of Filltering Contents used supports the design of models and strategies of collective intelligence in Higher Education.Postprint (author's final draft

Measuring the collective intelligence education index

War games and sports games always seek glory and excellence in an environment where participants enjoy what they do. Success is guaranteed in the degree of effective collaboration and coordination within the team members, as well as the strategy used by teams, such games or war strategies are generated since the birth of humanity. In this sense, the following questions emerge in the field of education: Is it possible to design learning activities that use this principle applied to collaborative work in the classroom? Which are the conditions of application of team competition strategy using ICT tools and how to measure it? This research explores the application of a web tool called Choose the Best (CTB). CTB implements a strategy that fosters competitiveness among the teams of a class, as well as the coordination and collaboration within the same, these types of strategies contribute to the development of Collective Intelligence levels. It's measured through a group of implemented metrics. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, CTB is a tool that could become an effective way to measuring the group's performance according to Collective Intelligence paradigms.Postprint (author's final draft

Representation of a general composition of Dirac structures

We provide explicit representations for the Dirac structure obtained from an arbitrary number of component Dirac structures coupled by means of another interconnecting Dirac structure. Our work generalizes the results in [1] in two aspects. First, the interconnecting structure is not limited to the simple feedback case considered there, and this opens new possibilities for designing control systems. Second, the number of simultaneously interconnected systems is not limited to two, which allows for extra flexibility in modeling, particularly in the case of electrical networks. Several relevant particular cases are presented, and the application to the interconnection of port- Hamiltonian systems is discussed by means of an example.Postprint (published version

Fostering the reduction of assortative mixing or homophily into the class

Human societies from the outset have been associated according to race, beliefs, religion, social level, and the like. These behaviors continue even today in the classroom at primary, middle, and superior levels. However, the growth of ICT offers educational researchers new ways to explore methods of team formation that have been proven to be efficient in the field of serious games through the use of computer networks. The selection process of team members in serious games through the use of computer networks is carried out according to their performance in the area of the game without distinction of social variables. The use of serious games in education has been discussed in multiple research studies which state that its application in teaching and learning processes are changing the way of teaching. This article presents an exploratory analysis of the team formation process based on collaboration through the use of ICT tools of collective intelligence called TBT (The best team). The process and its ICT tool combine the paradigms of creativity in swarming, collective intelligence, serious games, and social computing in order to capture the participants’ emotions and evaluate contributions. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, TBT is a tool that could become an effective way to encourage the formation of work groups by evaluating objective variable of performance of its members in collaborative works.Postprint (published version

PRESAS DE AYAGAURES Y GAMBUESA [Material gráfico]

Copia digital. Madrid : Ministerio de Educación, Cultura y Deporte, 201

Reconocimiento de créditos de actividades de extensión universitaria en los estudios de grado de Diseño Industrial

A partir de la Ley Orgánica 6/2001, de 21 de diciembre, los estudiantes podrán obtener reconocimiento de créditos académicos por su participación en actividades universitarias de diferentes tipos: culturales, deportivas, de solidaridad y cooperación. La UPC recoge este requerimiento en el documento “Marco para el diseño y la implantación de los estudios de grado a la UPC”, en el cual establece que el estudiantado puede reconocer como máximo 6 ECTS para dichas actividades. La Normativa Académica de los Estudios de Grado de la UPC regula las actividades que pueden ser reconocidas, clasificándolas en seis bloques. Las escuelas de ingeniería pueden ofrecer actividades de este tipo dentro del bloque cultural. En esta ponencia se presenta la experiencia que hemos llevado a cabo en la Escuela Politécnica Superior de Ingeniería de Vilanova i la Geltrú (EPSEVG) durante el curso 2012/2013 para realizar nuestros propios procesos y normativas con la finalidad de reconocer este tipo de créditos.Postprint (published version

Problemes de Grafs

2012/201

Internationalization at home en la EPSEVG, intercambios lingüísticos y "studdy buddies"

El objeto de la siguiente ponencia es presentar una experiencia que hemos llevado a cabo en la Escuela Politécnica Superior de Ingeniería de Vilanova i la Geltrú (EPSEVG) durante el curso 2012/2013. Dentro de la estrategia de internacionalización de la Escuela se quiso impulsar un programa que integrara a los estudiantes del European Project Semester (curso diseñado para formar a los estudiantes de tercer año de ingeniería para trabajar en equipos internacionales) con los estudiantes de la EPSEVG. Esta acción ha permitido que nuestros estudiantes de grado pudieran desarrollar la competencia intercultural y el aprendizaje y la práctica de una tercera lengua en el entorno universitario mientras ayudaban a los estudiantes internacionales a integrarse en nuestra comunidad.Postprint (published version