Direct and indirect economic impacts of drought in the agri-food sector in the Ebro River basin (Spain).

The economic evaluation of drought impacts is essential in order to define efficient and sustainable management and mitigation strategies. The aim of this study is to evaluate the economic impacts of a drought event on the agricultural sector and measure how they are transmitted from primary production to industrial output and related employment. We fit econometric models to determine the magnitude of the economic loss attributable to water storage. The direct impacts of drought on agricultural productivity are measured through a direct attribution model. Indirect impacts on agricultural employment and the agri-food industry are evaluated through a nested indirect attribution model. The transmission of water scarcity effects from agricultural production to macroeconomic variables is measured through chained elasticities. The models allow for differentiating the impacts deriving from water scarcity from other sources of economic losses. Results show that the importance of drought impacts are less relevant at the macroeconomic level, but are more significant for those activities directly dependent on water abstractions and precipitation. From a management perspective, implications of these findings are important to develop effective mitigation strategies to reduce drought risk exposure.

Nuevos métodos y herramientas para la creación y utilización de recursos multimedia en la educación

La educación y los entornos educativos están en constante evolución. Tanto alumnos como educadores cambian de hábitos, de maneras de aprender, de gustos, de dispositivos que manejan y de aplicaciones que usan regularmente entre otras cosas. Todos estos cambios vienen acompañados y fomentados en gran medida por la evolución paralela que experimenta la tecnología, tanto software en los programas utilizados, como hardware en los dispositivos y capacidades de éstos. La educación debe también adaptarse a estos cambios, tanto personales como tecnológicos y sacar el mayor provecho de ellos. El uso de Sistemas de Gestión del Aprendizaje está muy extendido en todos los centros educativos. Estos sistemas poseen un gran número de características y funcionalidades que permiten desde la aplicación de un modelo didáctico totalmente tradicional en el que el profesor imparte un contenido y los alumnos lo reciben a uno totalmente innovador en el que ocurren procesos totalmente diferentes. Por otro lado, el potencial que ofrecen los recursos multimedia no ha sido completamente aprovechado en la educación y supone una gran oportunidad. Esta tesis doctoral propone un conjunto de métodos y herramientas para la creación y el uso de recursos multimedia en la educación. Para ello el desarrollo de esta tesis parte de la definición de un modelo didáctico social, colaborativo y centrado en el alumno que servirá de hilo conductor y que integrará los diferentes y métodos y herramientas estudiados y desarrollados. En un primer paso se identifican varias herramientas y métodos para el aula, tales son la grabación de clases, donde se crea y posteriormente se mejora un carrito portátil de grabación que da muy buen resultado, las herramientas de grabación de screencast y la videoconferencia. Estas herramientas además se integran en una plataforma colaborativa dando lugar a una arquitectura completa y escalable que permite la realización de dichas actividades y la interconexión sencilla con el Sistema de Gestión del Aprendizaje. A continuación y ya en un entorno totalmente online se desarrolla una nueva plataforma de e-learning llamada Virtual Science Hub (ViSH) que consta de cuatro funcionalidades principales, red social, videoconferencia, repositorio educativo y herramienta de autor. En esta plataforma se aplicaron técnicas de recomendación proactiva tanto de recursos educativos como de otros usuarios similares. Por último se validó el modelo educativo completo usando algunas de las herramientas identificadas y desarrolladas en dos escenarios diferentes con gran éxito. Finalmente, esta tesis discute las conclusiones obtenidas a lo largo de la extensa investigación llevada a cabo y que ha propiciado la consecución de una buena base teórica y práctica para la creación de herramientas y métodos para la generación y el uso de recursos multimedia en la educación. ABSTRACT Education and learning environments are constantly evolving. Students and educators change the things their habits, their ways of learning, the things they like or the devices and applications that they use regularly among other things. All these changes are accompanied and fostered by the parallel evolution that technology experiences, both in the software programs used as in the hardware and capabilities of these devices. Education must also adapt to these changes, both personal and technological and get the most out of them. Learning Management Systems are widely used in all educational centers. These systems have a large number of features and functionalities. They allow from the implementation of a traditional teaching model in which the teacher gives content and students receive it to one absolutely innovative teaching model where totally different processes occur. Furthermore, the potential of multimedia resources has not been fully exploited in education and can be a great opportunity. This thesis proposes a set of methods and tools for the creation and use of multimedia in education. The development of this thesis starts with the definition of a social, collaborative and learner-centered model, that serves as a common thread and that integrates different tools and methods studied and developed. In a first step, several tools and methods for the classroom are identified, such as recording, where a portable kit is created and then improved giving very good results, screencast recording and videoconferencing. These tools also are integrated into a collaborative platform resulting in a complete, scalable architecture that enables the execution of such activities and a simple interconnection with the Learning Management System. In an fully online environment a new e-learning platform called Virtual Science Hub (ViSH) is created. It consists of four main features that combine and complement each other, social network, videoconferencing, educational repository and authoring tool. In this platform proactive recommendation of both educational resources and similar users is applied. In a last step the entire educational model using some of the tools identified and developed is successfully validated in two different scenarios. Finally, this thesis discusses the findings obtained during the extensive research carried out and has led to the achievement of a good theoretical and practical basis for the development of tools and methods for the generation and use of multimedia in education.

Integrating Generic Competences into Engineering Curricula

The new degrees in Spanish universities generated as a result of the Bologna process, stress a new dimension: the generic competencies to be acquired by university students (leadership, problem solving, respect for the environment, etc.). At Universidad Polite¿cnica de Madrid a teaching model was defined for two degrees: Graduate in Computer Engineering and Graduate in Software Engineering. Such model incorporates the training, development and assessment of generic competencies planned in these curricula. The aim of this paper is to describe how this model was implemented in both degrees. The model has three components. The first refers to a set of seven activities for introducing mechanisms for training, development and assessment of generic competencies. The second component aims to coordinate actions that implement the competencies across courses (in space and time). The third component consists of a series of activities to perform quality control. The implementation of generic competencies was carried out in first year courses (first and second semesters), together with the planning for second year courses (third and fourth semesters). We managed to involve a high percentage of first-year courses (80%) and the contacts that have been initiated suggest a high percentage in the second year as well.

CAS: A tool for improving autonomous work

The EHEA proposes a student-centered teaching model. Therefore, it seems necessary to actively involve the students in the teaching-learning process. Increasing the active participation of the students is not always easy in mathematical topics, since, when the students just enter the University, their ability to carry out autonomous mathematical work is scarce. In this paper we present some experiences related with the use of Computer Algebra Systems (CAS). All the experiences are designed in order to develop some mathematical competencies and mainly self-learning, the use of technology and team-work. The experiences include some teachers? proposals including: small projects to be executed in small groups, participation in competitions, the design of different CAS-Toolboxes, etc. The results obtained in the experiences, carried out with different groups of students from different engineering studies at different universities, makes us slightly optimistic about the educational value of the model.

Efficient Model-based 3D Tracking by Using Direct Image Registration

This thesis deals with the problem of efficiently tracking 3D objects in sequences of images. We tackle the efficient 3D tracking problem by using direct image registration. This problem is posed as an iterative optimization procedure that minimizes a brightness error norm. We review the most popular iterative methods for image registration in the literature, turning our attention to those algorithms that use efficient optimization techniques. Two forms of efficient registration algorithms are investigated. The first type comprises the additive registration algorithms: these algorithms incrementally compute the motion parameters by linearly approximating the brightness error function. We centre our attention on Hager and Belhumeur’s factorization-based algorithm for image registration. We propose a fundamental requirement that factorization-based algorithms must satisfy to guarantee good convergence, and introduce a systematic procedure that automatically computes the factorization. Finally, we also bring out two warp functions to register rigid and nonrigid 3D targets that satisfy the requirement. The second type comprises the compositional registration algorithms, where the brightness function error is written by using function composition. We study the current approaches to compositional image alignment, and we emphasize the importance of the Inverse Compositional method, which is known to be the most efficient image registration algorithm. We introduce a new algorithm, the Efficient Forward Compositional image registration: this algorithm avoids the necessity of inverting the warping function, and provides a new interpretation of the working mechanisms of the inverse compositional alignment. By using this information, we propose two fundamental requirements that guarantee the convergence of compositional image registration methods. Finally, we support our claims by using extensive experimental testing with synthetic and real-world data. We propose a distinction between image registration and tracking when using efficient algorithms. We show that, depending whether the fundamental requirements are hold, some efficient algorithms are eligible for image registration but not for tracking.

A silviculture-oriented spatio-temporal model for germination in Pinus pinea L. in the Spanish Northern Plateau based on a direct seeding experiment

Natural regeneration in Pinus pinea stands commonly fails throughout the Spanish Northern Plateau under current intensive regeneration treatments. As a result, extensive direct seeding is commonly conducted to guarantee regeneration occurrence. In a period of rationalization of the resources devoted to forest management, this kind of techniques may become unaffordable. Given that the climatic and stand factors driving germination remain unknown, tools are required to understand the process and temper the use of direct seeding. In this study, the spatio-temporal pattern of germination of P. pinea was modelled with those purposes. The resulting findings will allow us to (1) determine the main ecological variables involved in germination in the species and (2) infer adequate silvicultural alternatives. The modelling approach focuses on covariates which are readily available to forest managers. A two-step nonlinear mixed model was fitted to predict germination occurrence and abundance in P. pinea under varying climatic, environmental and stand conditions, based on a germination data set covering a 5-year period. The results obtained reveal that the process is primarily driven by climate variables. Favourable conditions for germination commonly occur in fall although the optimum window is often narrow and may not occur at all in some years. At spatial level, it would appear that germination is facilitated by high stand densities, suggesting that current felling intensity should be reduced. In accordance with other studies on P. pinea dispersal, it seems that denser stands during the regeneration period will reduce the present dependence on direct seeding.

A model-driven approach to teaching concurrency

We present an undergraduate course on concurrent programming where formal models are used in different stages of the learning process. The main practical difference with other approaches lies in the fact that the ability to develop correct concurrent software relies on a systematic transformation of formal models of inter-process interaction (so called shared resources), rather than on the specific constructs of some programming language. Using a resource-centric rather than a language-centric approach has some benefits for both teachers and students. Besides the obvious advantage of being independent of the programming language, the models help in the early validation of concurrent software design, provide students and teachers with a lingua franca that greatly simplifies communication at the classroom and during supervision, and help in the automatic generation of tests for the practical assignments. This method has been in use, with slight variations, for some 15 years, surviving changes in the programming language and course length. In this article, we describe the components and structure of the current incarnation of the course?which uses Java as target language?and some tools used to support our method. We provide a detailed description of the different outcomes that the model-driven approach delivers (validation of the initial design, automatic generation of tests, and mechanical generation of code) from a teaching perspective. A critical discussion on the perceived advantages and risks of our approach follows, including some proposals on how these risks can be minimized. We include a statistical analysis to show that our method has a positive impact in the student ability to understand concurrency and to generate correct code.