Random exams using Sweave

The adaptation of the Spanish University to the European Higher Education Area (EEES in Spanish) demands the integration of new tools and skills that would make the teaching- learning process easier. This adaptation involves a change in the evaluation methods, which goes from a system where the student was evaluated with a final exam, to a new system where we include a continuous evaluation in which the final exam may represent at most 50% in the vast majority of the Universities. Devising a new and fair continuous evaluation system is not an easy task to do. That would mean a student’s’ learning process follow-up by the teachers, and as a consequence an additional workload on existing staff resources. Traditionally, the continuous evaluation is associated with the daily work of the student and a collection of the different marks partly or entirely based on the work they do during the academic year. Now, small groups of students and an attendance control are important aspects to take into account in order to get an adequate assessment of the students. However, most of the university degrees have groups with more than 70 students, and the attendance control is a complicated task to perform, mostly because it consumes significant amounts of staff time. Another problem found is that the attendance control would encourage not-interested students to be present at class, which might cause some troubles to their classmates. After a two year experience in the development of a continuous assessment in Statistics subjects in Social Science degrees, we think that individual and periodical tasks are the best way to assess results. These tasks or examinations must be done in classroom during regular lessons, so we need an efficient system to put together different and personal questions in order to prevent students from cheating. In this paper we provide an efficient and effective way to elaborate random examination papers by using Sweave, a tool that generates data, graphics and statistical calculus from the software R and shows results in PDF documents created by Latex. In this way, we will be able to design an exam template which could be compiled in order to generate as many PDF documents as it is required, and at the same time, solutions are provided to easily correct them.

Is Maths everywhere? Our students respond

Mathematics expresses itself everywhere, in almost every facet of life - in nature all around us, and in the technologies in our hands. Mathematics is the language of science and engineering - describing our understanding of all that we observe. In fact, Galileo said that Mathematics is the language with which God has written the universe. Aristotle defined mathematics as "the science of quantity", i.e., “the science of the things that can be counted”. Now you can think that counting has a vital role in our daily life; just imagine that there were no mathematics at all, how would it be possible for us to count days, months and years? Unfortunately, people usually ignore the connection between mathematics and the daily life. Most of university degrees require mathematics. Students who choose not to take seriously mathematics or to ignore it in high school, find several difficulties when they come up against them at the university. This study explores the perceptions of how mathematics influences our daily life among our students and how teachers can use this information in order to improve the academic performance. The used research instrument was a questionnaire that was designed to identify their understanding on learning mathematics.

Willingness Towards Continuous Assessment

Among the factors that affect the convergence towards the European Higher Education Area, university teaching staff's motivation is fundamental, and consequently, it is crucial to empirically know what this motivation depends on. In this context, one of the most relevant changes in the teacher-student relationship is assessment. In fact, the transition from a static assessment -focused on only one temporal point (final exam)- to a dynamic assessment, will require changes in thought and action, both on the part of teachers and students. In this line, the objective of this paper is to analyze the determinants of teaching staff's predisposition to the continuous assessment method. Specifically, we consider the following explanatory dimensions: teaching method used (which measures their degree of involvement with the ongoing adaptation process), type of subject (core, compulsory and optional), and teacher's personal characteristics (professional status and gender). The empirical application carried out at the University of Alicante uses Logit Models with Random Coefficients to capture heterogeneity, and shows that "cooperative learning" is a clear-cut determinant of "continuous assessment" as well as "continuous assessment plus final examination". Also, a conspicuous result, which in turn becomes a thought-provoking finding, is that professional status is highly relevant as a teacher's engagement is closely related to prospects of stability. Consequently, the most relevant implications from the results revolve around the way academic institutions can propose and implement inducement for their teaching staff.

Fostering Teaching Staff's Engagement in Continuous Assessment

Among the factors that affect the convergence towards the European Higher Education Area, university teaching staff's motivation is fundamental, and consequently, it is crucial to empirically know what this motivation depends on. In this context, one of the most relevant changes in the teacher-student relationship is assessment. In fact, the transition from a static assessment -focused on only one temporal point (final exam)- to a dynamic assessment, will require changes in thought and action, both on the part of teachers and students. In this line, the objective of this paper is to analyze the determinants of teaching staff's predisposition to the continuous assessment method. Specifically, we consider the following explanatory dimensions: teaching method used (which measures their degree of involvement with the ongoing adaptation process), type of subject (core, compulsory and optional), and teacher's personal characteristics (professional status and gender). The empirical application carried out at the University of Alicante uses Logit Models with Random Coefficients to capture heterogeneity, and shows that "cooperative learning" is a clear-cut determinant of "continuous assessment" as well as "continuous assessment plus final examination". Also, a conspicuous result, which in turn becomes a thought-provoking finding, is that professional status is highly relevant as a teacher's engagement is closely related to prospects of stability. Consequently, the most relevant implications from the results revolve around the way academic institutions can propose and implement inducement for their teaching staff.

A conceptual map about alternating current circuits

Teachers are deeply concerned on how to be more effective in our task of teaching. We must organize the contents of our specific area providing them with a logical configuration, for which we must know the mental structure of the students that we have in the classroom. We must shape this mental structure, in a progressive manner, so that they can assimilate the contents that we are trying to transfer, to make the learning as meaningful as possible. In the generative learning model, the links before the stimulus delivered by the teacher and the information stored in the mind of the learner requires an important effort by the student, who should build new conceptual meanings. That effort, which is extremely necessary for a good learning, sometimes is the missing ingredient so that the teaching-learning process can be properly assimilated. In electrical circuits, which we know are perfectly controlled and described by Ohm's law and Kirchhoff's two rules, there are two concepts that correspond to the following physical quantities: voltage and electrical resistance. These two concepts are integrated and linked when the concept of current is presented. This concept is not subordinated to the previous ones, it has the same degree of inclusiveness and gives rise to substantial relations between the three concepts, materializing it into a law: The Ohm, which allows us to relate and to calculate any of the three physical magnitudes, two of them known. The alternate current, in which both the voltage and the current are reversed dozens of times per second, plays an important role in many aspects of our modern life, because it is universally used. Its main feature is that its maximum voltage is easily modifiable through the use of transformers, which greatly facilitates its transfer with very few losses. In this paper, we present a conceptual map so that it is used as a new tool to analyze in a logical manner the underlying structure in the alternate current circuits, with the objective of providing the students from Sciences and Engineering majors with another option to try, amongst all, to achieve a significant learning of this important part of physics.

The International Competitiveness of the Biscayan Iron and Steel Industry (1880-1913)

This study has a double objective: to provide foreign colleagues with an insight into the controversy surrounding the international competitiveness of pig iron produced in Bilbao and also to present previously unpublished documentation regarding the European iron industry, which I have retrieved from the historical archive of Credit Lyonnais of Paris. This information includes the costs of Biscayan, French, British, German and Belgium pig iron broken down into five components (iron ore, coke, flux, labour and other costs), which is useful in determining the reasons why the pig iron from Bilbao became less competitive. The article is made up of three parts. Firstly, I will synthesise the controversy surrounding the competitiveness of the Basque iron and steel industry. Then I will present the itemised costs which provide information to illustrate how Biscayan pig iron was not competitive because it was produced with English coal which was more expensive than that consumed by the European factories located "on top of" or near coal seams. The article will finish with a section that, by way of conclusion, explains the comparative advantage and disadvantage of Bilbao, applying the first model of Alfred Weber's Theory of Industrial Location to three technological advances, occurring between the 1860s and 1913 (malleable iron, Bessemer steel and Thomas steel).

Analysis of a metallic pedestrian bridge under dynamic human loads in pre and post reinforcement phases

The purpose of this work is to study the dynamic behavior of a pedestrian bridge in Alicante, Spain. It is a very slender footbridge with vertical and horizontal vibration problems during the passage of pedestrians. Accelerations have been recorded by accelerometers installed at various locations of the bridge. Two scenarios, in free vibration (after the passage of a certain number of pedestrians on the bridge) and forced vibration produced by a fixed number of pedestrians walking on the bridge at a certain speed and frequency. In each test, the effect on the comfort of the pedestrians, the natural frequencies of vibration, the mode shapes and damping factors have been estimated. It has been found that the acceleration levels are much higher than the allowable by the Spanish standards and this should be considered in the restoration of the footbridge.

Steel Pedestrian Bridge to Protect a Unique Tree

This paper describes the “Variation Guggenheim 3: Mirador de la palmera” project, situated in Daya Vieja (Alicante-Spain). This structure is inspired by the Guggenheim museum of New York and is designed to protect a land-mark palm-tree from wind loads. This six – trunk palm tree was declared monument by the Valencian government in 2012. The structure that now protect it appears to fly around de palm tree creating a helicoidally skywalk made of steel, while retrofitting the lateral trunks of the tree to protect them from collapse. An 18 m. long straight beam starts on the top of this helix, and stretches towards a lookout point that offers a view of the whole village and its surroundings. The reduction of the visual impact of the structure on the tree was a major aim for the project design. The structural elements are as slender as possible to avoid the visual obstruction of tree. They are painted white, while the walkway steel corrugated plate is painted green in order to highlight its neat shape among the blur created by the apparent mess of bars of the supporting structure. The two main piles of this pedestrian bridge were designed in steel and geometrically resemble trees. A Ground Penetrating Radar analysis was performed to detect the palm root location and to decide the best foundation system. Slender cast in-situ steel-concrete micropiles along with a concrete pile-cap, raised some centimeters above the ground level, were used to reduce the damage to the roots. The projected pile-cap is a slender, continuous, circular ring; which geometry resembles a concrete bench. This structure has been a finalist in the Architecture Awards for the 2010-2014 best construction projects, held by the Diputación de Alicante.

A Unique Prestressed Concrete Pedestrian Bridge in Spain

This paper describes the so-called Kiss Bridge. This structure resembles a kiss, a subtle touch of structures. The beams have been structurally designed to adapt the Japanese art of paper folding called "origami." The material used for constructing the floating beams is white reinforced concrete in the form of folded shells. The two geometrically different parts have distinct structural behaviors. The length of the main pathway of both structures is over 60 m. The pedestrian bridge crosses an artificial rainwater channel with a skew of 45° with respect to the referred channel. The joint between the cantilever structure and the Y-shaped one is located over the middle of the channel. Each stretch has different transversal sections. The pedestrian bridge is made with prestressed self-compacting reinforced concrete of 60 MPa. The foundation is shallow, comprising footings and footing beams made of 25 MPa conventional concrete. The cantilever structure with its foundations is designed as a semi-integral bridge whereas the Y-shaped one is an integral structure. The dynamic behavior of the structure was carefully studied to ensure that the dynamic loads generated by pedestrians do not cause excessive vibrations, especially to the cantilever structure, which could present dynamic interactions with the pedestrians walking. The bridge was recognized, in the 2014 edition of the fib Awards for Outstanding Concrete Structures, for having made a valuable contribution to the image and promotion of concrete structures.

CIMBNC- Combination and interactions of three kinds of nanoclays structural modifiers, for the colored bio-nanocomposites optimization

Biopolymers do not have competitive prices, which has prevented their industrial exploitation on a global scale so far. In this context, Using nanoclays, improvements in certain biopolymer properties, mainly mechanical and thermal, have been achieved. However, research has been much less focused on changing optical properties through the incorporation of nanoclays. At the same time, current research has focused on obtaining nanopigments, by organic dyes adsoptions into different nanoclays in order to achieve sustainable colouring and high performance materials. By combining advances in these lines of research, biodegradable composites with optimal mechanical and optical properties can be obtained. The aim of this work is to find the optimal formulation of naturally sourced nanopigments, incorporate them into a biological origin epoxy resin, and obtain a significant improvement in their mechanical, and optical properties. We combine three structural modifiers in the nanopigment synthesis: surfactant, silane and mordant salt. The latter was selected in order to replicate the mordant textile dyeing with natural dyes. Using a Taguchi’s desing L8, we look for the effect of the presence of the modifiers, the pH acidification, and the interactions effect between the synthesis factors. Three natural dyes were selected: chlorophyll, beta-carotene, and beetroot extract. Furthermore we use two kinds of laminar nanoclays, differentiated by the ion exchange charge: montmorillonite, and hydrotalcite. Then the thermal, mechanical and colorimetric characterization of the bionanocomposite materials was carried out. The optimal conditions to obtain the best bionanocomposite materials are using acid pH, and modifying the nanoclays with mordant and surfactant.