Inequalities for a new data-based method for selecting nonparametric density estimates

We continue the development of a method for the selection of a bandwidth or a number of design parameters in density estimation. We provideexplicit non-asymptotic density-free inequalities that relate the $L_1$ error of the selected estimate with that of the best possible estimate,and study in particular the connection between the richness of the classof density estimates and the performance bound. For example, our methodallows one to pick the bandwidth and kernel order in the kernel estimatesimultaneously and still assure that for {\it all densities}, the $L_1$error of the corresponding kernel estimate is not larger than aboutthree times the error of the estimate with the optimal smoothing factor and kernel plus a constant times $\sqrt{\log n/n}$, where $n$ is the sample size, and the constant only depends on the complexity of the family of kernels used in the estimate. Further applications include multivariate kernel estimates, transformed kernel estimates, and variablekernel estimates.

Rockfall travel distance analysis by using empirical models (Solà d'Andorra la Vella, Central Pyrenees)

The prediction of rockfall travel distance below a rock cliff is an indispensable activity in rockfall susceptibility, hazard and risk assessment. Although the size of the detached rock mass may differ considerably at each specific rock cliff, small rockfall (<100 m3) is the most frequent process. Empirical models may provide us with suitable information for predicting the travel distance of small rockfalls over an extensive area at a medium scale (1:100 000¿1:25 000). "Solà d'Andorra la Vella" is a rocky slope located close to the town of Andorra la Vella, where the government has been documenting rockfalls since 1999. This documentation consists in mapping the release point and the individual fallen blocks immediately after the event. The documentation of historical rockfalls by morphological analysis, eye-witness accounts and historical images serve to increase available information. In total, data from twenty small rockfalls have been gathered which reveal an amount of a hundred individual fallen rock blocks. The data acquired has been used to check the reliability of the main empirical models widely adopted (reach and shadow angle models) and to analyse the influence of parameters which affecting the travel distance (rockfall size, height of fall along the rock cliff and volume of the individual fallen rock block). For predicting travel distances in maps with medium scales, a method has been proposed based on the "reach probability" concept. The accuracy of results has been tested from the line entailing the farthest fallen boulders which represents the maximum travel distance of past rockfalls. The paper concludes with a discussion of the application of both empirical models to other study areas.

Spatial behavior in groups: an agent-based approach

We present an agent-based model with the aim of studying how macro-level dynamics of spatial distances among interacting individuals in a closed space emerge from micro-level dyadic and local interactions. Our agents moved on a lattice (referred to as a room) using a model implemented in a computer program called P-Space in order to minimize their dissatisfaction, defined as a function of the discrepancy between the real distance and the ideal, or desired, distance between agents. Ideal distances evolved in accordance with the agent's personal and social space, which changed throughout the dynamics of the interactions among the agents. In the first set of simulations we studied the effects of the parameters of the function that generated ideal distances, and in a second set we explored how group macrolevel behavior depended on model parameters and other variables. We learned that certain parameter values yielded consistent patterns in the agents' personal and social spaces, which in turn led to avoidance and approaching behaviors in the agents. We also found that the spatial behavior of the group of agents as a whole was influenced by the values of the model parameters, as well as by other variables such as the number of agents. Our work demonstrates that the bottom-up approach is a useful way of explaining macro-level spatial behavior. The proposed model is also shown to be a powerful tool for simulating the spatial behavior of groups of interacting individuals.

1st Conference on Arts-Based and Artistic Research. Critical reflections on the intersection between art and research

[eng] Proceedings for the 1st Conference on Arts-Based and Artistic Research: Critical Reflections on the Intersection of Art and Research. University of Barcelona, January 31st - February 1st, 2013.

Tree edit distance as a baseline approach for paraphrase representation

Finding an adequate paraphrase representation formalism is a challenging issue in Natural Language Processing. In this paper, we analyse the performance of Tree Edit Distance as a paraphrase representation baseline. Our experiments using Edit Distance Textual Entailment Suite show that, as Tree Edit Distance consists of a purely syntactic approach, paraphrase alternations not based on structural reorganizations do not find an adequate representation. They also show that there is much scope for better modelling of the way trees are aligned.

Using Songs in Primary Education: Advantages and Challenges

Aquesta recerca està basada en l’observació de les cançons per aprendre i ensenyar la llengua anglesa en l’etapa d’Educació Primària. S’analitza la cançó com un recurs eficaç per aprendre aquesta llengua, així com també s’observen els avantatges i desavantatges que es poden trobar en l’ús de les cançons a les aules de Primària. A partir d’una aplicació pràctica també s’estudia la validesa d’aquest recurs en el primer i darrer curs de la Primària. A més a més, es mesura la motivació que mostren els alumnes davant d’aquesta eina d’aprenentatge. Finalment, es presenten els resultats obtinguts en l’aplicació pràctica que s’ha portat a terme en una escola i les conclusions que s’extreuen a partir de la justificació teòrica i els resultats obtinguts a partir de les sessions pràctiques.

El proyecto ‘Ecosportech’ como ejemplo de universidad emprendedora. Una experiencia a base del ‘Problem Based Learning’

El objetivo de este artículo es presentar el proyecto EcoSPORTech, cuya finalidad es la creación de una empresa social con jóvenes para la realización de actividades deportivas/ocio en el medio natural, integrando las nuevas tecnologías. Este proyecto supone una colaboración interdisciplinaria dentro de la Universidad de Vic, entre las facultades de Empresa y Comunicación (FEC), la de Ciencias de la Salud y el Bienestar (FCSB) y la de Educación (FE) e integra un equipo de profesionales procedentes de los ámbitos de la empresa, el marketing, el periodismo, el deporte y la terapia ocupacional. Estos profesores formarán al grupo de jóvenes con los que se creará la empresa y dirigirán la misma. Esta empresa (cooperativa) se integra en el vivero de empresas sociales que se está creando en la Universidad de Vic.

Empirical mode decomposition-based face recognition system

In this work we explore the multivariate empirical mode decomposition combined with a Neural Network classifier as technique for face recognition tasks. Images are simultaneously decomposed by means of EMD and then the distance between the modes of the image and the modes of the representative image of each class is calculated using three different distance measures. Then, a neural network is trained using 10- fold cross validation in order to derive a classifier. Preliminary results (over 98 % of classification rate) are satisfactory and will justify a deep investigation on how to apply mEMD for face recognition.

How Millennials are changing the way of learning: the state of the art of ICT integration in education

Millennials generation is changing the way of learning, prompting educational institutions to attempt to better adapt to young needs by incorporating technologies into education. Based on this premise, we have reviewed the prominent reports of the integration of ICT into education with the aim of evidencing how education is changing, and will change, to meet the needs ofMillennials with ICT support. We conclude that most of the investments have simply resulted in an increase of computers and access to the Internet, with teachers reproducing traditional approaches to education and e-learning being seen as complementary to face-to-face education. While it would seem that the use of ICT is not revolutionizing learning, it is facilitating the personalization, collaboration and ubiquity of learning.

Technology-enhanced education for Millennials: how the Information Society is changing the way of learning

The Information Society has provided the context for the development of a new generation, known as the Millennials, who are characterized by their intensive use of technologies in everyday life. These features are changing the way of learning, prompting educational institutions to attempt to better adapt to youngneeds by incorporating technologies into education. Based on this premise, wehave reviewed the prominent reports of the integration of ICT into education atdifferent levels with the aim of evidencing how education is changing, and willchange, to meet the needs of Millennials with ICT support. The results show thatmost of the investments have simply resulted in an increase of computers andaccess to the Internet, with teachers reproducing traditional approaches to education and e-learning being seen as complementary to face-to-face education.While it would seem that the use of ICT is not revolutionizing learning, it isfacilitating the personalization, collaboration and ubiquity of learning.

A Classification of Tools for Learning Logic

A table showing a comparison and classification of tools (intelligent tutoring systems) for e-learning of Logic at a college level.

Case-based learning in VTLE: An effective strategy for improving learning design

This article presents preliminary research from an instructional design perspective on the design of the case method as an integral part of pedagogy and technology. Key features and benefitsusing this teaching and learning strategy in a Virtual Teaching and Learning Environment(VTLE) are identified, taking into account the requirements of the European Higher Education Area (EHEA) for a competence-based curricula design. The implications of these findings for alearning object approach exploring the possibilities of learning personalization, reusability and interoperability trough IMS LD, are also analyzed.

Beyond the Net Generation debate: A comparison between digital learners in face-to-face and virtual universities

This paper is based on the hypothesis that the use of technology to support learning is not related to whether a student belongs to the Net Generation, but that it is mainly influenced by the teaching model. The study compares behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to asample of students from five universities with different characteristics (one offers online education and four offer face-to-face education with LMS teaching support).

A methodological approach to identify teacher's ICT competencies in online learning environments in Higher Education

Aquest article pretén descriure el procés metodològic d'identificació i mesurament de les competències TIC dels professors i com a formadors en les TIC en un entorn d'aprenentatge en línia en l'Educació Superior portat a terme en el marc del Projecte Europeu Elene-TLC.La revisió de la recerca en les competències en línia del professor demostra que, en primer lloc, el mètode més utilitzat per a identificar aquestes competències és el focus group. En segon lloc, la tècnica Delphi és la tècnica més utilitzada per reunir el consens d'experts sobre quines són les competències principals per al professor en línia entre els que s'indiquen.La proposta metodològica descrita en aquest document consisteix en la creació de 7 grups de discussió en línia, l'objectiu dels quals era identificar les competències formatives dels professors en línia i les dels professos en línia. La llista de competències obtingudes posteriorment es va oferir als experts europeus que participaven en l'aplicació de la tècnica Delphi. A aquests experts se'ls va demanar que ordenessin les competències d'acord amb el seu grau d'importància.Els resultats mostren que els grups de discussió en línia i el mètode Delphi són les metodologies apropiades per a identificar les competències TIC dels professors universitaris en els entorns d'aprenentatge en línia.

¿Es eficaz especializar la actividad de tutoria? Análisis de una experiencia online

En un entorno online la actividad de tutoría de los estudiantes juega un papel fundamental. Su eje central es el acompañamiento del estudiante a lo largo del programa académico que curse, desde el momento en que muestra su interés en matricularse hasta que se titula. La literatura disponible sobre cómo organizar la actividad tutorial en entornos virtuales es escasa. En esta comunicación, basada en la experiencia de la Universitat Oberta de Catalunya (UOC), se analizan dos niveles de especialización de la acción tutorial online. En un primer nivel organizativo, se presenta y evalúa una especialización de la coordinación de la tutoría en función del tipo de conocimiento necesario para ejercerla, académico o administrativo. Esto genera una estructura organizativa de tipo matricial que aporta flexibilidad y conocimiento especializado a la actividad tutorial, y que es valorada muy positivamente por las partes implicadas. En un segundo nivel, se analiza la separación de dos tipos de tutoría especializadas, una de inicio y otra de seguimiento, en función de la antigüedad del estudiante tutorizado. Los resultados de los análisis cualitativos y cuantitativos realizados no permiten concluir que esta segunda forma de especialización contribuya claramente a la mejora de los objetivos de la función tutorial.