Méthodes d’inférence exactes pour un modèle de régression avec erreurs AR(2) gaussiennes

Ce texte propose des méthodes d’inférence exactes (tests et régions de confiance) sur des modèles de régression linéaires avec erreurs autocorrélées suivant un processus autorégressif d’ordre deux [AR(2)], qui peut être non stationnaire. L’approche proposée est une généralisation de celle décrite dans Dufour (1990) pour un modèle de régression avec erreurs AR(1) et comporte trois étapes. Premièrement, on construit une région de confiance exacte pour le vecteur des coefficients du processus autorégressif (φ). Cette région est obtenue par inversion de tests d’indépendance des erreurs sur une forme transformée du modèle contre des alternatives de dépendance aux délais un et deux. Deuxièmement, en exploitant la dualité entre tests et régions de confiance (inversion de tests), on détermine une région de confiance conjointe pour le vecteur φ et un vecteur d’intérêt M de combinaisons linéaires des coefficients de régression du modèle. Troisièmement, par une méthode de projection, on obtient des intervalles de confiance «marginaux» ainsi que des tests à bornes exacts pour les composantes de M. Ces méthodes sont appliquées à des modèles du stock de monnaie (M2) et du niveau des prix (indice implicite du PNB) américains

Photoemission optogalvanic effect studies in N2, NO2 and Ar discharges under pulsed laser excitation

A two-photon induced photoemission optogalvanic effect which brings about a change in the discharge voltage when a pulsed dye laser beam is focused on a tungsten electrode has been described. The experiment is performed with N2, NO2 and Ar discharges. The magnitude of the signal voltage is studied as a function of laser energy and discharge current. The effective quantum efficiency in the discharge is found to be larger than that in the vacuum condition.

Photoemission optogalvanic effect studies in N2, NO2 and Ar discharges under pulsed laser excitation

A two-photon induced photoemission optogalvanic effect which brings about a change in the discharge voltage when a pulsed dye laser beam is focused on a tungsten electrode has been described. The experiment is performed with N2, NO2 and Ar discharges. The magnitude of the signal voltage is studied as a function of laser energy and discharge current. The effective quantum efficiency in the discharge is found to be larger than that in the vacuum condition.

Unusual surface and edge morphologies, sp2 to sp3 hybridized transformation and electronic damage after Ar+ ion irradiation of few-layer graphene surfaces

Roughness and defects induced on few-layer graphene (FLG) irradiated by Ar+ ions at different energies were investigated using X-ray photoemission spectroscopy (XPS) and atomic force microscopy techniques. The results provide direct experimental evidence of ripple formation, sp2 to sp3 hybridized carbon transformation, electronic damage, Ar+ implantation, unusual defects and edge reconstructions in FLG, which depend on the irradiation energy. In addition, shadowing effects similar to those found in oblique-angle growth of thin films were seen. Reliable quantification of the transition from the sp2-bonding to sp3-hybridized state as a result of Ar+ ion irradiation is achieved from the deconvolution of the XPS C (1s) peak. Although the ion irradiation effect is demonstrated through the shape of the derivative of the Auger transition C KVV spectra, we show that the D parameter values obtained from these spectra which are normally used in the literature fail to account for the sp2 to sp3 hybridization transition. In contrast to what is known, it is revealed that using ion irradiation at large FLG sample tilt angles can lead to edge reconstructions. Furthermore, FLG irradiation by low energy of 0.25 keV can be a plausible way of peeling graphene layers without the need of Joule heating reported previously

Total differential scattering cross section of {Ar^+}-Ar at 15 to 400 keV

We report on the measurement of the total differential scattering cross section of {Ar^+}-Ar at laboratory energies between 15 and 400 keV. Using an ab initio relativistic molecular program which calculates the interatomic potential energy curve with high accuracy, we are able to reproduce the detailed structure found in the experiment.

Inclusive probabilities for the scattering system 16 MeV-S{^16+} on Ar

We performed ab initio calculations of many particle inclusive probabilities for the scattering system 16 MeV-S{^16+} on Ar. The solution of the time-dependent DIRAC-FOCK-SLATER-equation is achieved via a set of coupled-channel equations with energy eigenvalues and matrix elements which are given by static SCF molecular many electron calculations.

Inclusive probability calculations for the K-vacancy transfer in collisions of S{^15+} on Ar

Using the single-particle amplitudes from a 20-level coupled-channel calculation with ab initio relativistic self consistent LCAO-MO Dirac-Fock-Slater energy eigenvalues and matrix elements we calculate within the frame of the inclusive probability formalism impact-parameter-dependent K-hole transfer probabilities. As an example we show results for the heavy asymmetric collision system S{^15+} on Ar for impact energies from 4.7 to 16 MeV. The inclusive probability formalism which reinstates the many-particle aspect of the collision system permits a qualitative and quantitative agreement with the experiment which is not achieved by the single-particle picture.

Multiple vacancy inclusive probabilities for the scattering system 16 MeV S{^16+} on Ar

To evaluate single and double K-shell inclusive charge transfer probabilities in ion-atom collisions we solve the time-dependent Dirac equation. By expanding the timedependent wavefunction in a set of molecular basis states the time-dependent equation reduces to a set of coupled-channel equations. The energy eigenvalues and matrix elements are taken from self-consistent relativistic molecular many-electron Dirac-Fock-Slater calculations. We present many-electron inclusive probabilities for different final configurations as a function of impact parameter for single and double K-shell vacancy production in collisions of bare S on Ar.

I Congreso Nacional de Lengua Escrita : (ense??ar a leer y escribir hoy) : comunicaciones

El Congresos fue organizado por el CPR Murcia II y patrocinado por Edelvives

An Application of Augmented Reality (AR) in the Teaching of an Arc Welding Robot

Augmented Reality (AR) is an emerging technology that utilizes computer vision methods to overlay virtual objects onto the real world scene so as to make them appear to co-exist with the real objects. Its main objective is to enhance the user’s interaction with the real world by providing the right information needed to perform a certain task. Applications of this technology in manufacturing include maintenance, assembly and telerobotics. In this paper, we explore the potential of teaching a robot to perform an arc welding task in an AR environment. We present the motivation, features of a system using the popular ARToolkit package, and a discussion on the issues and implications of our research.

Cuentos para so??ar un mundo mejor y cuentos para todo el mundo : para compartir en igualdad. Para vivir la diversidad

Resumen basado en la publicaci??n

Vivir juntos, so??ar juntos

Seleccionado en la convocatoria: Ayudas para desarrollar proyectos de convivencia, Gobierno de Arag??n 2008-09

Ense??ar a leer y escribir con sentido : una experiencia con alumnos deficientes visuales

Resumen en ingl??s y castellano.

Enseñar a aprender a pensar en los centros educativos, incluso en las actividades de evaluación.= Teaching to learn how to think at schools, even within assessment activities

El auténtico protagonismo de los centros educativos tiene que dirigirse a ayudar a pensar a sus alumnos y a enseñarlos a aprender, es decir, el docente tiene que enseñar estrategias de aprendizaje y debe promover el esfuerzo del estudiante para facilitar la construcción de esquemas y el aprendizaje permanente. El profesor debe utilizar cualquier situación de aprendizaje para enseñar dichas estrategias de aprendizaje, incluso en las situaciones de evaluación; por lo tanto, en este trabajo se sugiere que en las evaluaciones de los alumnos y alumnas se tenga en cuenta la metacognición como factor fundamental en el aprendizaje y la enseñanza