Suspensión trasera progresiva para moto Student: Alternativa Pro-link

El objetivo de este proyecto ha sido el de diseñar un sistema de suspensión englobado en el ámbito de la competición interuniversitaria MotoStudent. Además de la normativa de la competición, dicha suspensión debe cumplir una serie de requisitos extra impuestos por el equipo de MotoStudent de la ETSI de Bilbao. Las características principales de la suspensión en cuestión deben ser las siguientes:  La rigidez del sistema de suspensión debe ser progresiva, de forma que se comporte como una suspensión blanda a bajas solicitaciones, y como una suspensión dura a altas solicitaciones.  A fin de poder adaptar la suspensión de la moto a diferentes circuitos, el esta deberá estar dotada de un sistema de regulación. Para ello el sistema de suspensión elegido es el sistema por bieletas tipo Pro- Link, cuya principal característica es que, en dicha solución, el balancín no solo tiene movimiento angular, sino que tiene también movimiento lineal, de forma que es mucho más versátil a la hora de diseñar. Figura[

Stanford University’s John Otterbein Snyder: Student, Collaborator, and Colleague of David Starr Jordan and Charles Henry Gilbert

John Otterbein Snyder (1867–1943) was an early student of David Starr Jordan at Stanford University and subsequently rose to become an assistant professor there. During his 34 years with the university he taught a wide variety of courses in various branches of zoology and advised numerous students. He eventually mentored 8 M.A. and 4 Ph.D. students to completion at Stanford. He also assisted in the collection of tens of thousands of fish specimens from the western Pacific, central Pacific, and the West Coast of North America, part of the time while stationed as “Naturalist” aboard the U.S. Fish Commission’s Steamer Albatross (1902–06). Although his early publications dealt mainly with fish groups and descriptions (often as a junior author with Jordan), after 1910 he became more autonomous and eventually rose to become one of the Pacific salmon, Oncorhynchus spp., experts on the West Coast. Throughout his career, he was especially esteemed by colleagues as “a stimulating teacher,” “an excellent biologist,” and “a fine man.

Evidence-informed development of engineering practical work: Effecting change through staff and student engagement

This paper discusses innovations in curriculum development in the Department of Engineering at the University of Cambridge as a participant in the Teaching for Learning Network (TFLN), a teaching and learning development initiative funded by the Cambridge-MIT Institute a pedagogic collaboration and brokerage network. A year-long research and development project investigated the practical experiences through which students traditionally explore engineering disciplines, apply and extend the knowledge gained in lectures and other settings, and begin to develop their professional expertise. The research project evaluated current practice in these sessions and developed an evidence-base to identify requirements for new activities, student support and staff development. The evidence collected included a novel student 'practice-value' survey highlighting effective practice and areas of concern, classroom observation of practicals, semi-structured interviews with staff, a student focus group and informal discussions with staff. Analysis of the data identified three potentially 'high-leverage' strategies for improvement: development of a more integrated teaching framework, within which practical work could be contextualised in relation to other learning; a more transparent and integrated conceptual framework where theory and practice were more closely linked; development of practical work more reflective of the complex problems facing professional engineers. This paper sets out key elements of the evidence collected and the changes that have been informed by this evidence and analysis, leading to the creation of a suite of integrated practical sessions carefully linked to other course elements and reinforcing central concepts in engineering, accompanied by a training and support programme for teaching staff.

Student-t processes as alternatives to Gaussian processes

We investigate the Student-t process as an alternative to the Gaussian process as a non-parametric prior over functions. We derive closed form expressions for the marginal likelihood and predictive distribution of a Student-t process, by integrating away an inverse Wishart process prior over the co-variance kernel of a Gaussian process model. We show surprising equivalences between different hierarchical Gaussian process models leading to Student-t processes, and derive a new sampling scheme for the inverse Wishart process, which helps elucidate these equivalences. Overall, we show that a Student-t process can retain the attractive properties of a Gaussian process - a nonparamet-ric representation, analytic marginal and predictive distributions, and easy model selection through covariance kernels - but has enhanced flexibility, and predictive covariances that, unlike a Gaussian process, explicitly depend on the values of training observations. We verify empirically that a Student-t process is especially useful in situations where there are changes in covariance structure, or in applications such as Bayesian optimization, where accurate predictive covariances are critical for good performance. These advantages come at no additional computational cost over Gaussian processes.

Reflective writing: The student nurse's perspective on reflective writing and poetry writing.

Summary Background Reflective writing is a mandatory part of nurse education but how students develop their skills and use reflection as part of their experiential learning remains relatively unknown. Understanding reflective writing in all forms from the perspective of a student nurse is therefore important. Objectives To explore the use of reflective writing and the use of poetry in pre-registered nursing students. Design A qualitative design was employed to explore reflective writing in pre-registered nursing students. Setting A small university in Scotland. Participants BSc (Hons) Adult and Mental Health Pre-registration Student Nurses. Methods Two focus groups were conducted with 10 student nurses during March 2012. Data was analysed thematically using the framework of McCarthy (1999). Results Students found the process of reflective writing daunting but valued it over time. Current educational methods, such as assessing reflective accounts, often lead to the ‘narrative’ being watered down and the student feeling judged. Despite this, reflection made students feel responsible for their own learning and research on the topic. Some students felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demonstrate the compassion for their patient under their care. Conclusions Poetry writing gives students the opportunity for freedom of expression, personal satisfaction and a closer connection with their patients, which the more formal approach to reflective writing did not offer. There is a need for students to have a safe and supportive forum in which to express and have their experiences acknowledged without the fear of being judged.

Marking and providing feedback face-to-face: staff and student perspectives.

The setting, marking and providing feedback on assessments forms an important part of a tutor’s role. Studies into the use of feedback and how it is interpreted by students indicate a mismatch between what students are looking for and what tutors think they are giving. Tutors comment that students are more interested in the mark than the feedback, and yet students indicate that they do not get enough feedback, or that it is not useful. This study investigates student and staff perceptions of the linking of marking and feedback in face-to-face sessions. A cohort of year one university students were given the option of receiving either written feedback or a 15 minute meeting with one of their tutors to have their essay marked with them. Forty nine students chose face-to-face marking, the remaining 35 students received written feedback. Focus groups were used to investigate the student experience. Staff members were also asked to reflect on the process. Students and staff found the experience of face-to-face marking beneficial and positive. Both felt that the time spent together allowed for a feedback dialogue about the piece of work, and that staff could explain and justify why marks were given.

Student use of electronic information services in further education

Urquhart,C., Thomas, R., Spink, S., Fenton, R., Yeoman, A., Lonsdale, R., Armstrong, C., Banwell, L., Ray, K., Coulson, G. & Rowley, J. (2005). Student use of electronic information services in further education. International Journal of Information Management, 25(4), 347-362. Sponsorship: JISC

Comparing Student Software Designs Using Semantic Categorization

Eckerdal, A. McCartney, R. Mostr?m, J.E. Ratcliffe, M. Zander, C. Comparing Student Software Designs Using Semantic Categorization. Proceedings of the Fifth Finnish/Baltic Sea Conference on Computer Science Education, 2005

Understanding student information behavior in relation to electronic information services: lessons from longitudinal monitoring and evaluation Part 1

Rowley, J.& Urquhart, C. (2007). Understanding student information behavior in relation to electronic information services: lessons from longitudinal monitoring and evaluation Part 1. Journal of the American Society for Information Science and Technology, 58(8), 1162-1174. Sponsorship: JISC

Understanding student information behavior in relation to electronic information services: lessons from longitudinal monitoring and evaluation Part 2

Urquhart, C. & Rowley, J. (2007). Understanding student information behavior in relation to electronic information services: lessons from longitudinal monitoring and evaluation Part 2. Journal of the American Society for Information Science and Technology, 58(8), 1188-1197. Sponsorship: JISC

Data-driven fuzzy rule generation and its application for student academic performance evaluation

K. Rasmani and Q. Shen. Data-driven fuzzy rule generation and its application for student academic performance evaluation. Applied Intelligence, 25(3):305-319, 2006.

Subsethood-based Fuzzy Rule Models and their Application to Student Performance

K. Rasmani and Q. Shen. Subsethood-based Fuzzy Rule Models and their Application to Student Performance Classification. Proceedings of the 14th International Conference on Fuzzy Systems, pages 755-760, 2005.