DCE@urLAB: a dynamic contrast-enhanced MRI pharmacokinetic analysis tool for preclinical data

Background DCE@urLAB is a software application for analysis of dynamic contrast-enhanced magnetic resonance imaging data (DCE-MRI). The tool incorporates a friendly graphical user interface (GUI) to interactively select and analyze a region of interest (ROI) within the image set, taking into account the tissue concentration of the contrast agent (CA) and its effect on pixel intensity. Results Pixel-wise model-based quantitative parameters are estimated by fitting DCE-MRI data to several pharmacokinetic models using the Levenberg-Marquardt algorithm (LMA). DCE@urLAB also includes the semi-quantitative parametric and heuristic analysis approaches commonly used in practice. This software application has been programmed in the Interactive Data Language (IDL) and tested both with publicly available simulated data and preclinical studies from tumor-bearing mouse brains. Conclusions A user-friendly solution for applying pharmacokinetic and non-quantitative analysis DCE-MRI in preclinical studies has been implemented and tested. The proposed tool has been specially designed for easy selection of multi-pixel ROIs. A public release of DCE@urLAB, together with the open source code and sample datasets, is available at http://www.die.upm.es/im/archives/DCEurLAB/ webcite.

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.

A reliable support tool for monitoring, testing and debugging wireless sensor cookie nodes

In this work a WSN Support Tool for developing, testing, monitoring and debugging new application prototypes in a reliable and robust way is proposed, by combining a Hardware -Software Integration Platform with the implementation of a parallel communication channel that helps users to interact to the experiments in runtime without interfering in the operation of the wireless network. As a pre-deployment tool, prototypes can be validated in a real environment before implementing them in the final application, aiming to increase the effectiveness and efficiency of the technology. This infrastructure is the support of CookieLab: a WSN testbed based on the Cookie Nodes Platform.

Web based interactive educational software introducing semiconductor laser dynamics: Sound Of Lasers (SOL)

In this work, educational software for intuitive understanding of the basic dynamic processes of semiconductor lasers is presented. The proposed tool is addressed to the students of optical communication courses, encouraging self consolidation of the subjects learned in lectures. The semiconductor laser model is based on the well known rate equations for the carrier density, photon density and optical phase. The direct modulation of the laser is considered with input parameters which can be selected by the user. Different options for the waveform, amplitude and frequency of thpoint. Simulation results are plotted for carrier density and output power versus time. Instantaneous frequency variations of the laser output are numerically shifted to the audible frequency range and sent to the computer loudspeakers. This results in an intuitive description of the “chirp” phenomenon due to amplitude-phase coupling, typical of directly modulated semiconductor lasers. In this way, the student can actually listen to the time resolved spectral content of the laser output. By changing the laser parameters and/or the modulation parameters,consequent variation of the laser output can be appreciated in intuitive manner. The proposed educational tool has been previously implemented by the same authors with locally executable software. In the present manuscript, we extend our previous work to a web based platform, offering improved distribution and allowing its use to the wide audience of the web.

QuantiDOPA: A Quantification Software for Dopaminergic Neurotransmission SPECT

Quantification of neurotransmission Single-Photon Emission Computed Tomography (SPECT) studies of the dopaminergic system can be used to track, stage and facilitate early diagnosis of the disease. The aim of this study was to implement QuantiDOPA, a semi-automatic quantification software of application in clinical routine to reconstruct and quantify neurotransmission SPECT studies using radioligands which bind the dopamine transporter (DAT). To this end, a workflow oriented framework for the biomedical imaging (GIMIAS) was employed. QuantiDOPA allows the user to perform a semiautomatic quantification of striatal uptake by following three stages: reconstruction, normalization and quantification. QuantiDOPA is a useful tool for semi-automatic quantification inDAT SPECT imaging and it has revealed simple and flexible

Building a decision support system with a knowledge modeling tool

Knowledge modeling tools are software tools that follow a modeling approach to help developers in building a knowledge-based system. The purpose of this article is to show the advantages of using this type of tools in the development of complex knowledge-based decision support systems. In order to do so, the article describes the development of a system called SAIDA in the domain of hydrology with the help of the KSM modeling tool. SAIDA operates on real-time receiving data recorded by sensors (rainfall, water levels, flows, etc.). It follows a multi-agent architecture to interpret the data, predict the future behavior and recommend control actions. The system includes an advanced knowledge based architecture with multiple symbolic representation. KSM was especially useful to design and implement the complex knowledge based architecture in an efficient way.

KATS: A Knowledge Acquisition Tool Based on Electronic Document Processing

This paper describes a particular knowledge acquisition tool for the construction and maintenance of the knowledge model of an intelligent system for emergency management in the field of hydrology. This tool has been developed following an innovative approach directed to end-users non familiarized in computer oriented terminology. According to this approach, the tool is conceived as a document processor specialized in a particular domain (hydrology) in such a way that the whole knowledge model is viewed by the user as an electronic document. The paper first describes the characteristics of the knowledge model of the intelligent system and summarizes the problems that we found during the development and maintenance of such type of model. Then, the paper describes the KATS tool, a software application that we have designed to help in this task to be used by users who are not experts in computer programming. Finally, the paper shows a comparison between KATS and other approaches for knowledge acquisition.

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.

Categorization of Anti-Patterns in Software Project Management

In the last decades, software systems have become an intrinsic element in our daily lives. Software exists in our computers, in our cars, and even in our refrigerators. Today’s world has become heavily dependent on software and yet, we still struggle to deliver quality software products, on-time and within budget. When searching for the causes of such alarming scenario, we find concurrent voices pointing to the role of the project manager. But what is project management and what makes it so challenging? Part of the answer to this question requires a deeper analysis of why software project managers have been largely ineffective. Answering this question might assist current and future software project managers in avoiding, or at least effectively mitigating, problematic scenarios that, if unresolved, will eventually lead to additional failures. This is where anti-patterns come into play and where they can be a useful tool in identifying and addressing software project management failure. Unfortunately, anti-patterns are still a fairly recent concept, and thus, available information is still scarce and loosely organized. This thesis will attempt to help remedy this scenario. The objective of this work is to help organize existing, documented software project management anti-patterns by answering our two research questions: · What are the different anti-patterns in software project management? · How can these anti-patterns be categorized?

Conceptualización e Infraestructura para la Investigación Experimental en Ingeniería del Software

Antecedentes: Esta investigación se enmarca principalmente en la replicación y secundariamente en la síntesis de experimentos en Ingeniería de Software (IS). Para poder replicar, es necesario disponer de todos los detalles del experimento original. Sin embargo, la descripción de los experimentos es habitualmente incompleta debido a la existencia de conocimiento tácito y a la existencia de otros problemas tales como: La carencia de un formato estándar de reporte, la inexistencia de herramientas que den soporte a la generación de reportes experimentales, etc. Esto provoca que no se pueda reproducir fielmente el experimento original. Esta problemática limita considerablemente la capacidad de los experimentadores para llevar a cabo replicaciones y por ende síntesis de experimentos. Objetivo: La investigación tiene como objetivo formalizar el proceso experimental en IS, de modo que facilite la comunicación de información entre experimentadores. Contexto: El presente trabajo de tesis doctoral ha sido desarrollado en el seno del Grupo de Investigación en Ingeniería del Software Empírica (GrISE) perteneciente a la Escuela Técnica Superior de Ingenieros Informáticos (ETSIINF) de la Universidad Politécnica de Madrid (UPM), como parte del proyecto TIN2011-23216 denominado “Tecnologías para la Replicación y Síntesis de Experimentos en Ingeniería de Software”, el cual es financiado por el Gobierno de España. El grupo GrISE cumple a la perfección con los requisitos necesarios (familia de experimentos establecida, con al menos tres líneas experimentales y una amplia experiencia en replicaciones (16 replicaciones hasta 2011 en la línea de técnicas de pruebas de software)) y ofrece las condiciones para que la investigación se lleve a cabo de la mejor manera, como por ejemplo, el acceso total a su información. Método de Investigación: Para cumplir este objetivo se opta por Action Research (AR) como el método de investigación más adecuado a las características de la investigación, para obtener resultados a través de aproximaciones sucesivas que abordan los problemas concretos de comunicación entre experimentadores. Resultados: Se formalizó el modelo conceptual del ciclo experimental desde la perspectiva de los 3 roles principales que representan los experimentadores en el proceso experimental, siendo estos: Gestor de la Investigación (GI), Gestor del Experimento (GE) y Experimentador Senior (ES). Por otra parte, se formalizó el modelo del ciclo experimental, a través de: Un workflow del ciclo y un diagrama de procesos. Paralelamente a la formalización del proceso experimental en IS, se desarrolló ISRE (de las siglas en inglés Infrastructure for Sharing and Replicating Experiments), una prueba de concepto de entorno de soporte a la experimentación en IS. Finalmente, se plantearon guías para el desarrollo de entornos de soporte a la experimentación en IS, en base al estudio de las características principales y comunes de los modelos de las herramientas de soporte a la experimentación en distintas disciplinas experimentales. Conclusiones: La principal contribución de la investigación esta representada por la formalización del proceso experimental en IS. Los modelos que representan la formalización del ciclo experimental, así como la herramienta ISRE, construida a modo de evaluación de los modelos, fueron encontrados satisfactorios por los experimentadores del GrISE. Para consolidar la validez de la formalización, consideramos que este estudio debería ser replicado en otros grupos de investigación representativos en la comunidad de la IS experimental. Futuras Líneas de Investigación: El cumplimiento de los objetivos, de la mano con los hallazgos alcanzados, han dado paso a nuevas líneas de investigación, las cuales son las siguientes: (1) Considerar la construcción de un mecanismo para facilitar el proceso de hacer explícito el conocimiento tácito de los experimentadores por si mismos de forma colaborativa y basados en el debate y el consenso , (2) Continuar la investigación empírica en el mismo grupo de investigación hasta cubrir completamente el ciclo experimental (por ejemplo: experimentos nuevos, síntesis de resultados, etc.), (3) Replicar el proceso de investigación en otros grupos de investigación en ISE, y (4) Renovar la tecnología de la prueba de concepto, tal que responda a las restricciones y necesidades de un entorno real de investigación. ABSTRACT Background: This research addresses first and foremost the replication and also the synthesis of software engineering (SE) experiments. Replication is impossible without access to all the details of the original experiment. But the description of experiments is usually incomplete because knowledge is tacit, there is no standard reporting format or there are hardly any tools to support the generation of experimental reports, etc. This means that the original experiment cannot be reproduced exactly. These issues place considerable constraints on experimenters’ options for carrying out replications and ultimately synthesizing experiments. Aim: The aim of the research is to formalize the SE experimental process in order to facilitate information communication among experimenters. Context: This PhD research was developed within the empirical software engineering research group (GrISE) at the Universidad Politécnica de Madrid (UPM)’s School of Computer Engineering (ETSIINF) as part of project TIN2011-23216 entitled “Technologies for Software Engineering Experiment Replication and Synthesis”, which was funded by the Spanish Government. The GrISE research group fulfils all the requirements (established family of experiments with at least three experimental lines and lengthy replication experience (16 replications prior to 2011 in the software testing techniques line)) and provides favourable conditions for the research to be conducted in the best possible way, like, for example, full access to information. Research Method: We opted for action research (AR) as the research method best suited to the characteristics of the investigation. Results were generated successive rounds of AR addressing specific communication problems among experimenters. Results: The conceptual model of the experimental cycle was formalized from the viewpoint of three key roles representing experimenters in the experimental process. They were: research manager, experiment manager and senior experimenter. The model of the experimental cycle was formalized by means of a workflow and a process diagram. In tandem with the formalization of the SE experimental process, infrastructure for sharing and replicating experiments (ISRE) was developed. ISRE is a proof of concept of a SE experimentation support environment. Finally, guidelines for developing SE experimentation support environments were designed based on the study of the key features that the models of experimentation support tools for different experimental disciplines had in common. Conclusions: The key contribution of this research is the formalization of the SE experimental process. GrISE experimenters were satisfied with both the models representing the formalization of the experimental cycle and the ISRE tool built in order to evaluate the models. In order to further validate the formalization, this study should be replicated at other research groups representative of the experimental SE community. Future Research Lines: The achievement of the aims and the resulting findings have led to new research lines, which are as follows: (1) assess the feasibility of building a mechanism to help experimenters collaboratively specify tacit knowledge based on debate and consensus, (2) continue empirical research at the same research group in order to cover the remainder of the experimental cycle (for example, new experiments, results synthesis, etc.), (3) replicate the research process at other ESE research groups, and (4) update the tools of the proof of concept in order to meet the constraints and needs of a real research environment.

Caracterización de Sistemas intensivos en Software desde un punto de vista de innovación=Characterizing Software-intensive Systems from the innovation point of view

La innovación en Sistemas Intesivos en Software está alcanzando relevancia por múltiples razones: el software está presente en sectores como automóvil, teléfonos móviles o salud. Las empresas necesitan conocer aquellos factores que afectan a la innovación para incrementar las probabilidades de éxito en el desarrollo de sus productos y, la evaluación de productos sofware es un mecanismo potente para capturar este conocimiento. En consecuencia, las empresas necesitan evaluar sus productos desde la perpectiva de innovación para reducir la distancia entre los productos desarrollados y el mercado. Esto es incluso más relevante en el caso de los productos intensivos en software, donde el tiempo real, la oportunidad, complejidad, interoperabilidad, capacidad de respuesta y compartción de recursos son características críticas de los nuevos sistemas. La evaluación de la innovación de productos ya ha sido estudiada y se han definido algunos esquemas de evaluación pero no son específicos para Sistemas intensivos en Sofwtare; además, no se ha alcanzado consenso en los factores ni el procedimiento de evaluación. Por lo tanto, tiene sentido trabajar en la definición de un marco de evaluación de innovación enfocado a Sistemas intesivos en Software. Esta tesis identifica los elementos necesarios para construir in marco para la evaluación de de Sistemas intensivos en Software desde el punto de vista de la innovación. Se han identificado dos componentes como partes del marco de evaluación: un modelo de referencia y una herramienta adaptativa y personalizable para la realización de la evaluación y posicionamiento de la innovación. El modelo de referencia está compuesto por cuatro elementos principales que caracterizan la evaluación de innovación de productos: los conceptos, modelos de innovación, cuestionarios de evaluación y la evaluación de productos. El modelo de referencia aporta las bases para definir instancias de los modelos de evaluación de innovación de productos que pueden se evaluados y posicionados en la herramienta a través de cuestionarios y que de forma automatizada aporta los resultados de la evaluación y el posicionamiento respecto a la innovación de producto. El modelo de referencia ha sido rigurosamente construido aplicando modelado conceptual e integración de vistas junto con la aplicación de métodos cualitativos de investigación. La herramienta ha sido utilizada para evaluar productos como Skype a través de la instanciación del modelo de referencia. ABSTRACT Innovation in Software intensive Systems is becoming relevant for several reasons: software is present embedded in many sectors like automotive, robotics, mobile phones or heath care. Firms need to have knowledge about factors affecting the innovation to increase the probability of success in their product development and the assessment of innovation in software products is a powerful mechanism to capture this knowledge. Therefore, companies need to assess products from an innovation perspective to reduce the gap between their developed products and the market. This is even more relevant in the case of SiSs, where real time, timeliness, complexity, interoperability, reactivity, and resource sharing are critical features of a new system. Many authors have analysed product innovation assessment and some schemas have been developed but they are not specific to SiSs; in addition, there is no consensus about the factors or the procedures for performing an assessment. Therefore, it has sense to work in the definition of a customized software product innovation evaluation framework. This thesis identifies the elements needed to build a framework to assess software products from the innovation perspective. Two components have been identified as part of the framework to assess Software intensive Systems from the innovation perspective: a reference-model and an adaptive and customizable tool to perform the assessment and to position product innovation. The reference-model is composed by four main elements characterizing product innovation assessment: concepts, innovation models, assessment questionnaires and product assessment. The reference model provides the umbrella to define instances of product innovation assessment models that can be assessed and positioned through questionnaires in the proposed tool that also provides automation in the assessment and positioning of innovation. The reference-model has been rigorously built by applying conceptual modelling and view integration integrated with qualitative research methods. The tool has been used to assess products like Skype through models instantiated from the reference-model.

An Analysis Of The Recommended Knowledge For The Software Project Management Discipline

According to the PMBOK (Project Management Body of Knowledge), project management is “the application of knowledge, skills, tools, and techniques to project activities to meet the project requirements” [1]. Project Management has proven to be one of the most important disciplines at the moment of determining the success of any project [2][3][4]. Given that many of the activities covered by this discipline can be said that are “horizontal” for any kind of domain, the importance of acknowledge the concepts and practices becomes even more obvious. The specific case of the projects that fall in the domain of Software Engineering are not the exception about the great influence of Project Management for their success. The critical role that this discipline plays in the industry has come to numbers. A report by McKinsey & Co [4] shows that the establishment of programs for the teaching of critical skills of project management can improve the performance of the project in time and costs. As an example of the above, the reports exposes: “One defense organization used these programs to train several waves of project managers and leaders who together administered a portfolio of more than 1,000 capital projects ranging in Project management size from $100,000 to $500 million. Managers who successfully completed the training were able to cut costs on most projects by between 20 and 35 percent. Over time, the organization expects savings of about 15 percent of its entire baseline spending”. In a white paper by the PMI (Project Management Institute) about the value of project management [5], it is stated that: “Leading organizations across sectors and geographic borders have been steadily embracing project management as a way to control spending and improve project results”. According to the research made by the PMI for the paper, after the economical crisis “Executives discovered that adhering to project management methods and strategies reduced risks, cut costs and improved success rates—all vital to surviving the economic crisis”. In every elite company, a proper execution of the project management discipline has become a must. Several members of the software industry have putted effort into achieving ways of assuring high quality results from projects; many standards, best practices, methodologies and other resources have been produced by experts from different fields of expertise. In the industry and the academic community, there is a continuous research on how to teach better software engineering together with project management [4][6]. For the general practices of Project Management the PMI produced a guide of the required knowledge that any project manager should have in their toolbox to lead any kind of project, this guide is called the PMBOK. On the side of best practices 10 and required knowledge for the Software Engineering discipline, the IEEE (Institute of Electrical and Electronics Engineers) developed the SWEBOK (Software Engineering Body of Knowledge) in collaboration with software industry experts and academic researchers, introducing into the guide many of the needed knowledge for a 5-year expertise software engineer [7]. The SWEBOK also covers management from the perspective of a software project. This thesis is developed to provide guidance to practitioners and members of the academic community about project management applied to software engineering. The way used in this thesis to get useful information for practitioners is to take an industry-approved guide for software engineering professionals such as the SWEBOK, and compare the content to what is found in the PMBOK. After comparing the contents of the SWEBOK and the PMBOK, what is found missing in the SWEBOK is used to give recommendations on how to enrich project management skills for a software engineering professional. Recommendations for members of the academic community on the other hand, are given taking into account the GSwE2009 (Graduated Software Engineering 2009) standard [8]. GSwE2009 is often used as a main reference for software engineering master programs [9]. The standard is mostly based on the content of the SWEBOK, plus some contents that are considered to reinforce the education of software engineering. Given the similarities between the SWEBOK and the GSwE2009, the results of comparing SWEBOK and PMBOK are also considered valid to enrich what the GSwE2009 proposes. So in the end the recommendations for practitioners end up being also useful for the academic community and their strategies to teach project management in the context of software engineering.

From Analysis Model to Software Architecture: a PIM2PIM Mapping.

To our knowledge, no current software development methodology explicitly describes how to transit from the analysis model to the software architecture of the application. This paper presents a method to derive the software architecture of a system from its analysis model. To do this, we are going to use MDA. Both the analysis model and the architectural model are PIMs described with UML 2. The model type mapping designed consists of several rules (expressed using OCL and natural language) that, when applied to the analysis artifacts, generate the software architecture of the application. Specifically the rules act on elements of the UML 2 metamodel (metamodel mapping). We have developed a tool (using Smalltalk) that permits the automatic application of these rules to an analysis model defined in RoseTM to generate the application architecture expressed in the architectural style C2.

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.

Sistema de adquisición NetdB aplicado a prácticas de acústica arquitectónica : herramienta OneNote 2010

Este proyecto está dividido en dos partes, una de ellas dedicada al estudio del sistema de adquisición NetdB y su aplicación a prácticas de Acústica Arquitectónica y la otra dedicada a la evaluación de la herramienta OneNote 2010 y su aplicación al proceso enseñanza – aprendizaje. Se estructura en cinco secciones bien definidas que se comentan a continuación: La primera sección, fundamentos teóricos, se centrará en explicar los distintos parámetros medidos y su relación con la acústica. Para ello se definirán los conceptos teóricos básicos que ayudarán al seguimiento del proyecto en su totalidad. La segunda sección está dedicada al sistema de adquisición NetdB, y en ella se explican sus características, el conexionado del equipo y la configuración del mismo con el software dBBati. En la tercera sección se describen las medidas realizadas con el sistema de adquisición NetdB, basadas en la normativa nacional e internacional vigente. Estas medidas son: - Medición del tiempo de reverberación en recintos ordinarios, según la Norma UNE-EN ISO 3382-2. - Medición del coeficiente de absorción sonora en cámara reverberante, según la Norma UNE-EN ISO 354. - Medición “in situ” del aislamiento a ruido aéreo, según las normas UNE-EN ISO 140-4 y UNE-EN ISO 717-1. En cada una de las medidas se describe el objetivo, los equipos utilizados, la conexión entre los distintos equipos, el ensayo realizado según la norma correspondiente, los cálculos y resultados obtenidos y las conclusiones finales de la medida. En la cuarta sección se describe la herramienta OneNote 2010, detallándose su estructura, configuración y la evaluación de su aplicación al proceso enseñanza – aprendizaje. Por último, se darán unas conclusiones finales, en las que se recapitularán los resultados de las valoraciones obtenidos durante la realización del proyecto. ABSTRACT. This project is divided into two parts, one of them dealing with the study of NetdB acquisition system and its application on Architectural Acoustics practices and the other dedicated to the evaluation of the OneNote 2010 tool and its application on the teaching-learning process. The structure of the project consists of five clearly defined sections as stated hereunder: 1. Theoretical fundamentals, based on the explanation of the different parameters subject to measurement and their relation to acoustics. To this end, basic theoretical concepts will be clearly defined, which will help the follow-up of the project as a whole. 2. NetdB acquisition system: whereby features will be clearly defined, as well as the equipment connection and its configuration within the dBBati software. 3. Description of the measures carried out on the NetdB acquisition system under current regulations both national and international, being those measures as follows: - Reverberation Time measurement in ordinary premises, according to the UNE-EN ISO 3382-2 standard. - Sound absorption ratio measurement in reverberating chamber, according to the UNE-EN ISO 354 standard. - “In situ” sound proofing air traffic, according to UNE-EN ISO 140-4 and UNE-EN ISO 717-1 standards. Each of the measures stated above comprises the description of the following issues: its aim, the equipment in use, the connection among different equipment, the test carried out under the corresponding standard, the calculations and results obtained and finally the conclusions reached at. 4. OneNote 2010 tool: full description detailing its structure, configuration as well as the evaluation of its application on the teaching-learning process. Finally, the report will give the final conclusions by means of recapitulating the results of the different assessments obtained along the process.