Cap a un model per interpretar i facilitar l'aprendre: estratègies i recursos per a la reflexió-acció en i des de la pràctica

1.- L'enquadrament d'aquest treball de recerca s'ha fet en i des de la praxis. EI que interessa és descobrir i proposar instruments pedagògics d'ajuda, assequibles i contextualitzats, especialment en el terreny de la comunicació i la interacció Educador-Educand. La metodologia que s'ha fet servir és de caire qualitatiu, etnogràfic, en un enfocament basat en la investigació-acció. La visió de la persona és volgudament holística; els sentiments, els significats, I' orientació personal, I' autodirecció. esdevenen elements centrals. La hipòtesi de treball, en la qual es fonamenta la recerca, podria formular-se així: 'En la pràctica, els Educadors, d'una forma més o menys reflexiva, perceben i interpreten el procés d'aprendre dels Educands; hi intervenen, el mediatitzen; n'avaluen la direcció i l'encert". A partir d'aquest supòsit, l'investigador veu convenient donar resposta a tres qüestions centrals: A) Com comprenem i interpretem els Educadors el procés d'aprendre dels Educands?; B) Quin tipus d'intervenció resultarà adient per promoure i/o facilitar l'aprendre?; C) Amb quins instruments i estratègies comptem per ajudar pedagògicament? 2.- Per llegir l'aprendre, l'investigador fa ús d'un model mental, indispensable per ordenar les dades de l'experiència. Convé, per tant, explicitar-lo, fer-ne ciència, coneixement compartit. En aquesta direcció de treball se li plantegen dos tipus d'interrogants: A) Quins són els elements comuns a qualsevol experiència d'aprenentatge?; Quina mena d'activitat o experiència personal desenvolupen tots els Educands; i B) Com es manifesta aquesta experiència? Amb quins indicadors? Quina mena de "text" llegeix l'Educador per orientar la seva intervenció d'ajuda? 3.- L'aprenentatge. en aquest treball, és considerat per l'investigador com la resultant de tres processos personals: el posicionament, l'estratègia i l'avaluació. Quan l'Educador vol compartir amb l'Educand el seu procés idiosincràtic d'aprendre, procura reconstruir amb ell aquestes tres accions bàsiques: A) Com es posiciona: què tem o desitja, què creu, què espera, quines expectatives viu, com es motiva? B) Quines són les seves pautes d'actuació: com treballa, com memoritza, com recupera la informació que té a la memòria, què fa davant d'un problema... ? C) Què busca; què és important per a ella; què pretén... ? 4.- Davant la complexitat dels missatges emesos per l'Educand l'investigador opta per llegir tres tipus de "textos": els productes i els resultats; les conductes; i els missatges parlats. Entre tots tres, pensa, podrà trobar elements i indicadors adequats per fonamentar, sempre hipotèticament, la seva actuació pedagògica. 5.- Procura sobretot detectar i fer existir els èxits, aquells productes i/o resultats que l'Educand troba valuosos, per tal d'ajudar-lo a prendre consciència dels seu repertori personal d'estratègies i capacitats. En aquest àmbit es proposen tres actituds o enfocaments del treball d'ajuda: A) El primer fa referència a la presa de consciència de l'estratègia personal, que s'amaga darrera el producte valorat. B) El segon apunta cap al respecte per l'estratègia que cadascú executa i, per tant, li és familiar. L'Educand la necessita. Es la seva. Es troba en la seva experiència, encara que no necessàriament existeixi en la seva construcció conscient. C) El tercer ,el duu a valorar l'estratègia d'acord amb les finalitats de l'Educand. La seva adequació es legitima pel que es proposa. Partim del supòsit que tota conducta es troba dirigida per un propòsit a vegades difícil de copsar i no sempre recomanable per a l'Educand. 6.- La conducta percebuda de l'Educand és entesa com un missatge, un conjunt d'indicadors de la seva activitat contextualitzada, interna i externa; missatge que, en relació amb altres, com els productes i les verbalitzacions, manifesta fragments dels seus significats, projectes, estratègies, valors. Es fa un èmfasi especial en les conductes "internes", els gestos mentals, l'acció interior, tramesa per mitja de microcomportaments sovint no conscient, i certificada per mitjà de la verbalització del viscut. 7.- Parlar amb l'Educand suposa dues menes d'accions: escoltar i emetre. Escoltem per comprendre; emetem per perfilar la comprensió i també per ajudar. En l'emissió, el missatge pedagògic té dues funcions: a) rellançar i orientar el pensament i l'autoexploració de l'Educand; i b) influir per tal que desenvolupi amb èxit el seu projecte d'aprendre. Interessa d'una manera especial ajudar a integrar en la consciència de l'Educand aquests elements de la seva experiència que poden facilitar-li l'adquisició del coneixement. I entenem que, en aquesta empresa, la paraula i la interacció verbal poden tenir-hi un joc important. Per aquesta raó s'ha considerat necessari oferir un model d'anàlisi de la interacció i els missatges verbals. 8.- "Les persones aprenen sempre, amb recursos, processos i sistemes de valoració idiosincràtics, per fa qual cosa la seva orientació en el context esdevé un referent central en el disseny de l'ajuda pedagògica i en la seva avaluació". Aquesta és la hipòtesi de sortida per dissenyar la intervenció pedagògica. Tothom aprèn, inevitablement; la qüestió és quina cosa està aprenent i de quina manera els seus resultats d'ara són mediatitzats per l'experiència passada i, alhora, condicionen el seu aprendre futur. L'aprenent es posiciona, anticipa el procés d' aprendre, valora la seva. capacitat per desenvolupar-lo amb èxit, es motiva en una determinada direcció, d'acord amb la seva experiència, els seus aprenentatges anteriors. Executa estratègies, mostra un tipus d'intel·ligència, una forma personal de processar la informació. Pretén quelcom. És un sistema obert en relació amb el medi: hi ha uns valors que dirigeixen la seva presa de decisions. Utilitza uns criteris propis, una gamma personal d'opcions conscients. Avalua el que fa, el resultat que obté i la seva capacitat personal. 9.- L'ajuda pedagògica que I' autor proposa s'encamina sobretot a facilitar en l'Educand la descoberta dels seus propis recursos. Es tracta de portar-lo cap a la consideració atenta de la seva pròpia experiència, per amplificar-la i fer-la existir com a recurs conscient . Ha dibuixat i experimentat tres conjunts d'intervenció cadascun enfocat vers un àmbit de l'experiència d'aprendre, el qual col·loca com a prioritari, sense oblidar qualsevol dels altres que pugui ser rellevant, per comprendre o ajudar. A) Intervenció sobre el posicionament. En aquest àmbit enfoca l'estil de motivació que executa l'Educand, mira de corregir-lo, si cal, a partir de l'anàlisi i la comprensió de les seves formes de motivar-se quan ell viu l'èxit. Treballa proposant objectius paradoxals de fracàs gairebé impossible, buscant l'assoliment de petits èxits, potser aparentment insignificants, però estratègics; prescriu l'automatisme, per modificar-lo si l'Educand ho desitja; comprova el procés d'anticipació de I' experiència que l'aprenent es construeix per orientar-se; l'ajuda a contextualitzar anticipació i a fer ús dels seus Ilenguatges interns més eficaços i còmodes;... B) Intervenció sobre les estratègies i processos. En un segon enfocament, no necessàriament posterior al descrit, considera les estratègies de I'Educand, també a partir dels seus encerts i èxits. Mira de portar-lo cap a fa descripció i presa de consciència de les seves maneres de fer mes còmodes i segures, les que lliguen amb les seves preferències cerebrals. Quan viu dificultats, el convida a explorar les excepcions, els moments en els quals les seves realitzacions són satisfactòries. Pretén sobretot modificar les seves creences limitants, posant-lo en conflicte amb els fets de l'experiència. A vegades, caldrà facilitar l'adquisició d'estratègies i procediments nous que l'Educand considera plausibles. Es tracta específicament de fer existir opcions noves d'actuació per tal d'assolir allò que vol i/o necessita. C) Intervenció sobre el sistema de valors de l'Educand. L'Educand viu uns valors, els quals expliquen el seu món intern les conductes que realitza i els resultats que obté. Aquest àmbit és col·locat, en el model, al centre del procés d'aprendre. Hom actua amb propòsits determinats, no necessariament conscients. L'obertura de la persona a l'experiència d'aprendre es dirigeix segons criteris i valors irrenunciables. 10.- L 'Educador procura compartir els objectius de l'Educand i els seus projectes per assolir-los; vol tanmateix que se'n faci coneixedor i director responsable. Per a això li convé preguntar-se per quina mena d'experiència està desenvolupant i quin sentit ecològic te per a ell. L'Educador, el seu model del món, la seva persona, està compromès en el procés d'ajuda. No és només un tècnic que aplica recursos objectius. El seu model de comunicació, el seu pensament, les seves expectatives i anticipacions, tenen un pes considerable en el tipus d'intervenció pedagògica que durà a terme i, d'escreix, en el tipus d' aprenentatge que facilita. En la intervenció, l'Educador parteix d'una avaluació intencionadament positiva, centrada en els recursos i les solucions, en la metacognició i l'autoregulació dels processos, a partir de premisses que pressuposen l'èxit personal.

Two Independent Triggers for the Indian Ocean Dipole/Zonal Mode in a Coupled GCM

The question of whether and how tropical Indian Ocean dipole or zonal mode (IOZM) interannual variability is independent of El Nino-Southern Oscillation (ENSO) variability in the Pacific is addressed in a comparison of twin 200-yr runs of a coupled climate model. The first is a reference simulation, and the second has ENSO-scale variability suppressed with a constraint on the tropical Pacific wind stress. The IOZM can exist in the model without ENSO, and the composite evolution of the main anomalies in the Indian Ocean in the two simulations is virtually identical. Its growth depends on a positive feedback between anomalous equatorial easterly winds, upwelling equatorial and coastal Kelvin waves reducing the thermocline depth and sea surface temperature off the coast of Sumatra, and the atmospheric dynamical response to the subsequently reduced convection. Two IOZM triggers in the boreal spring are found. The first is an anomalous Hadley circulation over the eastern tropical Indian Ocean and Maritime Continent, with an early northward penetration of the Southern Hemisphere southeasterly trades. This situation grows out of cooler sea surface temperatures in the southeastern tropical Indian Ocean left behind by a reinforcement of the late austral summer winds. The second trigger is a consequence of a zonal shift in the center of convection associated with a developing El Nino, a Walker cell anomaly. The first trigger is the only one present in the constrained simulation and is similar to the evolution of anomalies in 1994, when the IOZM occurred in the absence of a Pacific El Nino state. The presence of these two triggers-the first independent of ENSO and the second phase locking the IOZM to El Nino-allows an understanding of both the existence of IOZM events when Pacific conditions are neutral and the significant correlation between the IOZM and El Nino.

From a discrete to a continuum model of cell dynamics in one dimension

Multiscale modeling is emerging as one of the key challenges in mathematical biology. However, the recent rapid increase in the number of modeling methodologies being used to describe cell populations has raised a number of interesting questions. For example, at the cellular scale, how can the appropriate discrete cell-level model be identified in a given context? Additionally, how can the many phenomenological assumptions used in the derivation of models at the continuum scale be related to individual cell behavior? In order to begin to address such questions, we consider a discrete one-dimensional cell-based model in which cells are assumed to interact via linear springs. From the discrete equations of motion, the continuous Rouse [P. E. Rouse, J. Chem. Phys. 21, 1272 (1953)] model is obtained. This formalism readily allows the definition of a cell number density for which a nonlinear "fast" diffusion equation is derived. Excellent agreement is demonstrated between the continuum and discrete models. Subsequently, via the incorporation of cell division, we demonstrate that the derived nonlinear diffusion model is robust to the inclusion of more realistic biological detail. In the limit of stiff springs, where cells can be considered to be incompressible, we show that cell velocity can be directly related to cell production. This assumption is frequently made in the literature but our derivation places limits on its validity. Finally, the model is compared with a model of a similar form recently derived for a different discrete cell-based model and it is shown how the different diffusion coefficients can be understood in terms of the underlying assumptions about cell behavior in the respective discrete models.

Simple general method of generating non-oxo, non-amavadine model octacoordinated vanadium(IV) complexes of some tetradentate ONNO chelating ligands from various oxovanadium(IV/V) compounds and structural characterization of one of them

A simple general route of obtaining very stable octacoordinated non-oxovanadium( IV) complexes of the general formula VL2 (where H2L is a tetradentate ONNO donor) is presented. Six such complexes (1-6) are adequately characterized by elemental analysis, mass spectrometry, and various spectroscopic techniques. One of these compounds (1) has been structurally characterized. The molecule has crystallographic 4 symmetry and has a dodecahedral structure existing in a tetragonal space group P4n2. The non-oxo character and VL2 stoichiometry for all of the complexes are established from analytical and mass spectrometric data. In addition, the non-oxo character is clearly indicated by the complete absence of the strong nu(v=o) band in the 925-1025 cm(-1) region, which is a signature of all oxovanadium species. The complexes are quite stable in open air in the solid state and in solution, a phenomenon rarely observed in non-oxovanadium(IV) or bare vanadium(IV) complexes.

Interaction of sulphur-containing aroma compounds with proteins in both model systems and real food systems

Irreversible binding of key flavour disulphides to ovalbumin has been shown previously to occur in model systems. The extent of binding is determined by the availability of the sulphydryl groups to participate in disulphide exchange, influenced either by pH, or the state of the protein (native or heat-denatured). In this study, two further proteins, one with sulphydryl groups available in the native state (beta-lactoglobulin) and one with no sulphydryl groups in the native state (lysozyme) were used to confirm this hypothesis. When the investigation was extended to real food systems, a similar effect was shown when a commercial meat flavouring containing disulphides was added to heat-denatured ovalbumin. Furthermore, comparison of the volatiles generated from onions, cooked either alone, or in the presence of meat, showed a significant reduction of key onion-derived disulphides when cooked in the presence of meat, and an even greater reduction of trisulphides. These findings may have implications for consumer acceptance of food products; where these compounds are used as flavourings or where they occur naturally.

Successful manipulation of the quality and quantity of fat and carbohydrate consumed by free-living individuals using a food exchange model

Our objective in this study was to develop and implement an effective intervention strategy to manipulate the amount and composition of dietary fat and carbohydrate (CHO) in free-living individuals in the RISCK study. The study was a randomized, controlled dietary intervention study that was conducted in 720 participants identified as higher risk for or with metabolic syndrome. All followed a 4-wk run-in reference diet [high saturated fatty acids (SF)/high glycemic index (GI)]. Volunteers were randomized to continue this diet for a further 24 wk or to I of 4 isoenergetic prescriptions [high monounsaturated fatty acids (MUFA)/high GI; high MUFA/low GI; low fat (LF)/high GI; and LF/low GI]. We developed a food exchange model to implement each diet. Dietary records and plasma phospholipid fatty acids were used to assess the effectiveness of the intervention strategy. Reported fat intake from the LF diets was significantly reduced to 28% of energy (%E) compared with 38% E from the HM and LF diets. SF intake was successfully decreased in the HM and LF diets was similar to 10% E compared with 17% E in the reference diet (P = 0.001). Dietary MUFA in the HIM diets was similar to 17% E, significantly higher than in the reference (12% E) and LF diets (10% E) (P = 0.001). Changes in plasma phospholipid fatty acids provided further evidence for the successful manipulation of fat intake. The GI of the HGI and LGI arms differed by similar to 9 points (P = 0.001). The food exchange model provided an effective dietary strategy for the design and implementation across multiple sites of 5 experimental diets with specific targets for the proportion of fat and CHO. J. Nutr. 139: 1534-1540, 2009.

Nonlinear system identification using particle swarm optimisation tuned radial basis function models

A novel particle swarm optimisation (PSO) tuned radial basis function (RBF) network model is proposed for identification of non-linear systems. At each stage of orthogonal forward regression (OFR) model construction process, PSO is adopted to tune one RBF unit's centre vector and diagonal covariance matrix by minimising the leave-one-out (LOO) mean square error (MSE). This PSO aided OFR automatically determines how many tunable RBF nodes are sufficient for modelling. Compared with the-state-of-the-art local regularisation assisted orthogonal least squares algorithm based on the LOO MSE criterion for constructing fixed-node RBF network models, the PSO tuned RBF model construction produces more parsimonious RBF models with better generalisation performance and is often more efficient in model construction. The effectiveness of the proposed PSO aided OFR algorithm for constructing tunable node RBF models is demonstrated using three real data sets.

Backward elimination model construction for regression and classification using leave-one-out criteria

A fundamental principle in practical nonlinear data modeling is the parsimonious principle of constructing the minimal model that explains the training data well. Leave-one-out (LOO) cross validation is often used to estimate generalization errors by choosing amongst different network architectures (M. Stone, "Cross validatory choice and assessment of statistical predictions", J. R. Stast. Soc., Ser. B, 36, pp. 117-147, 1974). Based upon the minimization of LOO criteria of either the mean squares of LOO errors or the LOO misclassification rate respectively, we present two backward elimination algorithms as model post-processing procedures for regression and classification problems. The proposed backward elimination procedures exploit an orthogonalization procedure to enable the orthogonality between the subspace as spanned by the pruned model and the deleted regressor. Subsequently, it is shown that the LOO criteria used in both algorithms can be calculated via some analytic recursive formula, as derived in this contribution, without actually splitting the estimation data set so as to reduce computational expense. Compared to most other model construction methods, the proposed algorithms are advantageous in several aspects; (i) There are no tuning parameters to be optimized through an extra validation data set; (ii) The procedure is fully automatic without an additional stopping criteria; and (iii) The model structure selection is directly based on model generalization performance. The illustrative examples on regression and classification are used to demonstrate that the proposed algorithms are viable post-processing methods to prune a model to gain extra sparsity and improved generalization.

Parallel implementation and one year experiments with the Danish Eulerian Model

Large scale air pollution models are powerful tools, designed to meet the increasing demand in different environmental studies. The atmosphere is the most dynamic component of the environment, where the pollutants can be moved quickly on far distnce. Therefore the air pollution modeling must be done in a large computational domain. Moreover, all relevant physical, chemical and photochemical processes must be taken into account. In such complex models operator splitting is very often applied in order to achieve sufficient accuracy as well as efficiency of the numerical solution. The Danish Eulerian Model (DEM) is one of the most advanced such models. Its space domain (4800 × 4800 km) covers Europe, most of the Mediterian and neighboring parts of Asia and the Atlantic Ocean. Efficient parallelization is crucial for the performance and practical capabilities of this huge computational model. Different splitting schemes, based on the main processes mentioned above, have been implemented and tested with respect to accuracy and performance in the new version of DEM. Some numerical results of these experiments are presented in this paper.

Meson properties in an extended nonlocal NJL model

We consider a non-local version of the NJL model, based on a separable quark-quark interaction. The interaction is extended to include terms that bind vector and axial-vector mesons. The non-locality means that no further regulator is required. Moreover the model is able to confine the quarks by generating a quark propagator without poles at real energies. Working in the ladder approximation, we calculate amplitudes in Euclidean space and discuss features of their continuation to Minkowski energies. Conserved currents are constructed and we demonstrate their consistency with various Ward identities. Various meson masses are calculated, along with their strong and electromagnetic decay amplitudes. We also calculate the electromagnetic form factor of the pion, as well as form factors associated with the processes γγ* → π0 and ω → π0γ*. The results are found to lead to a satisfactory phenomenology and lend some dynamical support to the idea of vector-meson dominance.

Meson properties in an extended nonlocal NJL model

A nonlocal version of the NJL model is investigated. It is based on a separable quark-quark interaction, as suggested by the instanton liquid picture of the QCD vacuum. The interaction is extended to include terms that bind vector and axial-vector mesons. The nonlocality means that no further regulator is required. Moreover the model is able to confine the quarks by generating a quark propagator without poles at real energies. Features of the continuation of amplitudes from Euclidean space to Minkowski energies are discussed. These features lead to restrictions on the model parameters as well as on the range of applicability of the model. Conserved currents are constructed, and their consistency with various Ward identities is demonstrated. In particular, the Gell-Mann-Oakes-Renner relation is derived both in the ladder approximation and at meson loop level. The importance of maintaining chiral symmetry in the calculations is stressed throughout. Calculations with the model are performed to all orders in momentum. Meson masses are determined, along with their strong and electromagnetic decay amplitudes. Also calculated are the electromagnetic form factor of the pion and form factors associated with the processes gamma gamma* --> pi0 and omega --> pi0 gamma*. The results are found to lead to a satisfactory phenomenology and demonstrate a possible dynamical origin for vector-meson dominance. In addition, the results produced at meson loop level validate the use of 1/Nc as an expansion parameter and indicate that a light and broad scalar state is inherent in models of the NJL type.

Radial basis function classifier construction using particle swarm optimisation aided orthogonal forward regression

We develop a particle swarm optimisation (PSO) aided orthogonal forward regression (OFR) approach for constructing radial basis function (RBF) classifiers with tunable nodes. At each stage of the OFR construction process, the centre vector and diagonal covariance matrix of one RBF node is determined efficiently by minimising the leave-one-out (LOO) misclassification rate (MR) using a PSO algorithm. Compared with the state-of-the-art regularisation assisted orthogonal least square algorithm based on the LOO MR for selecting fixednode RBF classifiers, the proposed PSO aided OFR algorithm for constructing tunable-node RBF classifiers offers significant advantages in terms of better generalisation performance and smaller model size as well as imposes lower computational complexity in classifier construction process. Moreover, the proposed algorithm does not have any hyperparameter that requires costly tuning based on cross validation.

Using Doppler radar with a simple explicit microphysics model to diagnose problems with ice sublimation depth-scales in forecast models

Several previous studies have attempted to assess the sublimation depth-scales of ice particles from clouds into clear air. Upon examining the sublimation depth-scales in the Met Office Unified Model (MetUM), it was found that the MetUM has evaporation depth-scales 2–3 times larger than radar observations. Similar results can be seen in the European Centre for Medium-Range Weather Forecasts (ECMWF), Regional Atmospheric Climate Model (RACMO) and Météo-France models. In this study, we use radar simulation (converting model variables into radar observations) and one-dimensional explicit microphysics numerical modelling to test and diagnose the cause of the deep sublimation depth-scales in the forecast model. The MetUM data and parametrization scheme are used to predict terminal velocity, which can be compared with the observed Doppler velocity. This can then be used to test the hypothesis as to why the sublimation depth-scale is too large within the MetUM. Turbulence could lead to dry air entrainment and higher evaporation rates; particle density may be wrong, particle capacitance may be too high and lead to incorrect evaporation rates or the humidity within the sublimating layer may be incorrectly represented. We show that the most likely cause of deep sublimation zones is an incorrect representation of model humidity in the layer. This is tested further by using a one-dimensional explicit microphysics model, which tests the sensitivity of ice sublimation to key atmospheric variables and is capable of including sonde and radar measurements to simulate real cases. Results suggest that the MetUM grid resolution at ice cloud altitudes is not sufficient enough to maintain the sharp drop in humidity that is observed in the sublimation zone.