Optimal Sub-Pixel arrangements and coding for ultra-high resolution three-dimensional OLED displays

Information display technology is a rapidly growing research and development field. Using state-of-the-art technology, optical resolution can be increased dramatically by organic light-emitting diode - since the light emitting layer is very thin, under 100nm. The main question is what pixel size is achievable technologically? The next generation of display will considers three-dimensional image display. In 2D , one is considering vertical and horizontal resolutions. In 3D or holographic images, there is another dimension – depth. The major requirement is the high resolution horizontal dimension in order to sustain the third dimension using special lenticular glass or barrier masks, separate views for each eye. The high-resolution 3D display offers hundreds of more different views of objects or landscape. OLEDs have potential to be a key technology for information displays in the future. The display technology presented in this work promises to bring into use bright colour 3D flat panel displays in a unique way. Unlike the conventional TFT matrix, OLED displays have constant brightness and colour, independent from the viewing angle i.e. the observer's position in front of the screen. A sandwich (just 0.1 micron thick) of organic thin films between two conductors makes an OLE Display device. These special materials are named electroluminescent organic semi-conductors (or organic photoconductors (OPC )). When electrical current is applied, a bright light is emitted (electrophosphorescence) from the formed Organic Light-Emitting Diode. Usually for OLED an ITO layer is used as a transparent electrode. Such types of displays were the first for volume manufacture and only a few products are available in the market at present. The key challenges that OLED technology faces in the application areas are: producing high-quality white light achieving low manufacturing costs increasing efficiency and lifetime at high brightness. Looking towards the future, by combining OLED with specially constructed surface lenses and proper image management software it will be possible to achieve 3D images.

The social dimension: a neglected policy item in the Bologna Process

Since its beginning in 1999, the Bologna Process has influenced various aspects of higher education in its member countries, e.g., degree structures, mobility, lifelong learning, social dimension and quality assurance. The social dimension creates the focus of this research. The social dimension entered the Bologna Process agenda in 2001. Despite a decade of reforms, it somehow remained as a vague element and received low scholarly attention. This research addresses to this gap. Firstly, different meanings of the social dimension according to the major European policy actors are analysed. Unfolding the understandings of the actors revealed that the social dimension is mostly understood in terms reflecting the diversity of population on the student body accessing to, progressing in and completing higher education, with a special concern on the underrepresented groups. However, it is not possible to observe a similar commonality concerning the actual policy measures to achieve this goal. Divergence occurs with respect to the addressed underrepresented groups, i.e., all underrepresented groups or people without formal qualifications and mature learners, and the values and institutional interests traditionally promoted by these actors. Secondly, the dissertation discusses the reflection of this social dimension understanding at the national level by looking at cases of Finland, Germany and Turkey. The in-depth analyses show an awareness of the social dimension among most of the national Bologna Process actors and a common understanding of the social dimension goals. However, this understanding has not triggered action in any of the countries. The countries acted on areas which they defined problematic before the Bologna Process. Finally, based on these findings the dissertation discusses the social dimension as a policy item that managed to get into the Bologna Process agenda, but neither grew into an implementable policy, nor drop out of it. To this aim, it makes use of the multiple streams framework and explains the low agenda status social dimension with: i. the lack of a pressing problem definition: the lack of clearly defined indicators and a comprehensive monitoring system, ii. the lack of a viable solution alternative: the proposal of developing national strategies and action plans closed the way to develop generic guidelines for the social dimension to be translated into national policy processes, iii. low political perceptivity: the recent trends opt for increasing efficiency, excellence and exclusiveness discourses rather than ensuring equality and inclusiveness iv. high constraints: the social dimension by definition requires more public funding which is less appreciated and strategic constraints of the actors in allocating their resources v. the type of policy entrepreneur: the social dimension is promoted by an international stakeholder, the European Students’ Union, instead of the ministers responsible for higher education The social dimension remains a policy item in the Bologna Process which is noble enough to agree but not urgent enough to act on.

Influence of pre-plant densities of Meloidogyne incognita on growth and root infestation of spinach (Spinacia oleracea L.) (Amaranthaceae) – an important dimension towards enhancing crop production

Vegetables represent a main source of micro-nutrients which can improve the health status of malnourished poor in the world. Spinach (Spinacia oleracea L.) is a popular leafy vegetable in many countries which is rich with several important micro-nutrients. Thus, consuming Spinach helps to overcome micro-nutrient deficiencies. Pests and pathogens act as major yield constraints in food production. Root-knot nematodes, Meloidogyne species, constitute a large group of highly destructive plant pests. Spinach is found to be highly susceptible for these nematode attacks. Though agricultural production has largely benefited from modern technologies and innovations, some important dimensions which can minimize the yield losses have been neglected by most of the growers. Pre-plant or initial nematode density in soil is a crucial biotic factor which is directly responsible for crop losses. Hence, information on preplant nematode densities and the corresponding damage is of vital importance to develop successful control procedures to enhance crop production. In the present study, effect of seven initial densities of M. incognita, i.e., 156, 312, 625, 1250, 2,500, 5,000 and 10,000 infective juveniles (IJs)/plant (equivalent to 1000cm3 soil) on the growth and root infestation on potted spinach plants was determined in a screen house. In order to ensure a high accuracy, root infestation was ascertained by the number of galls formed, the percentage galled-length of feeder roots and galled-feeder roots, and egg production, per plant. Fifty days post-inoculation, shoot length and weight, and root length were suppressed at the lowest IJs density. However, the pathogenic effect was pronounced at the highest density at which 43%, 46% and 45% reduction in shoot length and weight, and root length, respectively, was recorded. The highest reduction in root weight (26%) was detected at the second highest density. The Number of galls and percentage galled-length of feeder roots/per plant showed significant progressive increase across the increasing IJs density with the highest mean value of 432.3 and 54%, respectively. The two shoot growth parameters and root length showed significant inverse relationship with the increasing gall formation. Moreover, the shoot and root length were shown to be mutually dependent on each other. Suppression of shoot growth of spinach greatly affects the grower’s economy. Hence, control measures are essentially needed to ensure a better production of spinach via reducing the pre-plant density below the level of 0.156 IJs/cm3.

On the V(subscript gamma) Dimension for Regression in Reproducing Kernel Hilbert Spaces

This paper presents a computation of the $V_gamma$ dimension for regression in bounded subspaces of Reproducing Kernel Hilbert Spaces (RKHS) for the Support Vector Machine (SVM) regression $epsilon$-insensitive loss function, and general $L_p$ loss functions. Finiteness of the RV_gamma$ dimension is shown, which also proves uniform convergence in probability for regression machines in RKHS subspaces that use the $L_epsilon$ or general $L_p$ loss functions. This paper presenta a novel proof of this result also for the case that a bias is added to the functions in the RKHS.

Fiabilitat de les proves de força en salt vertical i velocitat de cursa en escolars de 6 a 8 anys. 'Fiabilidad de las pruebas de fuerza en salto vertical y velocidad de carrera en escolares de 6 a 8 años'.

Resumen tomado de la publicación

Si el eje de ordenadas es vertical, ¿qué podemos decir de las alturas de un triángulo?

Resumen de la autora. Este artículo pertenece a un número en homenaje a Gonzalo Sánchez Vázquez

Unidad de movilidad vertical de Rifton.

Vídeo subtitulado en castellano

La dimensión horizontal y vertical del lugar, en los trabajos prácticos geológicos.

El presente trabajo discute cómo en geología el contexto de un lugar, al ser enfocado en los trabajos de campo y en las actividades de aula en sus dimensiones horizontal y vertical, permite el tratamiento de problemáticas ambientales no usuales en la enseñanza delas ciencias. Se ejemplifica a través de la situación de una región de Brasil y en las actividades de apoyo didáctico.

Combinación de los efectos de las ilusiones vertical-horizontal y Müller-Lyer.

Resumen de la publicación

Un suelo vertical en mi Ecocentro.

A partir de la construcción de un muro de hormigón en el patio del CP Santísimo Cristo del Perdón (Tornavacas, Cáceres), comienza a gestarse el proyecto que se describe en el artículo: la creación de un rocódromo que fuera utilizado por los alumnos para hacer escalada y montañismo. Se detallan las gestiones realizadas para la construcción del rocódromo, para su puesta en funcionamiento y las implicaciones que tuvo esta instalación en el currículum del área de Educación Física.

Efectos agudos de las vibraciones mecánicas sobre el salto vertical.

Resumen tomado de la publicación

Digitizing tradition : aspects of the applied dimension of urban and regional ethnography in irish contexts. 'Digitalizando las tradiciones : contenidos etnográficos aplicados a contextos urbanos y regionales irlandeses'.

Monográfico con el título: 'La Alfabetización Tecnológica y el desarrollo regional'. Resumen basado en el de la publicación

Organización vertical en multiniveles en la EGB : ciclo inicial.

Demostrar que la organización de la enseñanza en multiniveles mejora el aprendizaje del alumno, pues se adapta a cada escolar, respetando su propia evolución, en contraste con el rígido sistema de graduación vigente (por cursos, en base a la edad cronológica). 48 niños y 47 niñas de los 6 a los 10 años de edad (56 de 6, 34 de 7, 2 de 8, 2 de 9 y 1 de 10 años) del Colegio Público Campo Charro. Dos alumnos presentaban deficiencias intelectuales medias y 8 ligeras. Para formar los 4 grupos de 8 niveles, 2 por grupo, se aplicaron pruebas básicas de consecución de objetivos elaboradas por el profesorado. Diseño de antes y después, donde las variables independientes son los criterios de agrupacion por niveles (cociente intelectual), y nivel madurativo. Se forman 5 grupos experimentales homogéneos según el nivel madurativo, evaluado antes y después. Como variable dependiente, se evaluó la consecución de los objetivos prefijados, ritmo de aprendizaje y grado de adaptación dentro y fuera del aula, operativizado mediante pruebas ad hoc. Una vez efectuada la distribución de los sujetos en niveles, se elaboró una programación con objetivos específicos para cada nivel. Se realizó un análisis comparativo de los datos obtenidos en la experiencia con otros similares obtenidos por el Ministerio. Observación del profesor. Test Sociométrico. Raven. Wisc-Wppsi. Reversal. Oehm. ABC. Pruebas criterio de evaluación de objetivos elaboradas ad hoc. Test de Nivel de Aprendizaje. Diagnóstico lector-test de lectura para el primer ciclo. Pruebas de Diferencias de Medias. Análisis de varianza. 'R' de Pearson. Del análisis de datos se desprende que las diferencias intergrupales se van reduciendo desde la iniciación hasta el final de curso y del primer grupo al último. En el análisis comparativo llevado a cabo con colegios medios de Castilla y León y nacionales, tanto a nivel general como en la consecución de objetivos fundamentales, el Colegio en el que se realizó la presente investigación alcanzó puntuaciones significativamente superiores. La presente innovación es extensiva a cualquier colegio público o privado. El sistema multiniveles, como cualquier otra agrupación flexible del alumnado, se ajusta a la estructuración cíclica de la enseñanza.