Composite depth scales, ash layer correlations and splice tie points of ODP Site 186-1151

We present composite depth scales for the multiply cored intervals from Sites 1150 and 1151. These new depth scales place coeval strata recovered in cores from different holes at a single site into a common stratigraphic framework. At Site 1150, double coring between Holes 1150A and 1150B occurred over only a short interval between ~703 and 713 meters below seafloor (mbsf), but this is sufficient to tie the upper portion of the stratigraphic section cored in Hole 1150A to the lower portion cored in Hole 1150B. The upper ~100 m of the sedimentary section at Site 1151 was double cored with the advanced piston corer and partially cored with the rotary core barrel, resulting in the complete recovery of this interval. The composite depth scales were constructed using Splicer software to vertically adjust the relative depths of various cores from one hole to the depths from another hole so as to align distinct physical properties measured on cores. The magnetic susceptibility data was the physical property most easily correlated between holes, and therefore primarily used to create a composite depth scale and spliced stratigraphic section. The spliced section is a continuous stratigraphic section constructed from representative cored intervals from the holes at a site. Both the splice and the composite depth scale can be applied to other data sets from Site 1151 to provide a stratigraphically continuous and laterally consistent basis for interpreting lithologic features or data sets. The resulting composite scale showed a 30% improvement in correlation of the magnetic susceptibility data relative to the original mbsf depth scale, and comparable improvement when applied to the other data sets.

Utilidad del portafolio europeo de lenguas académico y profesional en el ámbito universitario

El Consejo de Europa ha elaborado unas directrices en materia lingüística para todos los países de la UE, que se encuentran en el Common European Framework of Reference for Languages CEFRL (2001) y permiten la equiparación de los niveles de competencia comunicativa de los distintos programas y asignaturas de L2. Inmersos en el proceso de convergencia europea de la educación superior, esta comunicación comenzará explicando los criterios y fases para el desarrollo de un PEL (Portafolio Europeo de Lenguas), en el contexto científico y técnico, por parte del grupo de investigación DISCYT de la UPM. Presentará un resumen de las destrezas comunicativas, las situaciones de aprendizaje y uso de la lengua, y los tipos de texto que nuestros alumnos necesitan para desenvolverse en su entorno académico y profesional y facilitar la movilidad. La elaboración del PEL académico y profesional (ACPEL Portfolio) ha obteniendo como resultados la profundización en el análisis del discurso científico y técnico desde la lingüística cognitiva y la socio-pragmática, la actualización de las necesidades de aprendizaje de lenguas de los estudiantes de la UPM dentro del al Espacio Europeo de Educación Superior (EEES), y la capacitación de los alumnos para autoevaluar su progreso de aprendizaje de lenguas

Propuesta de actividades de autoaprendizaje para el nivel A2 de lengua inglesa en la plataforma Moodle

Los objetivos de este proyecto son proporcionar la teoría, los ejercicios y otros recursos necesarios para que los alumnos de la EUIT de Telecomunicación con un nivel A1 en el Marco Común Europeo de Referencia para las Lenguas (MCERL) puedan obtener el nivel A2 en inglés sin necesidad de asistir a clases ni matricularse en cursos presenciales. La plataforma utilizada para conseguir este fin es Moodle, siendo utilizada en la página web de ILLLab. Este curso online sirve para alcanzar los conocimientos requeridos en la asignatura optativa Introduction to English for Professional and Academic Communication I que parte del nivel B1. Se realiza una propuesta de la gramática con sus correspondientes ejemplos y ejercicios basados todos ellos en adaptaciones de actividades publicadas en un corpus de libros de texto. Se añaden recursos (pequeñas lecturas, videos, enlaces) que se consideran apropiados para el tema tratado. Por otro lado, también se persigue solucionar el problema de los cursos de idiomas basados en e-learning ya que no proporcionan las herramientas necesarias para poner en práctica la expresión oral. Para ello, se aporta una aplicación basada en técnicas de reconocimiento de voz, con tres actividades en las que los resultados han de darse de forma hablada y con la correcta pronunciación. Así, se busca dar una base de conocimientos y experiencias prácticas para futuros proyectos basados en herramientas de síntesis y reconocimiento de voz, además de buscar un nuevo enfoque en el estudio de idiomas. Abstract: The objectives of this project are to provide the theory, exercises and other resources for students at the EUIT Telecommunications with A1 level in the Common European Framework of Reference for Languages (MCERL) in order to get A2 level in English without attending face-to-face courses. The platform used to achieve this aim is Moodle, which is currently being used in ILLLab website. This online course is due to attain the knowledge required in the optional subject Introduction to English for Professional and Academic Communication I which is based on the B1 level. It is a proposal of grammar with corresponding examples and exercises all based on adaptations of activities posted on a corpus of textbooks. It also adds resources (short readings, videos or links) that are appropriate for the subject. On the other hand, this project aims to solve the problem of language courses based on e-learning because these do not usually provide the student with the necessary tools to practice speaking. For this, we develop an application based on speech recognition techniques and propose three activities to practice speaking, and pronunciation. The proposal seeks to provide knowledge and practical experience for future projects based on synthesis tools and voice recognition, and means a new approach to e-learning courses for the study of languages.

Analysing written production competence descriptors for academic and professional purposes and their calibration to the CEFR

The Common European Framework of Reference for Languages (CEFR) "describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively" (Council of Europe, 2001: 1). This paper reports on the findings of two studies whose purpose was to assess written production competence descriptors meant for their inclusion into the Academic and Professional English Language Portfolio KELP) for students of engineering and architecture. The main objective of these studies was to establish whether the language competence descriptors were a satisfactory valid tool in their language programmes from the point of view of clarity, relevance and reliability, as perceived by the students and fellow English for Academic Purposes (RAP) / English for Science and Technology (EST) instructors. The studies shed light on how to improve unsatisfactory descriptors. Results show that the final descriptor lists were on the whole well calibrated and fairly well written: the great majority was considered valid for both teachers and students involved.

Actividades online de vocabulario y pronunciación para el nivel de la lengua inglesa A2

El objetivo del presente proyecto es proporcionar una actividad de la pronunciación y repaso de vocabulario en lengua inglesa para la plataforma Moodle alojada en la página web de Integrated Language Learning Lab (ILLLab). La página web ILLLab tiene el objetivo de que los alumnos de la EUIT de Telecomunicación de la UPM con un nivel de inglés A2 según el Marco Común Europeo de Referencia para las Lenguas (MCERL), puedan trabajar de manera autónoma para avanzar hacia el nivel B2 en inglés. La UPM exige estos conocimientos de nivel de inglés para cursar la asignatura English for Professional and Academic Communication (EPAC) de carácter obligatorio e impartida en el séptimo semestre del Grado en Ingeniería de Telecomunicaciones. Asimismo, se persigue abordar el problema de las escasas actividades de expresión oral de las plataformas de autoaprendizaje se dedican a la formación en idiomas y, más concretamente, al inglés. Con ese fin, se proporciona una herramienta basada en sistemas de reconocimiento de voz para que el usuario practique la pronunciación de las palabras inglesas. En el primer capítulo del trabajo se introduce la aplicación Traffic Lights, explicando sus orígenes y en qué consiste. En el segundo capítulo se abordan aspectos teóricos relacionados con el reconocimiento de voz y se comenta sus funciones principales y las aplicaciones actuales para las que se usa. El tercer capítulo ofrece una explicación detallada de los diferentes lenguajes utilizados para la realización del proyecto, así como de su código desarrollado. En el cuarto capítulo se plantea un manual de usuario de la aplicación, exponiendo al usuario cómo funciona la aplicación y un ejemplo de uso. Además, se añade varias secciones para el administrador de la aplicación, en las que se especifica cómo agregar nuevas palabras en la base de datos y hacer cambios en el tiempo estimado que el usuario tiene para acabar una partida del juego. ABSTRACT: The objective of the present project is to provide an activity of pronunciation and vocabulary review in English language within the platform Moodle hosted at the Integrated Language Learning Lab (ILLLab) website. The ILLLab website has the aim to provide students at the EUIT of Telecommunication in the UPM with activities to develop their A2 level according to the Common European Framework of Reference for Languages (CEFR). In the platform, students can work independently to advance towards a B2 level in English. The UPM requires this level of English proficiency for enrolling in the compulsory subject English for Professional and Academic Communication (EPAC) taught in the seventh semester of the Degree in Telecommunications Engineering. Likewise, this project tries to provide alternatives to solve the problem of scarce speaking activities included in the learning platforms that offer language courses, and specifically, English language courses. For this purpose, it provides a tool based on speech recognition systems so that the user can practice the pronunciation of English words. The first chapter of the project introduces the application Traffic Lights, explaining its origins and what it is. The second chapter deals with theoretical aspects related with speech recognition and comments their main features and current applications for which it is generally used. The third chapter provides a detailed explanation of the different programming languages used for the implementation of the project and reviews its code development. The fourth chapter presents an application user manual, exposing to the user how the application works and an example of use. Also, several sections are added addressed to the application administrator, which specify how to add new words to the database and how to make changes in the original stings as could be the estimated time that the user has to finish the game.

Background and approach to a definition of smart buildings

There is no doubt that there is no possibility of finding a single reference about domotics in the first half of the 20th century. The best known authors and those who have documented this discipline, set its origin in the 1970’s, when the x-10 technology began to be used, but it was not until 1988 when Larousse Encyclopedia decided to include the definition of "Smart Building". Furthermore, even nowadays, there is not a single definition widely accepted, and for that reason, many other expressions, namely "Intelligent Buildings" "Domotics" "Digital Home" or "Home Automation" have appeared to describe the automated buildings and homes. The lack of a clear definition for "Smart Buildings" causes difficulty not only in the development of a common international framework to develop research in this field, but it also causes insecurity in the potential user of these buildings. That is to say, the user does not know what is offered by this kind of buildings, hindering the dissemination of the culture of building automation in society. Thus, the main purpose of this paper is to propose a definition of the expression “Smart Buildings” that satisfactorily describes the meaning of this discipline. To achieve this aim, a thorough review of the origin of the term itself and the historical background before the emergence of the phenomenon of domotics was conducted, followed by a critical discussion of existing definitions of the term "Smart Buildings" and other similar terms. The extent of each definition has been analyzed, inaccuracies have been discarded and commonalities have been compared. Throughout the discussion, definitions that bring the term "Smart Buildings" near to disciplines such as computer science, robotics and also telecommunications have been found. However, there are also many other definitions that emphasize in a more abstract way the role of these new buildings in the society and the future of mankind.

A novel motion tracking system for evaluation of functional rehabilitation of the upper limbs

Upper limb function impairment is one of the most common sequelae of central nervous system injury, especially in stroke patients and when spinal cord injury produces tetraplegia. Conventional assessment methods cannot provide objective evaluation of patient performance and the tiveness of therapies. The most common assessment tools are based on rating scales, which are inefficient when measuring small changes and can yield subjective bias. In this study, we designed an inertial sensor-based monitoring system composed of five sensors to measure and analyze the complex movements of the upper limbs, which are common in activities of daily living. We developed a kinematic model with nine degrees of freedom to analyze upper limb and head movements in three dimensions. This system was then validated using a commercial optoelectronic system. These findings suggest that an inertial sensor-based motion tracking system can be used in patients who have upper limb impairment through data integration with a virtual reality-based neuroretation system.

La competencia lingüística en el uso de los grupos nominales en inglés académico y profesional y su didáctica: estudio empírico

Esta tesis doctoral consiste en un estudio empírico de la competencia lingüística del alumnado de la Escuela Técnica Superior de Ingenieros Industriales (ETSII), de la Universidad Politécnica de Madrid (UPM) en el uso de los grupos nominales (GN) en inglés profesional y académico (IPA). Mediante el análisis estadístico de los datos de las pruebas de nivel de inglés general y de conocimiento de los rasgos lingüísticos diferenciadores del IPA, se ha buscado constatar que los GN, tan presentes en los textos ingleses de carácter científico-técnico, son uno de los rasgos IPA que más dificultad presenta para el alumnado de ingeniería de habla española, cuya enseñanza es necesario abordar de forma diferenciada para que se puedan usar correctamente. El trabajo comienza presentando las características lingüísticas generales del IPA, entre las que destaca la frecuente presencia de los GN en las comunicaciones de carácter científico y técnico. Comprueba la hipótesis de que la comprensión y el uso de los GN es el rasgo lingüístico que ofrece mayor dificultad para esta población. Se detiene en explicar las propiedades de los GN en inglés y de las palabras que lo forman; es decir, muestra clases de palabras, regularidades y excepciones que están presentes en los textos científico-técnicos. También expone y razona el comportamiento de las distintas categorías gramaticales que pueden figurar como premodificadoras y se centra en ejemplos reales y datos objetivos, para llegar a conclusiones cuantitativas sobre el uso y la frecuencia de los GN en el discurso científico-técnico, así como en los diferentes grados de dificultad que dichas construcciones presentan al alumnado. El método de investigación seguido consiste en la recopilación y análisis estadístico de los datos procedentes de una muestra de población de alumnos de 5º curso de la ETSII de la UPM utilizando el análisis de la varianza ANOVA. Los datos se han tratado teniendo en cuenta el nivel general de inglés de cada alumno, según el Marco Común Europeo de Referencia para las Lenguas (MCERL), que oscila entre el nivel A2 y el C1, con una mayor frecuencia de B1 y B2. Las conclusiones se basan en el análisis de los datos empíricos obtenidos, que nos permiten deducir unos principios generales relevantes respecto al uso de los GN –simples y complejos- en el inglés para la ciencia y la tecnología (ICT) y al grado de dificultad que sus distintos tipos presentan al alumnado, con un grado de confianza superior al 95%. A partir de estos datos se ofrece un planteamiento didáctico que facilite la comprensión y elaboración de los distintos tipos de GN. La estructura general de la tesis se divide en seis capítulos. El capítulo 1 es una introducción en la que se presentan las razones que han motivado esta tesis, las hipótesis, los objetivos y la metodología de la misma. En el capítulo 2 se recogen los rasgos lingüísticos distintivos del ICT, incidiendo en la relación competencia comunicativa/competencia lingüística. En el capítulo 3 se analizan los GN profundizando en aspectos lingüísticos. El capítulo 4 se centra en el estudio empírico propiamente dicho y en el análisis estadístico de los datos. Del análisis se extraen las conclusiones objetivas sobre la dificultad que presentan los diferentes rasgos IPA analizados, con detenimiento en los GN simples y complejos. El capítulo 5 ofrece un planteamiento didáctico práctico sobre la enseñanza de los GN en el contexto del ICT, con una investigación sobre el terreno y el análisis estadístico de los resultados obtenidos antes y después de la aplicación didáctica. En el capítulo 6 se comentan los resultados obtenidos a lo largo del estudio, aportando las conclusiones, las limitaciones y las recomendaciones para futuros trabajos de investigación sobre el tema de la tesis. ABSTRACT This doctoral thesis consists of an empirical study of the linguistic competence of the Technical University of Madrid (UPM) industrial engineering students on the use of nominal groups (NG) in English for Academic and Professional Purposes (EAPP). In order to confirm that NG is the EAPP linguistic feature that presents the greatest difficulty to Spanish engineering students, a statistical analysis of the data obtained from the application of a general English test and the EAPP linguistic features tests -developed for this purpose- was carried out. Consequently, this linguistic feature needs to be specifically taught in order to be used correctly by Spanish engineering students. The study begins by presenting the general language characteristics of EAPP, among which the frequent presence of NG in scientific and technical writings stands out. It verifies the hypothesis that the understanding and use of NG in English is the most difficult linguistic feature for Spanish engineering students. It explains the features of English NG analyzing the words they are composed of by depicting the types of words, regularities and exceptions that are present in technical and scientific English. It also explains the behavior of the different grammar categories that act as pre-modifiers of the noun and focuses on real examples taken from authentic publications and quantitative data, to reach objective conclusions about the use and degree of difficulty of the NG for the students. The research methodology includes the gathering of data from the 5th year industrial engineering students´ tests and analyzing them by means of the ANOVA statistical application. The data have been treated in relation to the students’ Common European Framework of Reference for Languages (CEFRL) levels, which range from A2 to C1, although the majority lye between B1 and B2 levels. The conclusions are based on the results, which allow us to obtain relevant information about the understanding and use of NG –simple and complex- by the focus group, with a 95% confidence level. From these data, a methodological approach to NG teaching has been tested to help students to acquire such linguistic feature. The general structure of this thesis is divided into six chapters. The first is an introduction containing the reasons that have motivated this piece of research, the hypotheses, objectives and methodology employed. The second deals with the distinctive linguistic features of EST underlying the concepts of linguistic and communicative competence. Chapter three focuses on the grammar aspects of NG. Chapter four contains the empirical study and the statistical analysis of the data. Results allow us to reach objective conclusions about the degree of difficulty of the EAPP linguistic features studied, focusing on simple and complex NG. Chapter five discusses a methodological approach to the teaching of NG in an EST context, comparing students’ test results before and after the NG teaching application. Finally, chapter six discusses the findings obtained along the study, presenting the conclusions, limitations and recommendations for future research in this area.

Validation of the Item-Attribute Matrix in TIMSS-Mathematics Using Multiple Regression and the LSDM

The purposes of this study were (1) to validate of the item-attribute matrix using two levels of attributes (Level 1 attributes and Level 2 sub-attributes), and (2) through retrofitting the diagnostic models to the mathematics test of the Trends in International Mathematics and Science Study (TIMSS), to evaluate the construct validity of TIMSS mathematics assessment by comparing the results of two assessment booklets. Item data were extracted from Booklets 2 and 3 for the 8th grade in TIMSS 2007, which included a total of 49 mathematics items and every student's response to every item. The study developed three categories of attributes at two levels: content, cognitive process (TIMSS or new), and comprehensive cognitive process (or IT) based on the TIMSS assessment framework, cognitive procedures, and item type. At level one, there were 4 content attributes (number, algebra, geometry, and data and chance), 3 TIMSS process attributes (knowing, applying, and reasoning), and 4 new process attributes (identifying, computing, judging, and reasoning). At level two, the level 1 attributes were further divided into 32 sub-attributes. There was only one level of IT attributes (multiple steps/responses, complexity, and constructed-response). Twelve Q-matrices (4 originally specified, 4 random, and 4 revised) were investigated with eleven Q-matrix models (QM1 ~ QM11) using multiple regression and the least squares distance method (LSDM). Comprehensive analyses indicated that the proposed Q-matrices explained most of the variance in item difficulty (i.e., 64% to 81%). The cognitive process attributes contributed to the item difficulties more than the content attributes, and the IT attributes contributed much more than both the content and process attributes. The new retrofitted process attributes explained the items better than the TIMSS process attributes. Results generated from the level 1 attributes and the level 2 attributes were consistent. Most attributes could be used to recover students' performance, but some attributes' probabilities showed unreasonable patterns. The analysis approaches could not demonstrate if the same construct validity was supported across booklets. The proposed attributes and Q-matrices explained the items of Booklet 2 better than the items of Booklet 3. The specified Q-matrices explained the items better than the random Q-matrices.

Soil quality response to land-use change for sugarcane expansion in Brazil

Globally, increasing demands for biofuels have intensified the rate of land-use change (LUC) for expansion of bioenergy crops. In Brazil, the world\'s largest sugarcane-ethanol producer, sugarcane area has expanded by 35% (3.2 Mha) in the last decade. Sugarcane expansion has resulted in extensive pastures being subjected to intensive mechanization and large inputs of agrochemicals, which have direct implications on soil quality (SQ). We hypothesized that LUC to support sugarcane expansion leads to overall SQ degradation. To test this hypothesis we conducted a field-study at three sites in the central-southern region, to assess the SQ response to the primary LUC sequence (i.e., native vegetation to pasture to sugarcane) associated to sugarcane expansion in Brazil. At each land use site undisturbed and disturbed soil samples were collected from the 0-10, 10-20 and 20-30 cm depths. Soil chemical and physical attributes were measured through on-farm and laboratory analyses. A dataset of soil biological attributes was also included in this study. Initially, the LUC effects on each individual soil indicator were quantified. Afterward, the LUC effects on overall SQ were assessed using the Soil Management Assessment Framework (SMAF). Furthermore, six SQ indexes (SQI) were developed using approaches with increasing complexity. Our results showed that long-term conversion from native vegetation to extensive pasture led to soil acidification, significant depletion of soil organic carbon (SOC) and macronutrients [especially phosphorus (P)] and severe soil compaction, which creates an unbalanced ratio between water- and air-filled pore space within the soil and increases mechanical resistance to root growth. Conversion from pasture to sugarcane improved soil chemical quality by correcting for acidity and increasing macronutrient levels. Despite those improvements, most of the P added by fertilizer accumulated in less plant-available P forms, confirming the key role of organic P has in providing available P to plants in Brazilian soils. Long-term sugarcane production subsequently led to further SOC depletions. Sugarcane production had slight negative impacts on soil physical attributes compared to pasture land. Although tillage performed for sugarcane planting and replanting alleviates soil compaction, our data suggested that the effects are short-term with persistent, reoccurring soil consolidation that increases erosion risk over time. These soil physical changes, induced by LUC, were detected by quantitative soil physical properties as well as by visual evaluation of soil structure (VESS), an on-farm and user-friendly method for evaluating SQ. The SMAF efficiently detected overall SQ response to LUC and it could be reliably used under Brazilian soil conditions. Furthermore, since all of the SQI values developed in this study were able to rank SQ among land uses. We recommend that simpler and more cost-effective SQI strategies using a small number of carefully chosen soil indicators, such as: pH, P, K, VESS and SOC, and proportional weighting within of each soil sectors (chemical, physical and biological) be used as a protocol for SQ assessments in Brazilian sugarcane areas. The SMAF and SQI scores suggested that long-term conversion from native vegetation to extensive pasture depleted overall SQ, driven by decreases in chemical, physical and biological indicators. In contrast, conversion from pasture to sugarcane had no negative impacts on overall SQ, mainly because chemical improvements offset negative impacts on biological and physical indicators. Therefore, our findings can be used as scientific base by farmers, extension agents and public policy makers to adopt and develop management strategies that sustain and/or improving SQ and the sustainability of sugarcane production in Brazil.

Assessing the Single Supervisory Mechanism: passing the point of no return for Europe's banking union. Egmont Paper No. 58, June 2013

From the Executive Summary. Europe’s financial and sovereign debt crises have become increasingly interconnected. In order to break the negative feedback loop between the two, the EU has decided to create a common supervisory framework for the banking sector: the Single Supervisory Mechanism (SSM). The SSM will involve a supervisory system including both the national supervisors and the European Central Bank (ECB). By endowing the ECB with supervisory authority over a major part of the European banking sector, the SSM’s creation will result in a shake-up of the way in which the European financial sector is being supervised. Under the right circumstances, this could be a major step forward in addressing Europe’s interconnected crises.

Age deterimation of sediment cores from the Atlantic Ocean

High resolution benthic oxygen isotope records combined with radiocarbon datings, from cores retrieved in the North, Equatorial, and South Atlantic are used to establish a reliable cronostratigraphy for the last 60 ky. This common temporal framework enables us to study the timing of the sub-Milankovitch climate variability in the entire surface Atlantic during this period, as reflected in planktonic oxygen isotope records. Variations in sea surface temperatures in the Equatorial and South Atlantic reveal two warm periods during the mid-stage 3 which are correlated to the warming observed in the North Atlantic after Heinrich events (HL) 5 and 4. However, the records show that the warming started about 1500 y earlier in the South Atlantic. A zonally averaged ocean circulation model simulates a similar north-south thermal antiphasing between the latitudes of our coring sites, when pertubated by a freshwater flux anomaly. We infer that the observed phase relationship between the northern and the southern Atlantic is related to periods of reduced NADW production in the North Atlantic, such as during HL5 and HL4.

Nonparametric Identication and Structural Estimation of Auction Models

Thesis (Ph.D.)--University of Washington, 2016-06