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Multisensor Fusion Estimation for Systems with Uncertain Measurements, Based on Reduced Dimension Hypercomplex Techniques
(MDPI, 2022-07-18) Fernández-Alcalá, Rosa María; Jiménez-López, José Domingo; Navarro-Moreno, Jesús; Ruiz-Molina, Juan Carlos
The prediction and smoothing fusion problems in multisensor systems with mixed uncertainties and correlated noises are addressed in the tessarine domain, under Tk-properness conditions. Bernoulli distributed random tessarine processes are introduced to describe one-step randomly delayed and missing measurements. Centralized and distributed fusion methods are applied in a Tk-proper setting, k = 1, 2, which considerably reduce the dimension of the processes involved. As a consequence, efficient centralized and distributed fusion prediction and smoothing algorithms are devised with a lower computational cost than that derived from a real formalism. The performance of these algorithms is analyzed by using numerical simulations where different uncertainty situations are considered: updated/delayed and missing measurements.
Datos ensayos de pull-out con fibras poliméricas obtenidas de procesos de reciclaje
(2025-07-30) García-Rodríguez, Jorge Luis; Suárez-Guerra, Fernando
Data corresponds to two experimental campaigns using the pull-out test. One campaign involved PET fibers in gypsum matrices,while the other used fibers from different sources in both gypsum and cement mortar matrices.
Files starting with "1" refer to the first campaign, and those starting with "2" refer to the second. Files containing "DIC" have data obtained via digital image correlation, while those with "load-displacement" contain diagrams from the universal testing machine.
The iron cage of the music teaching profession: A multi-case study on how primary music teachers in Spain understand bureaucracy
(Sage Journals, 2023) Bravo-Fuentes, Paloma; Mateos-Moreno, Daniel
Despite being an unavoidable part of the music teaching profession, bureaucracy remains an understudied and ill-defined topic in the research literature. However, its investigation may benefit the music teaching profession by re-thinking policy, informing music teacher education programmes and fostering a mutual understanding among music teachers and policymakers. Therefore, in the present study, we aimed to investigate the understandings of Spanish music teachers in relation to bureaucracy and to compare these with the views of the teachers of other subjects in primary education. The perspective of purposefully selected music teachers were thus explored in-depth and contrasted with the views of their counterparts in a multiple case-study design. Our findings contribute a taxonomy of bureaucracy in the music teaching profession. Additionally, we conclude that the views of our music teacher participants on bureaucracy are mainly negative and slightly more pessimistic than those of their counterparts. In discussing our results, we connect these views with the Weberian ‘iron cage’ of bureaucracy and Arendt’s ‘government of Nobody’ as a substitute for democracy in governing education. Finally, we hypothesise a dystopic future of deprofessionalisation as a result of these primary music teachers’ declared lack of control over their own organisational tasks.
The subject ‘music’ from inside versus outside the music teaching profession: a comparative case study on the views of music and non-music primary education teachers in Spain
(Routledge / Taylor & Francis, 2023-08-05) Bravo-Fuentes, Paloma; Mateos-Moreno, Daniel
Music as a subject in compulsory education is thought to have both a low reputation and a globally declining relevance. However, research findings have been contradictory in exploring the beliefs of teachers on the subject and have mainly targeted the Anglo-Saxon context. With the present study, we aim to shed light on how teachers understand this subject by adopting an approach that is novel to the extant research. By means of a comparative multi-case study, we contrasted the views of purposefully selected music and non-music teachers in the context of primary education in Spain. Our findings indicate that both cases shared a relativistic perspective on the subject's value, which is conceived as highly dependent on the advocacy and in-class teaching methodology adopted by each music teacher, as well as concerns about its teaching methodology. However, our analysis also reveals several discrepancies between the beliefs of both cases that may lead to mutual misunderstandings. Furthermore, our study suggests a lack of understanding of the role and needs of the music teacher by their counterparts, alongside music teachers having false assumptions about their counterparts’ views on their subject. Finally, we provide implications for increasing the perceived relevance of the subject that may also contribute to a better school climate for music teachers in the context of our participants.
The ‘professional digital competence’: Exploring the perspective of primary music teachers in Spain
(SAGE, 2023-12-30) Bravo-Fuentes, Paloma; Mateos-Moreno, Daniel
The terms ‘Digital competence’ or ‘Professional digital competence’ are frequently used, yet their understanding remains varied and elusive. Moreover, existing research in education heavily focuses on the study of digital competence among students, with comparatively limited attention given to teachers. In this study, we aim to investigate primary music teachers’ perspectives on ‘professional digital competence’ in Spain. This entails understanding their conceptualizations on (1) the term itself, (2) the cultivation of related skills and (3) its practical application with students. Additionally, we seek to compare primary music teachers’ viewpoints with those of teachers from other subjects. Through a qualitative multi-case study involving purposeful sampling of 20 participants, the results suggest that our music teachers, regardless of their self-stated technological skills, possess a limited understanding of the ‘professional digital competence’ and express negative or pessimistic beliefs towards its development and implementation. Furthermore, they feel compelled to use educational technology despite their reservations. Our findings similarly indicate that their beliefs are not meaningfully different from those of non-music teachers in the same context. In discussing the implications, we suggest that these beliefs may lead to stress and anxiety among participants, necessitating support from educational administrators. Additionally, we propose that future research should further investigate both why and how our participants feel/are pressured to use technology, and the particular disadvantages of technology in music education identified in our analysis of their beliefs.