374 research outputs found
Soft failure localization during commissioning testing and lightpath operation
No full textIn elastic optical networks (EONs), effective soft failure localization is of paramount importance to early detection of service level agreement violations while anticipating possible hard failure events. So far, failure localization techniques have been proposed and deployed mainly for hard failures, while significant work is still required to provide effective and automated solutions for soft failures, both during commissioning testing and in-operation phases. In this paper, we focus on soft failure localization in EONs by proposing two techniques for active monitoring during commissioning testing and for passive in-operation monitoring. The techniques rely on specifically designed low-cost optical testing channel (OTC) modules and on the widespread deployment of cost-effective optical spectrum analyzers (OSAs). The retrieved optical parameters are elaborated by machine learning-based algorithms running in the agent's node and in the network controller. In particular, the Testing optIcal Switching at connection SetUp timE (TISSUE) algorithm is proposed to localize soft failures by elaborating the estimated bit-error rate (BER) values provided by the OTC module. In addition, the FailurE causE Localization for optIcal NetworkinG (FEELING) algorithm is proposed to localize failures affecting a lightpath using OSAs. Extensive simulation results are presented, showing the effectiveness of the TISSUE algorithm in properly exploiting OTC information to assess BER performance of quadrature-phase-shift-keying-modulated signals, and the high accuracy of the FEELING algorithm to correctly detect soft failures as laser drift, filter shift, and tight filtering
Traducció i creació : les perspectives de Kundera i Borges
No full textLa traducció s'ha considerat sovint com una activitat subalterna de la creació. Tanmateix, nombroses obres considerades d'autor, i fins i tot canòniques i fundacionals, s'acosten molt a la traducció. Shakespeare reciclava històries i Diderot traduïa Sterne a la seva manera. No es podria considerar la traducció com un gènere literari més? Aquesta és la perspectiva defensada per Borges, però en canvi força contestada per Kundera. Mentre Borges qüestiona que la precedència hagi d'implicar preeminència, Kundera entén la crisi de l'autoritat com un atemptat contra l'individu. La fi de la submissió de la traducció ha de ser necessàriament la fi del reconeixement de la creativitat?Translation has often been seen as an activity subordinate to creation. However, numerous works considered as by an author, even essential works in the literary canon, are very close to translation. Shakespeare recycled stories and Diderot translated Sterne in his own way. Can translation not be viewed as just another literary genre? This is the perspective defended by Borges, but strongly opposed by Kundera. Whereas Borges questions whether precedence has to mean preeminence, Kundera understands the crisis of authorship as an attack on the individual. Does the end of the submission of the translation necessarily have to be the end of the recognition of creativity
Measurement of some charm particle decay branching ratios
No full textSIGLEAvailable from British Library Document Supply Centre- DSC:DX83747 / BLDSC - British Library Document Supply CentreGBUnited Kingdo
D MESON PRODUCTION FROM 400-GeV/c p p INTERACTIONS. EVIDENCE FOR LEADING DIQUARKS?
No full textResults of fitting the differential distributions in xF and pT2 of D mesons produced in 400 GeV/c p-p interactions to the form View the MathML source are discussed. The D+ distribution is found to be relatively hard [n=3.1±0.8〈Pt2〉=1.32±0.27 (GeV/c)2] and the D̄0 distribution relatively soft [n=8.1±1.9,〈pT2〉=0.62±0.14 (GeV/c)2] compared to the average for all D's [n=4.9±0.5,〈pT2〉=0.99±0.10 (GeV/c)2]. It is suggested that these distributions could reflect contribution of leading di-quarks in pp collisions. Comparison is made with evidence for leading quarks in charm production in 360 GeV/cπ−p interactions
Teaching social inclusion, public policy and governance through active learning and educational games
No full text[EN] How can an active learning approach enhance how key topics in public policy, public administration, and governance are taught? This article describes four educational game scenarios that illustrate decision-making processes in social inclusion policies. Various governance aspects can be examined through these games, including accountability reforms, crisis management, challenges in implementing artificial intelligence in social service provision, and market regulation. All these cases have been developed within the framework of the P-Cube project, an Erasmus + project that aims to foster active learning through the use of educational games for teaching public policy. The first case illustrates the effect of regulation on nursing home services, and aims to examine the implications of establishing independent agencies to regulate specific social sectors and the involvement and participation of the market and stakeholders in these regulatory bodies. The second case explores the application of artificial intelligence and automated decision-making in a surveillance system for detecting welfare fraud, in which the main learning objective is to discuss governance implications and consequences for social innovation and inclusion. The third case examines the implementation of alternative solutions for providing school meals to children from low-income families during the COVID-19 pandemic. The main objective here is to explore the role of participatory mechanisms in driving policy change and to identify the factors influencing their degree of effectiveness. The fourth case explores the potential ways of regulating the rights of workers employed in the digital platform-based economy. Our cases target graduate and postgraduate students in political science, public administration, public policy, social policy, and other related fields. They also offer valuable insights for practitioners, specifically public managers at different organizational levels.The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Erasmus+ (Project number: 2020-1-IT02- KA203-07963).Pérez-Durán, I.;Acebillo Baqué, Miriam;Comellas-Bonsfills, JM. (2025). Teaching social inclusion, public policy and governance through active learning and educational games. Teaching Public Administration. 43(3):294-310. https://doi.org/10.1177/01447394241307506S29431043
Rubem Fonseca e o policial noir
No full textRubem Fonseca is considered a key author in the introduction of crime fiction in Brazil. This article reviews his contribution to the genre and analyzes the specifics of his narrative in the context of Brazilian literature, in which Fonseca breaks from and exceeds the traditional dichotomies between high and popular literature. Fonseca becomes part of the distinct tradition of crime fiction, which he reinterprets differently in his short stories by giving voice to the marginalized, and in his novels by incorporating elements of hardboiled, noir fiction, and even whodunit. The character of Mandrake is situated in a context that increasingly includes paraliterary concerns.Rubem Fonseca é considerado um autor chave na introdução do policial no Brasil. O artigo revisa a sua contribuição no gênero e analisa as especificidades da sua narrativa no quadro da literatura brasileira, na qual Fonseca representa várias ruturas e ultrapassa as clássicas dicotomias entre o culto e o popular. Fonseca insere-se nas distintas tradições do policial, que reinterpreta de forma distinta nos seus contos — em que dá a voz aos marginais— e nos romances — que incorporam elementos do hard-boiled, do noir e até do romance enigma. A figura de Mandrake é situada nesse contexto que evolui para preocupações crescentemente paraliterárias
Les valoracions tòpiques que la societat fa del gènere
No full textA l'article es planteja el paper de l'escola en una societat canviant tenint en compte que la seva funció va més enllà de la retransmissió de coneixements i que ens podem trobar amb dades i situacions on els valors imperants són inadequats. Segons l'autora, a partir de la reforma educativa pren importància l'àmbit de les actituds i del que comporten, tot destacant les diferències entre persones a causa dels estereotips vinculats al gènere. El text se centra en el context escolar i analitza tres tipus de situacions on es reflecteixen les diferències existents en l'entorn social sobre els estereotips i les actituds atribuïts implícitament al gènere, i s'arriba a la conclusió que la coeducació ha de promoure que els alumnes puguin desenvolupar- se de forma plena i lliures dels models estereotipats.En el artículo se plantea el papel de la escuela en una sociedad cambiante teniendo en cuenta que su función va más allá de la retransmisión de conocimientos y que nos podemos encontrar con datos y situaciones donde los valores dominantes son inadecuados. Según la autora, a partir de la reforma educativa coge importancia el ámbito de las actitudes y de lo que comportan, destacando las diferencias entre personas a causa de los estereotipos vinculados al género. El texto se centra en el contexto escolar y analiza tres tipos de situaciones donde están reflejadas las diferencias existentes en el entorno social sobre los estereotipos y las actitudes atribuidos implícitamente al género, y se llega a la conclusión de que la coeducación ha de promover que los alumnos puedan desarrollarse totalmente y libres de modelos estereotipados.The author's aim is to think over the role of the school in a changing society, taking into account that nowadays this role is not limited to the transmition of knowledge and that we can find some data and situations where the ruling values are not the correct ones, considering some educational purposes. As the author remarks, with the new Spanish educational system the attitude's issue and all what is involved in it -particularly the differences among persons because of the gender's stereotypes- becomes more important. The text focuses on the schools context and analyses three kind of situations that reflect that differences of the social environment, which are related to those attributed-gender stereotypes and attitudes. Thus, the author concludes that coeducation must make easier the student's development according to a model free of stereotypes
Autoria contra tradução ou tradução como autoria: Milan Kundera, Jorge Luis Borges e o fim do indivíduo
No full text[eng] Translation has often been seen as an activity subordinate to creation. However, numerous works considered as by an author, even essential works in the literary canon, are very close to translation. Shakespeare recycled stories and Diderot translated Sterne in his own way. Can translation not be viewed as just another literary genre? This is the perspective defended by Borges, but strongly opposed by Kundera. Whereas Borges questions whether precedence has to mean pre-eminence, Kundera understands the crisis of authorship as an attack on the individual. Does the end of the submission of the translation necessarily have to be the end of the recognition of creativity? [por] A tradução tem-se considerado com frequência uma atividade subalterna à criação. No entanto, muitas das obras catalogadas como sendo de autor, e até canônicas e basilares, aproximam-se bastante da tradução. Shakespeare reciclava histórias e Diderot traduzia Sterne do jeito dele. Não se poderia classificar a tradução como mais um gênero literário? Essa é a perspectiva defendida por Borges, e, pelo contrário, contestada por Kundera. Enquanto Borges questiona que a precedência deva implicar preeminência, Kundera sente a crise da autoria como um atentado contra o indivíduo. O fim da submissão da tradução tem de ser necessariamente o fim do reconhecimento da criatividade
Autoria contra tradução ou tradução como autoria: Milan Kundera, Jorge Luis Borges e o fim do indivíduo
No full text[eng] Translation has often been seen as an activity subordinate to creation. However, numerous works considered as by an author, even essential works in the literary canon, are very close to translation. Shakespeare recycled stories and Diderot translated Sterne in his own way. Can translation not be viewed as just another literary genre? This is the perspective defended by Borges, but strongly opposed by Kundera. Whereas Borges questions whether precedence has to mean pre-eminence, Kundera understands the crisis of authorship as an attack on the individual. Does the end of the submission of the translation necessarily have to be the end of the recognition of creativity? [por] A tradução tem-se considerado com frequência uma atividade subalterna à criação. No entanto, muitas das obras catalogadas como sendo de autor, e até canônicas e basilares, aproximam-se bastante da tradução. Shakespeare reciclava histórias e Diderot traduzia Sterne do jeito dele. Não se poderia classificar a tradução como mais um gênero literário? Essa é a perspectiva defendida por Borges, e, pelo contrário, contestada por Kundera. Enquanto Borges questiona que a precedência deva implicar preeminência, Kundera sente a crise da autoria como um atentado contra o indivíduo. O fim da submissão da tradução tem de ser necessariamente o fim do reconhecimento da criatividade
The Gospel for the Poor: Reimagining the Church’s Engagement with the Poor in Conversation with Clement of Alexandria, John Chrysostom, and Gregory Nazianzen
No full textAbstractThis thesis examines the ineffectiveness of the 21st century Church's work among the poor and reimagines this engagement through the lens of sermons given by Clement of Alexandria, Gregory Nazianzen, and John Chrysostom. The Church is the most charitable entity on the planet, however, despite giving away hundreds of billions of dollars a year and investing considerable time and effort towards the work of social justice, circumstances for the poor remain largely unchanged. The patristic period in question represents a vital conversation partner because their ministry to the poor catalyzed a movement that yielded exponential growth within their churches and made them significant players in the socio-political landscape in the Greco-Roman world. This study engages three sermons delivered by these pastors as a means of garnering a more granular feel for the common life within the Church. This thesis considers explicitly their use of the gospel as the modus operandi for ecclesial and social change and how reimagining our witness though this lens can be a catalyst for renewal.</p
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