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In recent years, the proliferation of social networks has been remarkable, providing a rich source for data mining endeavours. However, a significant challenge lies in safeguarding the privacy of individuals while sharing these databases publicly. Current approaches such as K-anonymity, L-diversity, and Tcloseness, are commonly employed for data anonymization in social networks. However, these techniques entail considerable information loss due to random alterations in the graph-based datasets. To addressthese limitations, this paper introduces a new anonymization technique called KMFC-GWO, which combines K-Member Fuzzy Clustering with Grey Wolf Optimizer. This integrated method is designed to strengthen the anonymized graph against a range of threats, including identity, attribute, link disclosure, and similarity attacks, while significantly reducing information loss. Within the KMFC-GWO framework, Kmember fuzzy c-means clustering is utilized to create wellbalanced clusters, each meeting the K-anonymity requirement. Subsequently, the Grey Wolf Optimizer is applied to optimize cluster formation and effectively anonymize the social network graph. The objective function is carefully crafted to minimize both clustering error and information loss, while ensuring adherence to predefined anonymity criteria.

In recent years, the proliferation of social networks has been remarkable, providing a rich source for data mining endeavours. However, a significant challenge lies in safeguarding the privacy of individuals while sharing these databases publicly. Current approaches such as K-anonymity, L-diversity, and Tcloseness, are commonly employed for data anonymization in social networks. However, these techniques entail considerable information loss due to random alterations in the graph-based datasets. To addressthese limitations, this paper introduces a new anonymization technique called KMFC-GWO, which combines K-Member Fuzzy Clustering with Grey Wolf Optimizer. This integrated method is designed to strengthen the anonymized graph against a range of threats, including identity, attribute, link disclosure, and similarity attacks, while significantly reducing information loss. Within the KMFC-GWO framework, Kmember fuzzy c-means clustering is utilized to create wellbalanced clusters, each meeting the K-anonymity requirement. Subsequently, the Grey Wolf Optimizer is applied to optimize cluster formation and effectively anonymize the social network graph. The objective function is carefully crafted to minimize both clustering error and information loss, while ensuring adherence to predefined anonymity criteria.

A medical field that is increasingly benefiting from Artificial Intelligence applications is Gyne- cology and Obstetrics. In previous work, we exposed that Artificial Intelligence (AI) technology and obstetric control by physicians can enhance pregnancy health, leading to better pregnancy outcomes and overall better experience, also reducing any possible long-term effects that can be produced by complications. This work presents a data collection methodology for responsible AI in Health and a case study in the pregnancy domain. It is a qualitative descriptive study on the preferences and expectations expressed by pregnant women regarding responsible AI and affective computing. A 41-items structured interview was distributed among 150 pregnant pa- tients attending prenatal care at Hospital Virgen del Rocío and the Clinic Victoria Rey (Seville, Spain) during the months of October and November 2020. A substantial interest in intelligent pregnancy solutions among pregnant women has been revealed in this study. Participants with a lower level of interest reported privacy concerns and lack of trust towards AI solutions. Re- garding affective computing based intelligent solutions specifically, most participants reported positively and no significant difference was found between women having a healthy or a high risk pregnancy on this matter. Our findings also suggest that a high demand of personalized intelligent solutions exists among participants. On the topic of sharing pregnancy data with the healthcare provider in favor of scientific research, pregnant women assisting public health- care services were found to be more likely to share their data when the provider was a public healthcare system rather than a private entity. Pregnant women who are interested in using an AI pregnancy application share a strong idea that it needs to be responsible, trustworthy, useful, and safe. Likewise, we found that pregnant women would change their mind about their concerns and they wou

The health care building designing is a very difficult process in which there are a great quantity of parameters and variables that it is necessary to consider. The health care building should reach the population needs. Additionally, the design of this type of building and the related facilities involves a great quantity of regulations which they are adapted to the different countries. Thus, the health care facilities should be designed according to numerous and complex regulations. The checking of this regulation is very difficult and usually involves big teams of specialized engineers and architects. The proposed Case-Based Reasoning (CBR) and Reinforcement Learning can analyse the data about building design (provided in an Extended Mark-up Language or XML file, and other compatible formats), checking, and validating the regulations. This approach allows to reduce the specialized and high qualified personnel, providing a report with the checking regulations, and the traceability of warning and faults in the application of regulations.

Artificial Intelligence has been widely applied to a majority of research areas, including health and medicine. Certain complications or disorders that can appear during pregnancy can endanger the life of both mother and fetus. There is enough scientific literature to support the idea that emotional aspects can be a relevant risk factor in pregnancy (such as anxiety, stress or depression, for instance). This paper presents a scoping review of the scientific literature from the past 12 years (2008-2020) to identify which methodologies, techniques, algorithms and frameworks are used in Artificial Intelligence and Affective Computing for pregnancy health and well-being. The methodology proposed by Arksey and O'Malley, in conjunction with PRISMA-ScR framework has been used to create this review. Despite the relevance that emotional status can have as a risk factor during pregnancy, one of the main findings of this study is that there is still not a significant amount of literature on automatic analysis of emotion. Health enhancement and well-being for pregnant women can be achieved with artificial intelligence or affective computing based devices, hence future work on this topic is strongly suggested.

Artificial Intelligence has been widely applied to a majority of research areas, including health and medicine. Certain complications or disorders that can appear during pregnancy can endanger the life of both mother and fetus. There is enough scientific literature to support the idea that emotional aspects can be a relevant risk factor in pregnancy (such as anxiety, stress or depression, for instance). This paper presents a scoping review of the scientific literature from the past 12 years (2008-2020) to identify which methodologies, techniques, algorithms and frameworks are used in Artificial Intelligence and Affective Computing for pregnancy health and well-being. The methodology proposed by Arksey and O'Malley, in conjunction with PRISMA-ScR framework has been used to create this review. Despite the relevance that emotional status can have as a risk factor during pregnancy, one of the main findings of this study is that there is still not a significant amount of literature on automatic analysis of emotion. Health enhancement and well-being for pregnant women can be achieved with artificial intelligence or affective computing based devices, hence future work on this topic is strongly suggested.

Artificial Intelligence has been widely applied to a majority of research areas, including health and medicine. Certain complications or disorders that can appear during pregnancy can endanger the life of both mother and fetus. There is enough scientific literature to support the idea that emotional aspects can be a relevant risk factor in pregnancy (such as anxiety, stress or depression, for instance). This paper presents a scoping review of the scientific literature from the past 12 years (2008-2020) to identify which methodologies, techniques, algorithms and frameworks are used in Artificial Intelligence and Affective Computing for pregnancy health and well-being. The methodology proposed by Arksey and O'Malley, in conjunction with PRISMA-ScR framework has been used to create this review. Despite the relevance that emotional status can have as a risk factor during pregnancy, one of the main findings of this study is that there is still not a significant amount of literature on automatic analysis of emotion. Health enhancement and well-being for pregnant women can be achieved with artificial intelligence or affective computing based devices, hence future work on this topic is strongly suggested.

Industrial Engineering degree course syllabuses include a series of basic, common skills which must be acquired by those studying for any of the five qualifications that can be obtained in the subject. This paper presents a reflection on the content which should be included in the subject that cover the proficiency “Basic Electronics”, analysing the content of the subjects taught to develop skills in this field in some Spanish universities and detailing the subject content offered by the “Escuela Politécnica Superior” (Advanced Polytechnic School) at the University of Seville

Industrial Engineering degree course syllabuses include a series of basic, common skills which must be acquired by those studying for any of the five qualifications that can be obtained in the subject. This paper presents a reflection on the content which should be included in the subject that cover the proficiency “Basic Electronics”, analysing the content of the subjects taught to develop skills in this field in some Spanish universities and detailing the subject content offered by the “Escuela Politécnica Superior” (Advanced Polytechnic School) at the University of Seville

En el desarrollo de los títulos de grado de Ingeniería Industrial aparecen un conjunto de competencias (básicas y comunes) que deben ser adquiridas por los alumnos que cursen cualquiera de sus cinco titulaciones. En esta comunicación se presenta una reflexión sobre los contenidos que debe presentar la asignatura que cubra la competencia “Conocimientos de los fundamentos de la Electrónica”, analizando los contenidos de las asignaturas que desarrollan esta competencia en algunas de las universidades de España y presentando con detalle la asignatura que la desarrolla en la Escuela Politécnica Superior de la Universidad de Sevilla.

Industrial Engineering degree course syllabuses include a series of basic, common skills which must be acquired by those studying for any of the five qualifications that can be obtained in the subject. This paper presents a reflection on the content which should be included in the subject that cover the proficiency “Basic Electronics”, analysing the content of the subjects taught to develop skills in this field in some Spanish universities and detailing the subject content offered by the “Escuela Politécnica Superior” (Advanced Polytechnic School) at the University of Seville

Industrial Engineering degree course syllabuses include a series of basic, common skills which must be acquired by those studying for any of the five qualifications that can be obtained in the subject. This paper presents a reflection on the content which should be included in the subject that cover the proficiency “Basic Electronics”, analysing the content of the subjects taught to develop skills in this field in some Spanish universities and detailing the subject content offered by the “Escuela Politécnica Superior” (Advanced Polytechnic School) at the University of Seville

En el desarrollo de los títulos de grado de Ingeniería Industrial aparecen un conjunto de competencias (básicas y comunes) que deben ser adquiridas por los alumnos que cursen cualquiera de sus cinco titulaciones. En esta comunicación se presenta una reflexión sobre los contenidos que debe presentar la asignatura que cubra la competencia “Conocimientos de los fundamentos de la Electrónica”, analizando los contenidos de las asignaturas que desarrollan esta competencia en algunas de las universidades de España y presentando con detalle la asignatura que la desarrolla en la Escuela Politécnica Superior de la Universidad de Sevilla.

En el desarrollo de los títulos de grado de Ingeniería Industrial aparecen un conjunto de competencias (básicas y comunes) que deben ser adquiridas por los alumnos que cursen cualquiera de sus cinco titulaciones. En esta comunicación se presenta una reflexión sobre los contenidos que debe presentar la asignatura que cubra la competencia “Conocimientos de los fundamentos de la Electrónica”, analizando los contenidos de las asignaturas que desarrollan esta competencia en algunas de las universidades de España y presentando con detalle la asignatura que la desarrolla en la Escuela Politécnica Superior de la Universidad de Sevilla.

Industrial Engineering degree course syllabuses include a series of basic, common skills which must be acquired by those studying for any of the five qualifications that can be obtained in the subject. This paper presents a reflection on the content which should be included in the subject that cover the proficiency “Basic Electronics”, analysing the content of the subjects taught to develop skills in this field in some Spanish universities and detailing the subject content offered by the “Escuela Politécnica Superior” (Advanced Polytechnic School) at the University of Seville

Industrial Engineering degree course syllabuses include a series of basic, common skills which must be acquired by those studying for any of the five qualifications that can be obtained in the subject. This paper presents a reflection on the content which should be included in the subject that cover the proficiency “Basic Electronics”, analysing the content of the subjects taught to develop skills in this field in some Spanish universities and detailing the subject content offered by the “Escuela Politécnica Superior” (Advanced Polytechnic School) at the University of Seville

En el desarrollo de los títulos de grado de Ingeniería Industrial aparecen un conjunto de competencias (básicas y comunes) que deben ser adquiridas por los alumnos que cursen cualquiera de sus cinco titulaciones. En esta comunicación se presenta una reflexión sobre los contenidos que debe presentar la asignatura que cubra la competencia “Conocimientos de los fundamentos de la Electrónica”, analizando los contenidos de las asignaturas que desarrollan esta competencia en algunas de las universidades de España y presentando con detalle la asignatura que la desarrolla en la Escuela Politécnica Superior de la Universidad de Sevilla.

Industrial Engineering degree course syllabuses include a series of basic, common skills which must be acquired by those studying for any of the five qualifications that can be obtained in the subject. This paper presents a reflection on the content which should be included in the subject that cover the proficiency “Basic Electronics”, analysing the content of the subjects taught to develop skills in this field in some Spanish universities and detailing the subject content offered by the “Escuela Politécnica Superior” (Advanced Polytechnic School) at the University of Seville

En el desarrollo de los títulos de grado de Ingeniería Industrial aparecen un conjunto de competencias (básicas y comunes) que deben ser adquiridas por los alumnos que cursen cualquiera de sus cinco titulaciones. En esta comunicación se presenta una reflexión sobre los contenidos que debe presentar la asignatura que cubra la competencia “Conocimientos de los fundamentos de la Electrónica”, analizando los contenidos de las asignaturas que desarrollan esta competencia en algunas de las universidades de España y presentando con detalle la asignatura que la desarrolla en la Escuela Politécnica Superior de la Universidad de Sevilla.

En la Escuela Politécnica Superior (EPS) de la Universidad de Sevilla se ha trabajado, por tercer curso consecutivo, en un Plan de Acción Tutorial desarrollado por 16 profesores tutores y 20 alumnos mentores de 5 titulaciones de Ingeniería Técnica. El objetivo perseguido en este curso ha sido potenciar actividades que han surgido del propio albedrío de los alumnos mentores, lo que ha dado como resultado la realización de una serie de actividades de mentoría motivadas y dirigidas desde el principio por los alumnos mentores. La actividad conjunta de todos ellos ha llevado a organizar unos subgrupos de mentorías en función de determinadas características del alumnado de primer curso (deportistas, trabajadores, becarios de otras universidades…), a realizar reuniones presenciales de mentores para puesta a punto de estas actividades así como de puesta al día de los resultados que se iban consiguiendo, además de organizar una segunda captación de mentorizados tras las notas del primer cuatrimestre, y la protagonización de una Jornada de Mentoría al final del curso., A third edition with 16 tutorial lecturers and 20 tutorial students from five different degrees (Technical Engineering of the Polytechnical School, EPS, at University of Seville) in a Tutorial Plan development, has been prepared. During the present year, the main characteristic has been a serial of mentoring actions motivated and directed by these mentors. This activity has been organized considering several subgroups of mentoring depending on special characteristics in first year students (sportsplayers, workers, grant holders from other universities…), moreover the organization of a second recruiting of new students after the first term marks, updating meetings for mentors only, and to be main figures in a Congress on Mentoring at the end of the academic year.

En la Escuela Politécnica Superior (EPS) de la Universidad de Sevilla se ha trabajado, por tercer curso consecutivo, en un Plan de Acción Tutorial desarrollado por 16 profesores tutores y 20 alumnos mentores de 5 titulaciones de Ingeniería Técnica. El objetivo perseguido en este curso ha sido potenciar actividades que han surgido del propio albedrío de los alumnos mentores, lo que ha dado como resultado la realización de una serie de actividades de mentoría motivadas y dirigidas desde el principio por los alumnos mentores. La actividad conjunta de todos ellos ha llevado a organizar unos subgrupos de mentorías en función de determinadas características del alumnado de primer curso (deportistas, trabajadores, becarios de otras universidades…), a realizar reuniones presenciales de mentores para puesta a punto de estas actividades así como de puesta al día de los resultados que se iban consiguiendo, además de organizar una segunda captación de mentorizados tras las notas del primer cuatrimestre, y la protagonización de una Jornada de Mentoría al final del curso., A third edition with 16 tutorial lecturers and 20 tutorial students from five different degrees (Technical Engineering of the Polytechnical School, EPS, at University of Seville) in a Tutorial Plan development, has been prepared. During the present year, the main characteristic has been a serial of mentoring actions motivated and directed by these mentors. This activity has been organized considering several subgroups of mentoring depending on special characteristics in first year students (sportsplayers, workers, grant holders from other universities…), moreover the organization of a second recruiting of new students after the first term marks, updating meetings for mentors only, and to be main figures in a Congress on Mentoring at the end of the academic year.

En la Escuela Politécnica Superior (EPS) de la Universidad de Sevilla se ha trabajado, por tercer curso consecutivo, en un Plan de Acción Tutorial desarrollado por 16 profesores tutores y 20 alumnos mentores de 5 titulaciones de Ingeniería Técnica. El objetivo perseguido en este curso ha sido potenciar actividades que han surgido del propio albedrío de los alumnos mentores, lo que ha dado como resultado la realización de una serie de actividades de mentoría motivadas y dirigidas desde el principio por los alumnos mentores. La actividad conjunta de todos ellos ha llevado a organizar unos subgrupos de mentorías en función de determinadas características del alumnado de primer curso (deportistas, trabajadores, becarios de otras universidades…), a realizar reuniones presenciales de mentores para puesta a punto de estas actividades así como de puesta al día de los resultados que se iban consiguiendo, además de organizar una segunda captación de mentorizados tras las notas del primer cuatrimestre, y la protagonización de una Jornada de Mentoría al final del curso., A third edition with 16 tutorial lecturers and 20 tutorial students from five different degrees (Technical Engineering of the Polytechnical School, EPS, at University of Seville) in a Tutorial Plan development, has been prepared. During the present year, the main characteristic has been a serial of mentoring actions motivated and directed by these mentors. This activity has been organized considering several subgroups of mentoring depending on special characteristics in first year students (sportsplayers, workers, grant holders from other universities…), moreover the organization of a second recruiting of new students after the first term marks, updating meetings for mentors only, and to be main figures in a Congress on Mentoring at the end of the academic year.

En la Escuela Politécnica Superior (EPS) de la Universidad de Sevilla se ha trabajado, por tercer curso consecutivo, en un Plan de Acción Tutorial desarrollado por 16 profesores tutores y 20 alumnos mentores de 5 titulaciones de Ingeniería Técnica. El objetivo perseguido en este curso ha sido potenciar actividades que han surgido del propio albedrío de los alumnos mentores, lo que ha dado como resultado la realización de una serie de actividades de mentoría motivadas y dirigidas desde el principio por los alumnos mentores. La actividad conjunta de todos ellos ha llevado a organizar unos subgrupos de mentorías en función de determinadas características del alumnado de primer curso (deportistas, trabajadores, becarios de otras universidades…), a realizar reuniones presenciales de mentores para puesta a punto de estas actividades así como de puesta al día de los resultados que se iban consiguiendo, además de organizar una segunda captación de mentorizados tras las notas del primer cuatrimestre, y la protagonización de una Jornada de Mentoría al final del curso., A third edition with 16 tutorial lecturers and 20 tutorial students from five different degrees (Technical Engineering of the Polytechnical School, EPS, at University of Seville) in a Tutorial Plan development, has been prepared. During the present year, the main characteristic has been a serial of mentoring actions motivated and directed by these mentors. This activity has been organized considering several subgroups of mentoring depending on special characteristics in first year students (sportsplayers, workers, grant holders from other universities…), moreover the organization of a second recruiting of new students after the first term marks, updating meetings for mentors only, and to be main figures in a Congress on Mentoring at the end of the academic year.

En la Escuela Politécnica Superior (EPS) de la Universidad de Sevilla se ha trabajado, por tercer curso consecutivo, en un Plan de Acción Tutorial desarrollado por 16 profesores tutores y 20 alumnos mentores de 5 titulaciones de Ingeniería Técnica. El objetivo perseguido en este curso ha sido potenciar actividades que han surgido del propio albedrío de los alumnos mentores, lo que ha dado como resultado la realización de una serie de actividades de mentoría motivadas y dirigidas desde el principio por los alumnos mentores. La actividad conjunta de todos ellos ha llevado a organizar unos subgrupos de mentorías en función de determinadas características del alumnado de primer curso (deportistas, trabajadores, becarios de otras universidades…), a realizar reuniones presenciales de mentores para puesta a punto de estas actividades así como de puesta al día de los resultados que se iban consiguiendo, además de organizar una segunda captación de mentorizados tras las notas del primer cuatrimestre, y la protagonización de una Jornada de Mentoría al final del curso., A third edition with 16 tutorial lecturers and 20 tutorial students from five different degrees (Technical Engineering of the Polytechnical School, EPS, at University of Seville) in a Tutorial Plan development, has been prepared. During the present year, the main characteristic has been a serial of mentoring actions motivated and directed by these mentors. This activity has been organized considering several subgroups of mentoring depending on special characteristics in first year students (sportsplayers, workers, grant holders from other universities…), moreover the organization of a second recruiting of new students after the first term marks, updating meetings for mentors only, and to be main figures in a Congress on Mentoring at the end of the academic year.

En la Escuela Politécnica Superior (EPS) de la Universidad de Sevilla se ha trabajado, por tercer curso consecutivo, en un Plan de Acción Tutorial desarrollado por 16 profesores tutores y 20 alumnos mentores de 5 titulaciones de Ingeniería Técnica. El objetivo perseguido en este curso ha sido potenciar actividades que han surgido del propio albedrío de los alumnos mentores, lo que ha dado como resultado la realización de una serie de actividades de mentoría motivadas y dirigidas desde el principio por los alumnos mentores. La actividad conjunta de todos ellos ha llevado a organizar unos subgrupos de mentorías en función de determinadas características del alumnado de primer curso (deportistas, trabajadores, becarios de otras universidades…), a realizar reuniones presenciales de mentores para puesta a punto de estas actividades así como de puesta al día de los resultados que se iban consiguiendo, además de organizar una segunda captación de mentorizados tras las notas del primer cuatrimestre, y la protagonización de una Jornada de Mentoría al final del curso., A third edition with 16 tutorial lecturers and 20 tutorial students from five different degrees (Technical Engineering of the Polytechnical School, EPS, at University of Seville) in a Tutorial Plan development, has been prepared. During the present year, the main characteristic has been a serial of mentoring actions motivated and directed by these mentors. This activity has been organized considering several subgroups of mentoring depending on special characteristics in first year students (sportsplayers, workers, grant holders from other universities…), moreover the organization of a second recruiting of new students after the first term marks, updating meetings for mentors only, and to be main figures in a Congress on Mentoring at the end of the academic year.

En la Escuela Politécnica Superior (EPS) de la Universidad de Sevilla se ha trabajado, por tercer curso consecutivo, en un Plan de Acción Tutorial desarrollado por 16 profesores tutores y 20 alumnos mentores de 5 titulaciones de Ingeniería Técnica. El objetivo perseguido en este curso ha sido potenciar actividades que han surgido del propio albedrío de los alumnos mentores, lo que ha dado como resultado la realización de una serie de actividades de mentoría motivadas y dirigidas desde el principio por los alumnos mentores. La actividad conjunta de todos ellos ha llevado a organizar unos subgrupos de mentorías en función de determinadas características del alumnado de primer curso (deportistas, trabajadores, becarios de otras universidades…), a realizar reuniones presenciales de mentores para puesta a punto de estas actividades así como de puesta al día de los resultados que se iban consiguiendo, además de organizar una segunda captación de mentorizados tras las notas del primer cuatrimestre, y la protagonización de una Jornada de Mentoría al final del curso., A third edition with 16 tutorial lecturers and 20 tutorial students from five different degrees (Technical Engineering of the Polytechnical School, EPS, at University of Seville) in a Tutorial Plan development, has been prepared. During the present year, the main characteristic has been a serial of mentoring actions motivated and directed by these mentors. This activity has been organized considering several subgroups of mentoring depending on special characteristics in first year students (sportsplayers, workers, grant holders from other universities…), moreover the organization of a second recruiting of new students after the first term marks, updating meetings for mentors only, and to be main figures in a Congress on Mentoring at the end of the academic year.

En la Escuela Politécnica Superior (EPS) de la Universidad de Sevilla se ha trabajado, por tercer curso consecutivo, en un Plan de Acción Tutorial desarrollado por 16 profesores tutores y 20 alumnos mentores de 5 titulaciones de Ingeniería Técnica. El objetivo perseguido en este curso ha sido potenciar actividades que han surgido del propio albedrío de los alumnos mentores, lo que ha dado como resultado la realización de una serie de actividades de mentoría motivadas y dirigidas desde el principio por los alumnos mentores. La actividad conjunta de todos ellos ha llevado a organizar unos subgrupos de mentorías en función de determinadas características del alumnado de primer curso (deportistas, trabajadores, becarios de otras universidades…), a realizar reuniones presenciales de mentores para puesta a punto de estas actividades así como de puesta al día de los resultados que se iban consiguiendo, además de organizar una segunda captación de mentorizados tras las notas del primer cuatrimestre, y la protagonización de una Jornada de Mentoría al final del curso., A third edition with 16 tutorial lecturers and 20 tutorial students from five different degrees (Technical Engineering of the Polytechnical School, EPS, at University of Seville) in a Tutorial Plan development, has been prepared. During the present year, the main characteristic has been a serial of mentoring actions motivated and directed by these mentors. This activity has been organized considering several subgroups of mentoring depending on special characteristics in first year students (sportsplayers, workers, grant holders from other universities…), moreover the organization of a second recruiting of new students after the first term marks, updating meetings for mentors only, and to be main figures in a Congress on Mentoring at the end of the academic year.

En la Escuela Politécnica Superior (EPS) de la Universidad de Sevilla se ha trabajado, por tercer curso consecutivo, en un Plan de Acción Tutorial desarrollado por 16 profesores tutores y 20 alumnos mentores de 5 titulaciones de Ingeniería Técnica. El objetivo perseguido en este curso ha sido potenciar actividades que han surgido del propio albedrío de los alumnos mentores, lo que ha dado como resultado la realización de una serie de actividades de mentoría motivadas y dirigidas desde el principio por los alumnos mentores. La actividad conjunta de todos ellos ha llevado a organizar unos subgrupos de mentorías en función de determinadas características del alumnado de primer curso (deportistas, trabajadores, becarios de otras universidades…), a realizar reuniones presenciales de mentores para puesta a punto de estas actividades así como de puesta al día de los resultados que se iban consiguiendo, además de organizar una segunda captación de mentorizados tras las notas del primer cuatrimestre, y la protagonización de una Jornada de Mentoría al final del curso., A third edition with 16 tutorial lecturers and 20 tutorial students from five different degrees (Technical Engineering of the Polytechnical School, EPS, at University of Seville) in a Tutorial Plan development, has been prepared. During the present year, the main characteristic has been a serial of mentoring actions motivated and directed by these mentors. This activity has been organized considering several subgroups of mentoring depending on special characteristics in first year students (sportsplayers, workers, grant holders from other universities…), moreover the organization of a second recruiting of new students after the first term marks, updating meetings for mentors only, and to be main figures in a Congress on Mentoring at the end of the academic year.

Con el fin de integrar a los alumnos de nuevo ingreso, la Escuela Universitaria Politécnica de la Universidad de Sevilla ha puesto en marcha en el curso 2008-09 un Plan de Acción Tutorial (EUPAT) basado en una red en la que participan el profesorado tutor, alumnado mentor y alumnado tutorizado. En el presente trabajo se resumirá el proceso de formación del alumnado mentor y el trabajo desarrollado por el mismo dentro del Plan de Acción Tutorial. Así mismo, se analizarán las dificultades encontradas durante el transcurso de su formación y realización de la labor de mentoría y el nivel de satisfacción alcanzado. Finalmente, se hará una reflexión sobre las debilidades y los puntos de mejora que se pueden deducir del desarrollo hasta el momento de esta acción tutorial, In order to integrate new students, the Polytechnic School of the University of Seville has launched in the year 2008-09 an Tutorial Action Plan (EUPAT) based on a network involving teachers, mentor students and tutored students. In this paper we resume the formation of mentor students and work developed by the same within the Tutorial Action Plan. Also, analyzing the difficulties encountered during the course of their training and carrying out the work of mentoring and the satisfaction level achieved. Finally, we will reflect on the weaknesses and areas for improvement that can be deducted from the development until the time of this action tutorial.

Con el fin de integrar a los alumnos de nuevo ingreso, la Escuela Universitaria Politécnica de la Universidad de Sevilla ha puesto en marcha en el curso 2008-09 un Plan de Acción Tutorial (EUPAT) basado en una red en la que participan el profesorado tutor, alumnado mentor y alumnado tutorizado. En el presente trabajo se resumirá el proceso de formación del alumnado mentor y el trabajo desarrollado por el mismo dentro del Plan de Acción Tutorial. Así mismo, se analizarán las dificultades encontradas durante el transcurso de su formación y realización de la labor de mentoría y el nivel de satisfacción alcanzado. Finalmente, se hará una reflexión sobre las debilidades y los puntos de mejora que se pueden deducir del desarrollo hasta el momento de esta acción tutorial, In order to integrate new students, the Polytechnic School of the University of Seville has launched in the year 2008-09 an Tutorial Action Plan (EUPAT) based on a network involving teachers, mentor students and tutored students. In this paper we resume the formation of mentor students and work developed by the same within the Tutorial Action Plan. Also, analyzing the difficulties encountered during the course of their training and carrying out the work of mentoring and the satisfaction level achieved. Finally, we will reflect on the weaknesses and areas for improvement that can be deducted from the development until the time of this action tutorial.

Con el fin de integrar a los alumnos de nuevo ingreso, la Escuela Universitaria Politécnica de la Universidad de Sevilla ha puesto en marcha en el curso 2008-09 un Plan de Acción Tutorial (EUPAT) basado en una red en la que participan el profesorado tutor, alumnado mentor y alumnado tutorizado. En el presente trabajo se resumirá el proceso de formación del alumnado mentor y el trabajo desarrollado por el mismo dentro del Plan de Acción Tutorial. Así mismo, se analizarán las dificultades encontradas durante el transcurso de su formación y realización de la labor de mentoría y el nivel de satisfacción alcanzado. Finalmente, se hará una reflexión sobre las debilidades y los puntos de mejora que se pueden deducir del desarrollo hasta el momento de esta acción tutorial, In order to integrate new students, the Polytechnic School of the University of Seville has launched in the year 2008-09 an Tutorial Action Plan (EUPAT) based on a network involving teachers, mentor students and tutored students. In this paper we resume the formation of mentor students and work developed by the same within the Tutorial Action Plan. Also, analyzing the difficulties encountered during the course of their training and carrying out the work of mentoring and the satisfaction level achieved. Finally, we will reflect on the weaknesses and areas for improvement that can be deducted from the development until the time of this action tutorial.

Con el fin de integrar a los alumnos de nuevo ingreso, la Escuela Universitaria Politécnica de la Universidad de Sevilla ha puesto en marcha en el curso 2008-09 un Plan de Acción Tutorial (EUPAT) basado en una red en la que participan el profesorado tutor, alumnado mentor y alumnado tutorizado. En el presente trabajo se resumirá el proceso de formación del alumnado mentor y el trabajo desarrollado por el mismo dentro del Plan de Acción Tutorial. Así mismo, se analizarán las dificultades encontradas durante el transcurso de su formación y realización de la labor de mentoría y el nivel de satisfacción alcanzado. Finalmente, se hará una reflexión sobre las debilidades y los puntos de mejora que se pueden deducir del desarrollo hasta el momento de esta acción tutorial, In order to integrate new students, the Polytechnic School of the University of Seville has launched in the year 2008-09 an Tutorial Action Plan (EUPAT) based on a network involving teachers, mentor students and tutored students. In this paper we resume the formation of mentor students and work developed by the same within the Tutorial Action Plan. Also, analyzing the difficulties encountered during the course of their training and carrying out the work of mentoring and the satisfaction level achieved. Finally, we will reflect on the weaknesses and areas for improvement that can be deducted from the development until the time of this action tutorial.

Con el fin de integrar a los alumnos de nuevo ingreso, la Escuela Universitaria Politécnica de la Universidad de Sevilla ha puesto en marcha en el curso 2008-09 un Plan de Acción Tutorial (EUPAT) basado en una red en la que participan el profesorado tutor, alumnado mentor y alumnado tutorizado. En el presente trabajo se resumirá el proceso de formación del alumnado mentor y el trabajo desarrollado por el mismo dentro del Plan de Acción Tutorial. Así mismo, se analizarán las dificultades encontradas durante el transcurso de su formación y realización de la labor de mentoría y el nivel de satisfacción alcanzado. Finalmente, se hará una reflexión sobre las debilidades y los puntos de mejora que se pueden deducir del desarrollo hasta el momento de esta acción tutorial, In order to integrate new students, the Polytechnic School of the University of Seville has launched in the year 2008-09 an Tutorial Action Plan (EUPAT) based on a network involving teachers, mentor students and tutored students. In this paper we resume the formation of mentor students and work developed by the same within the Tutorial Action Plan. Also, analyzing the difficulties encountered during the course of their training and carrying out the work of mentoring and the satisfaction level achieved. Finally, we will reflect on the weaknesses and areas for improvement that can be deducted from the development until the time of this action tutorial.

Con el fin de integrar a los alumnos de nuevo ingreso, la Escuela Universitaria Politécnica de la Universidad de Sevilla ha puesto en marcha en el curso 2008-09 un Plan de Acción Tutorial (EUPAT) basado en una red en la que participan el profesorado tutor, alumnado mentor y alumnado tutorizado. En el presente trabajo se resumirá el proceso de formación del alumnado mentor y el trabajo desarrollado por el mismo dentro del Plan de Acción Tutorial. Así mismo, se analizarán las dificultades encontradas durante el transcurso de su formación y realización de la labor de mentoría y el nivel de satisfacción alcanzado. Finalmente, se hará una reflexión sobre las debilidades y los puntos de mejora que se pueden deducir del desarrollo hasta el momento de esta acción tutorial, In order to integrate new students, the Polytechnic School of the University of Seville has launched in the year 2008-09 an Tutorial Action Plan (EUPAT) based on a network involving teachers, mentor students and tutored students. In this paper we resume the formation of mentor students and work developed by the same within the Tutorial Action Plan. Also, analyzing the difficulties encountered during the course of their training and carrying out the work of mentoring and the satisfaction level achieved. Finally, we will reflect on the weaknesses and areas for improvement that can be deducted from the development until the time of this action tutorial.

Con el fin de integrar a los alumnos de nuevo ingreso, la Escuela Universitaria Politécnica de la Universidad de Sevilla ha puesto en marcha en el curso 2008-09 un Plan de Acción Tutorial (EUPAT) basado en una red en la que participan el profesorado tutor, alumnado mentor y alumnado tutorizado. En el presente trabajo se resumirá el proceso de formación del alumnado mentor y el trabajo desarrollado por el mismo dentro del Plan de Acción Tutorial. Así mismo, se analizarán las dificultades encontradas durante el transcurso de su formación y realización de la labor de mentoría y el nivel de satisfacción alcanzado. Finalmente, se hará una reflexión sobre las debilidades y los puntos de mejora que se pueden deducir del desarrollo hasta el momento de esta acción tutorial, In order to integrate new students, the Polytechnic School of the University of Seville has launched in the year 2008-09 an Tutorial Action Plan (EUPAT) based on a network involving teachers, mentor students and tutored students. In this paper we resume the formation of mentor students and work developed by the same within the Tutorial Action Plan. Also, analyzing the difficulties encountered during the course of their training and carrying out the work of mentoring and the satisfaction level achieved. Finally, we will reflect on the weaknesses and areas for improvement that can be deducted from the development until the time of this action tutorial.

En la actualidad, existen diversos Centros de Datos Ionósfericos accesibles a través de Internet. Uno de estos centros ha sido desarrollado por la Universidad de Massachusetts-Lowell. El conjunto de características ionosféricas (foF2, foF1, M(3000)F2, etc) junto con los perfiles de densidad electrónica provenientes de un elevado número de digisondas extendidas por todo el mundo, están disponibles on-line mediante el software diseñado por este Centro. Una visión complementaria de la Ionosfera se puede obtener mediante observaciones recogidas por la red mundial de receptores GPS. A través de estas dos fuentes de datos es posible desarrollar numerosos estudios y permiten abrir una gama amplia de aplicaciones. En este trabajo se abordan de forma resumida algunas investigaciones realizadas recientemente a partir de estos datos por los autores de este artículo.

En la actualidad, existen diversos Centros de Datos Ionósfericos accesibles a través de Internet. Uno de estos centros ha sido desarrollado por la Universidad de Massachusetts-Lowell. El conjunto de características ionosféricas (foF2, foF1, M(3000)F2, etc) junto con los perfiles de densidad electrónica provenientes de un elevado número de digisondas extendidas por todo el mundo, están disponibles on-line mediante el software diseñado por este Centro. Una visión complementaria de la Ionosfera se puede obtener mediante observaciones recogidas por la red mundial de receptores GPS. A través de estas dos fuentes de datos es posible desarrollar numerosos estudios y permiten abrir una gama amplia de aplicaciones. En este trabajo se abordan de forma resumida algunas investigaciones realizadas recientemente a partir de estos datos por los autores de este artículo.

En la actualidad, existen diversos Centros de Datos Ionósfericos accesibles a través de Internet. Uno de estos centros ha sido desarrollado por la Universidad de Massachusetts-Lowell. El conjunto de características ionosféricas (foF2, foF1, M(3000)F2, etc) junto con los perfiles de densidad electrónica provenientes de un elevado número de digisondas extendidas por todo el mundo, están disponibles on-line mediante el software diseñado por este Centro. Una visión complementaria de la Ionosfera se puede obtener mediante observaciones recogidas por la red mundial de receptores GPS. A través de estas dos fuentes de datos es posible desarrollar numerosos estudios y permiten abrir una gama amplia de aplicaciones. En este trabajo se abordan de forma resumida algunas investigaciones realizadas recientemente a partir de estos datos por los autores de este artículo.

En la actualidad, existen diversos Centros de Datos Ionósfericos accesibles a través de Internet. Uno de estos centros ha sido desarrollado por la Universidad de Massachusetts-Lowell. El conjunto de características ionosféricas (foF2, foF1, M(3000)F2, etc) junto con los perfiles de densidad electrónica provenientes de un elevado número de digisondas extendidas por todo el mundo, están disponibles on-line mediante el software diseñado por este Centro. Una visión complementaria de la Ionosfera se puede obtener mediante observaciones recogidas por la red mundial de receptores GPS. A través de estas dos fuentes de datos es posible desarrollar numerosos estudios y permiten abrir una gama amplia de aplicaciones. En este trabajo se abordan de forma resumida algunas investigaciones realizadas recientemente a partir de estos datos por los autores de este artículo.

En la actualidad, existen diversos Centros de Datos Ionósfericos accesibles a través de Internet. Uno de estos centros ha sido desarrollado por la Universidad de Massachusetts-Lowell. El conjunto de características ionosféricas (foF2, foF1, M(3000)F2, etc) junto con los perfiles de densidad electrónica provenientes de un elevado número de digisondas extendidas por todo el mundo, están disponibles on-line mediante el software diseñado por este Centro. Una visión complementaria de la Ionosfera se puede obtener mediante observaciones recogidas por la red mundial de receptores GPS. A través de estas dos fuentes de datos es posible desarrollar numerosos estudios y permiten abrir una gama amplia de aplicaciones. En este trabajo se abordan de forma resumida algunas investigaciones realizadas recientemente a partir de estos datos por los autores de este artículo.

The empirical ionospheric storm correction model STORM included in the new version of the IRI model is driven by the previous time-history of the ap index and is designed to be dependent on latitude and season. The behavior of this correction model has been analyzed comparing foF2 values obtained by the IRI model with or without storm correction and those measured by ionosondes distributed around the world. A statistical analysis was done using two geomagnetic storms during 2003 (medium solar activity).

The main parameters that characterize an ionospheric channel, frequency, elevation angle, group path, ground range, and apogee have been obtained by means of 2D raytracing program called abcray03. The analysis has considered different hourly ionospheric conditions for four quiet days (25–28 March 2000) and five geographic locations distributed in the two hemispheres. Electron density profiles define the selected ionospheric conditions. Raytracing is run considering experimental electron density profiles from manually scaled measurements obtained with ionosondes. The resulting radio propagation parameters are compared with those obtained using the IRI and NeQuick models driven by measured F2 peak values.

A new technique is presented to estimate the electron density topside profile from information derived from ground-based ionograms. The electron density above the F2 peak is approximated by an a-Chapman function with constant scale height (Hm). The scale height is derived from the shape of the bottomside profile near the F2 peak. Digisonde data obtained at two European stations: Ebro (40.4 N, 0.3 E) and El Arenosillo (37.1 N; 353.2 E) for different times of day, seasons, and periods of the solar cycle to study the variations of Hm. The results of the analysis are in good agreement with those reported by other authors. A table of values is presented for typical hours of the day and different seasons and solar activity conditions. This study, once extended to a larger database, will support modeling Hm as a function of time, season, latitude, solar activity and magnetic activity, and contribute to the formulation of the topside electron density in the IRI model.

This paper shows the importance of the F1-layer shape in the electron density profiles obtained from ionograms with different inversion techniques when the profiles are used in ray tracing. This layer often controls the propagation on the path with ranges less than about 2000 km, particularly for spring and summer periods. Ionograms from two different stations, Hainan (19.4N, 109E) and El Arenosillo (37.1N, –6.7E), obtained during the month of July 2002 (average sunspot number: 99.6) during geomagnetic quiet conditions (Ap-index between 9 and 15) are analyzed. The profiles obtained with two different inversion techniques with different options are used together with the ray tracing program of the Proplab-Pro software. This program calculates the features of the received signal as angle of arrival, path length, height of reflection and range for each given profile assumed to define a spherically symmetric ionosphere in the region along the path. For each ionospheric condition (location, day, hour) the difference between range values obtained with Proplab-Pro program using profiles from the two techniques and the different options (POLAN no valley, POLAN valley, POLAN1-layer and NHPC) are considered.

A technique to reconstruct the electron density of the ionosphere starting from total electron content values has been developed using the NeQuick ionospheric electron density model driven by its effective ionization parameter Az. The technique is based on the computation of Az values for a suitable worldwide grid of points. A simple way to obtain relevant Az grids is to use global vertical Total Electron Content (TEC) maps to define for each grid point as Az value, the one that minimizes the difference between the experimental and the modeled vertical TEC. Having a global grid of Az values it is possible to compute the electron density at any point in the ionosphere using NeQuick. As a consequence, slant TEC values for specific ground station to satellite links or ionosphere peak parameter values at any location can be calculated. The results of the comparisons between experimental and reconstructed slant TEC as well as experimental and reconstructed peak parameters values indicate that the proposed reconstruction method can be used to reproduce the observed ionosphere in a realistic way.

A preliminary validation of the technique developed using the NeQuick ionospheric model and the «effective ionization parameter» Az, based on vertical total electron content data ingestion, was carried out in a previous study. The current study was performed to extend the analyzed conditions and confirm the results. The method to validate this technique is based on a comparison between hourly F2 peak values measured with Vertical Incidence (VI) soundings and those calculated with the new technique. Data corresponding to different hours and seasons (equinox, summer solstice, and winter solstice) during the period 2000-2003 (high and medium solar activity conditions) were compared for all available ionosonde stations. The results show a good agreement between foF2 and hmF2 values obtained with the new technique and measurements from vertical incidence soundings during quiet and storms conditions.

A technique to reconstruct the electron density of the ionosphere starting from total electron content values has been developed using the NeQuick ionospheric electron density model driven by its effective ionization parameter Az. The technique is based on the computation of Az values for a suitable worldwide grid of points. A simple way to obtain relevant Az grids is to use global vertical Total Electron Content (TEC) maps to define for each grid point as Az value, the one that minimizes the difference between the experimental and the modeled vertical TEC. Having a global grid of Az values it is possible to compute the electron density at any point in the ionosphere using NeQuick. As a consequence, slant TEC values for specific ground station to satellite links or ionosphere peak parameter values at any location can be calculated. The results of the comparisons between experimental and reconstructed slant TEC as well as experimental and reconstructed peak parameters values indicate that the proposed reconstruction method can be used to reproduce the observed ionosphere in a realistic way.

This paper shows the importance of the F1-layer shape in the electron density profiles obtained from ionograms with different inversion techniques when the profiles are used in ray tracing. This layer often controls the propagation on the path with ranges less than about 2000 km, particularly for spring and summer periods. Ionograms from two different stations, Hainan (19.4N, 109E) and El Arenosillo (37.1N, –6.7E), obtained during the month of July 2002 (average sunspot number: 99.6) during geomagnetic quiet conditions (Ap-index between 9 and 15) are analyzed. The profiles obtained with two different inversion techniques with different options are used together with the ray tracing program of the Proplab-Pro software. This program calculates the features of the received signal as angle of arrival, path length, height of reflection and range for each given profile assumed to define a spherically symmetric ionosphere in the region along the path. For each ionospheric condition (location, day, hour) the difference between range values obtained with Proplab-Pro program using profiles from the two techniques and the different options (POLAN no valley, POLAN valley, POLAN1-layer and NHPC) are considered.

A preliminary validation of the technique developed using the NeQuick ionospheric model and the «effective ionization parameter» Az, based on vertical total electron content data ingestion, was carried out in a previous study. The current study was performed to extend the analyzed conditions and confirm the results. The method to validate this technique is based on a comparison between hourly F2 peak values measured with Vertical Incidence (VI) soundings and those calculated with the new technique. Data corresponding to different hours and seasons (equinox, summer solstice, and winter solstice) during the period 2000-2003 (high and medium solar activity conditions) were compared for all available ionosonde stations. The results show a good agreement between foF2 and hmF2 values obtained with the new technique and measurements from vertical incidence soundings during quiet and storms conditions.

A technique to reconstruct the electron density of the ionosphere starting from total electron content values has been developed using the NeQuick ionospheric electron density model driven by its effective ionization parameter Az. The technique is based on the computation of Az values for a suitable worldwide grid of points. A simple way to obtain relevant Az grids is to use global vertical Total Electron Content (TEC) maps to define for each grid point as Az value, the one that minimizes the difference between the experimental and the modeled vertical TEC. Having a global grid of Az values it is possible to compute the electron density at any point in the ionosphere using NeQuick. As a consequence, slant TEC values for specific ground station to satellite links or ionosphere peak parameter values at any location can be calculated. The results of the comparisons between experimental and reconstructed slant TEC as well as experimental and reconstructed peak parameters values indicate that the proposed reconstruction method can be used to reproduce the observed ionosphere in a realistic way.