The aim of this work is to analyse and communicate the 'state of the art' in inclusive education for the Spanish communities of Madrid, Extremadura and Andalusia, as it is now more than 20 years since inclusive education was first adopted in Spain. The analysis is displayed in a twofold perspective: the basic standards inclusive education is governed by and how it is perceived by the educators who have been applying it. Firstly, the national standards for inclusive education, the specific legislative norms for each community and how these are applied are examined, the key question being: what are the normal standards at present and where do we go from here? Secondly, the results of a questionnaire addressed to the educators, support teachers and other professionals who work in the different centres of the three Spanish communities are analysed. The conclusions derived from this questionnaire aim to address the following: How is the process of inclusive education carried out in Spain?
This paper describes the different changes implemented in a conjunction assessment and collision risk evaluation tool with the aim of reducing drastically the computational cost to ensure that a scenario where all space debris objects are analyzed against each other can be carried out in a short period of time. Improvements at algorithm level and parallelization techniques are used to shorten the time needed for the process of conjunction assessment. In the case of the collision risk evaluation, an approach for the propagation of the state covariance is presented based on the Simplified General Perturbations theory commonly used to propagate Two Line Elements.
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