The objective of this study was to measure the draft, vertical, and lateral forces acting on the moldboard plow, para-plow without a wing, para-plow with forward-bent wing, and para-plow with a backward-bent wing at three working depths and three forward speeds in clay loam soil to investigate the use of a suitable para-plow instead of the moldboard plow. Also, modeling the draft, vertical, and lateral forces acting on the implements using Adaptive Neuro-Fuzzy Interface System (ANFIS) was another objective of this research. To measure the draft, vertical, and lateral forces, a three-point hitch dynamometer was used. The results showed that, with the increment of the forward speed and working depth, the draft force required by the used implements increased. This increase was also true for vertical and lateral forces acting on the implements. Modeling of the draft, vertical, and lateral forces acting on the implements was performed using the effective parameters of the implements, working depth, and forward traveling speed using the (ANFIS) fuzzy neural system model. The root mean square error (RMSE) for the draft, vertical, and lateral forces for the above models were obtained equal to 0.121, 0.014, and 0.016, respectively.
To determine the effect of the tractor driving system type on the soil compaction and soil behavior a series of tests was conducted using Goldoni 240 tractor with a power rate of 30.8 kW and included four similar tires at three different driving systems (4WD, rear-wheel drive (RWD) and front-wheel drive (FWD)). To evaluate these systems’ effects on soil compaction, tests were conducted at three soil moisture contents (10, 15 and 20% d.b.), three tire inflation pressures (170, 200 and 230 kPa), and three tractor speeds (1.26, 3.96 and 6.78 km/h). Soil bulk density was measured at three average depths of 20, 30 and 40 cm. To evaluate soil compaction, cylindrical cores were used and to assess soil behavior during this process, the soil displacement in a three coordinate system was measured using three displacement transducers. It was found that the 4WD system created the least bulk density of 1155 kg/m3, while the FWD system led to the highest density of 1241 kg/m3. Maximum vertical soil compression of 55 mm occurred for the FWD system and it declined to 43 and 36 mm in RWD and 4WD systems, respectively. Soil displacement in the horizontal and lateral directions was larger for the FWD system in comparison to the other systems. With increment of speed and depth soil compaction decreased. Minimum bulk density of 1109 kg/m3 was occurred at velocity of 6.78 Km/h using the 4WD system, also with this system at the depth 40 cm density was 1127 kg/m3. While at velocity of 1.26 Km/h and depth of 20 cm soil density was 1190 kg/m3.
The present work proposes the design of mathematical problems, which allow the adequate understanding of mathematical concepts of probability for its correct interpretation and later application in the resolution of probabilistic problems. For the development of this work we rely on the theory of didactic situations of Brousseau (1997) and Sadovsky (2005). We believe that new materials and didactic models of this type have great educational potential because they encourage the analysis and understanding of various probability problems (Panizza, 2003). Accurate communication between teachers and students in the approach, interpretation, resolution, and testing of probability problems is of vital importance. The software used for this purpose is the MATHEMATICA program, a tool that facilitates the writing of formulas and calculations, as well as the construction of graphs, through a friendly interface, facilitating the self-taught work of the student and encouraging the development of analysis skills and problem solving. We believe that these materials will contribute to the teaching and learning processes of probability at higher education levels.
Los sistemas de indicadores son una herramienta muy útil a la hora de gestionar y planificar la actividad turística, puesto que nos ayudan a describir la realidad a través de parámetros objetivos. Estos indicadores no solo son capaces de representar la realidad, sino también la de monitorizar su evolución para con ello aplicar las estrategias necesarias en el futuro. Estas características los convierten en instrumentos idóneos para la medición de la sostenibilidad turística desde una perspectiva holística ya que se reúne un sistema de indicadores pluridisciplinares que tratan de evaluar el impacto que genera el turismo. Es por ello, que los sistemas de indicadores proporcionan un marco de referencia a los gestores turísticos para facilitar la incorporación de la sostenibilidad en el proceso de decisión. En esta investigación proponemos la realización de un sistema de indicadores ya que a nivel local el destino turístico de Acapulco no cuenta con una metodología clara para la medición del turismo. En este contexto, este sistema de indicadores se realizó tomando como referencia el modelo (PER) Presión-Estado-Respuesta, propuesto por la OECD, abarcando las tres dimensiones de la sostenibilidad turística (medioambiental, económica y social). Con un total de 44 indicadores
The Teaching-Learning process is complex; First, the interest, and motivation of the student is important. In addition to the above, the social and cultural context can have a positive or negative influence on learning in the area of mathematics and particularly on the notions of probability. The present work presents a didactic proposal that is supported by the use of computational tools. The objective of this proposal is to improve the understanding and fixation of concepts of counting techniques through the use of visual and descriptive forms (appropriate tables and codifications). Real-life examples are presented, so that the student can build formal definitions that allow generalizations under mathematical rigor. For the design of the teaching strategy we rely on constructivist and learning theories under didactic situations. These teaching models have great educational potential because they encourage reflection and analysis. In this way the student acquires skills in the approach, resolution, interpretation and verification of probability problems. In a second stage it is expected to experiment with the application of this proposal in the classroom. In this way, difficulties in teaching-learning processes can be identified and innovative teaching strategies can be proposed.
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