Carles Monereo i Font

Polychromatic Point Spread Function: Calculation Accuracy

Abstract The polychromatic point spread function is obtained by integrating the monochromatic intensities along the spectrum taking into account the spectral emission of the source and the spectral response of the detector. In this work we study the influence in the integration accuracy of the number of wavelengths considered in the calculations. The accuracy in the computation of the illuminance and chromaticity distributions of the aberration-free system is considered. We have compared two integration methods: the Gauss quadrature and the Simpson rule. We also show that a higher number of wavelengths is needed to obtain the same accuracy when a system with chromatic aberration is considered.

EXPLORANDO EN LA IDENTIDAD: ¿COMO ENFRENTAN LOS DOCENTES UNIVERSITARIOS LOS INCIDENTES CRITICOS QUE OCURREN EN LAS AULAS DE FORMACION DE FUTUROS PROFESORES?

Resumen es: A partir de las entrevistas realizadas a cinco docentes universitarios chilenos que forman a futuros profesores, el presente estudio se propone responder...This study intends to respond mainly to three questions relying on the interviews held with five Chilean university professors that train future teachers. These questions are: ‘How do university professors who train future teachers define their identity?’, ‘What are the common critical incidents in their classes?’, and, ‘How do they deal with these critical incidents?’ An analysis based on these questions is made that identifies relevant elements in their identity, as well as some variables associated to critical incidents they described. The results allow a set of categories from which identity differences of the professors of this faculty group can be drawn. In the same way, they show evidence of the ways professors perform facing critical incidents, and visualize an important potential use of these events as an instrument for the continuous education. Finally, some scopes and limits of this research are outlined which need further investigation.

The identity of the nursing academic: between education and research

This study attempt to analyze how nurses represent their role as nursing academics and their conceptions, strategies and feelings involved in teaching-learning and research in nursing. A qualitative study was conducted. To achieve this goal, a semi- structured interview was carried out to seven nurses who worked as teachers and researchers in a university in Barcelona, Spain. The data were analyzed through categories validated in a previous study with the support of The Atlas Ti program. The results evidenced that nurses are less equipped to develop the research role, and that the profession is not justified without a close relationship between theory and practice of nursing. The nursing academics look for a balance between teaching and research and they also wish to promote the development of models and theories in their discipline.

Exploring in the Identity: How do university professors face the critical incidents that occur in the classrooms during the education of future teachers?

Resumen es: A partir de las entrevistas realizadas a cinco docentes universitarios chilenos que forman a futuros profesores, el presente estudio se propone responder...This study intends to respond mainly to three questions relying on the interviews held with five Chilean university professors that train future teachers. These questions are: ‘How do university professors who train future teachers define their identity?’, ‘What are the common critical incidents in their classes?’, and, ‘How do they deal with these critical incidents?’ An analysis based on these questions is made that identifies relevant elements in their identity, as well as some variables associated to critical incidents they described. The results allow a set of categories from which identity differences of the professors of this faculty group can be drawn. In the same way, they show evidence of the ways professors perform facing critical incidents, and visualize an important potential use of these events as an instrument for the continuous education. Finally, some scopes and limits of this research are outlined which need further investigation.

LA IDENTIDAD DEL ACADÉMICO DE ENFERMERÍA: ENTRE LA DOCENCIA Y LA INVESTIGACIÓN

This study attempt to analyze how nurses represent their role as nursing academics and their conceptions, strategies and feelings involved in teaching-learning and research in nursing. A qualitative study was conducted. To achieve this goal, a semi- structured interview was carried out to seven nurses who worked as teachers and researchers in a university in Barcelona, Spain. The data were analyzed through categories validated in a previous study with the support of The Atlas Ti program. The results evidenced that nurses are less equipped to develop the research role, and that the profession is not justified without a close relationship between theory and practice of nursing. The nursing academics look for a balance between teaching and research and they also wish to promote the development of models and theories in their discipline.

A IDENTIDADE DO ACADÊMICO DE ENFERMAGEM: ENTRE O ENSINO E A PESQUISA

This study attempt to analyze how nurses represent their role as nursing academics and their conceptions, strategies and feelings involved in teaching-learning and research in nursing. A qualitative study was conducted. To achieve this goal, a semi- structured interview was carried out to seven nurses who worked as teachers and researchers in a university in Barcelona, Spain. The data were analyzed through categories validated in a previous study with the support of The Atlas Ti program. The results evidenced that nurses are less equipped to develop the research role, and that the profession is not justified without a close relationship between theory and practice of nursing. The nursing academics look for a balance between teaching and research and they also wish to promote the development of models and theories in their discipline.

Explorando a identidade: Como professores universitários enfrentam os incidentes críticos que ocorrem nas aulas de formação de futuros professores?

Resumen es: A partir de las entrevistas realizadas a cinco docentes universitarios chilenos que forman a futuros profesores, el presente estudio se propone responder...This study intends to respond mainly to three questions relying on the interviews held with five Chilean university professors that train future teachers. These questions are: ‘How do university professors who train future teachers define their identity?’, ‘What are the common critical incidents in their classes?’, and, ‘How do they deal with these critical incidents?’ An analysis based on these questions is made that identifies relevant elements in their identity, as well as some variables associated to critical incidents they described. The results allow a set of categories from which identity differences of the professors of this faculty group can be drawn. In the same way, they show evidence of the ways professors perform facing critical incidents, and visualize an important potential use of these events as an instrument for the continuous education. Finally, some scopes and limits of this research are outlined which need further investigation.