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In this paper we describe a novel proposal in the field of smart cities: using an ontology matching algorithm to guarantee the automatic information exchange between the agents and the smart city. A smart city is composed by different types of agents that behave as producers and/or consumers of the information in the smart city. In our proposal, the data from the context is obtained by sensor and device agents while users interact with the smart city by means of user or system agents. The knowledge of each agent, as well as the smart city's knowledge, is semantically represented using different ontologies. To have an open city, that is fully accessible to any agent and therefore to provide enhanced services to the users, there is the need to ensure a seamless communication between agents and the city, regardless of their inner knowledge representations, i.e., ontologies. To meet this goal we use ontology matching techniques, specifically we have defined a new ontology matching algorithm called OntoPhil to be deployed within a smart city, which has never been done before. OntoPhil was tested on the benchmarks provided by the well known evaluation initiative, Ontology Alignment Evaluation Initiative, and also compared to other matching algorithms, although these algorithms were not specifically designed for smart cities. Additionally, specific tests involving a smart city's ontology and different types of agents were conducted to validate the usefulness of OntoPhil in the smart city environment.

El objetivo de este estudio fue analizar la influencia de los modelos pedagógicos de Aprendizaje Cooperativo y Autoconstrucción de material sobre la percepción del aprendizaje competencial, la motivación y las necesidades psicológicas básicas. La intervención se realizó en un colegio de Murcia, España. La muestra estuvo formada por un total de 32 alumnos de 4º de Educación Primaria, con una media de edad de 9.6 años. Los instrumentos utilizados para evaluar los efectos del programa de intervención, constituido por una Unidad Didáctica de 8 sesiones en Educación Física, sobre las variables objeto de estudio fueron: el Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria, la Escala de medición de necesidades psicológicas básicas y la Escala del Locus Percibido de Causalidad en Educación Física. Todos los cuestionarios fueron realizados al inicio (pre-test) y al final de la intervención (post-test). Los resultados obtenidos mostraron mejoras significativas en la atención de las necesidades psicológicas básicas y la motivación del alumnado, mientras que las mejoras en el aprendizaje competencial percibido fueron parciales, mostrando diferencias significativas únicamente en las competencias básicas de autonomía e iniciativa personal, social y ciudadana, comunicación lingüística y aprender a aprender.AbstractThe aim of this study was to analyze the influence of pedagogical models of Cooperative Learning and Self-Construction of equipment on the learning perception, the motivation and the primary psychological needs. The intervention was carried out in a school of Murcia, Spain. The sample was made up of 32 students in the 4th year of Primary Education, with an average age of 9.6 years. The instruments used to assess the effects of the intervention program, which consisted of an 8-session Didactic Unit in Physical Education, on the variables under study were the Questionnaire on Perceived Competency-based Learning for primary school students, The Scale of measurement of basic psychological needs and the Scale of the Perceived Locus of Causality in Physical Education. All the questionnaires were realized to the beginning (pre-test) and at the end of the intervention (post-test). The results showed significant improvements in the attention of the psychological basic needs and the motivation of the students, while the improvements in the learning competencies perceived were partial, showing significant differences only in the basic competitions of autonomy and personal initiative, social and civil competition, and competition in linguistic communication and learn to learn.

Morales-Lara et al.: Role of TRAILR1 and TNFR1A polymorphisms in the susceptibility and pharmacogenetics of rheumatoid arthritis and ankylosing spondylitis patients treated with infliximab.