ResumenLa Estadística se ha incorporado en la mayoría de las carreras universitarias y entre ellas en el grado de psicología donde la enseñanza de conceptos estadísticos presenta problemas didácticos específicos debido a que los estudiantes que lo cursan tienen una base matemática muy heterogénea. En este trabajo nos centramos en el estudio de sus actitudes, por su influencia en el proceso de aprendizaje, y las analizamos a través de la Escala de Actitudes hacia la Estadística de Estrada EAEE (ESTRADA, 2002). Los resultados indican actitudes en general moderadas o positivas, con una puntuación promedio global ligeramente superior a la posición teórica de indiferencia. El curso y los estudios previos en esta materia inciden en su actitud. Destacamos que la actitud global hacia la estadística empeora con los años de estudio, aunque las puntuaciones totales más bajas se presentan en los estudiantes que nunca estudiaron estadística, resultados que invitan a la reflexión sobre la manera que se enseñan en los diferentes niveles educativos.Palabras clave: Actitudes. Escalas. Estadística. Estudiantes de Psicología. AbstractStatistics has been incorporated in most university courses and among them in the degree of Psychology, where the teaching of statistical concepts presents specific learning problems, because students enrolled have a very heterogeneous mathematical basis. In this work, we focus on the study of those students' attitudes for their influence on the learning process and we analyze it through the Scale of Attitudes toward Statistics of Estrada,

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Teachers’ attitudes towards statistics can have a significant effect on their own statistical training, their teaching of statistics, and the future attitudes of their students. The influence of attitudes in teaching statistics in different contexts was previously studied in the work of Estrada et al. (2004, 2010a, 2010b) and Martins et al. (2011). This work is part of a broader study of Portuguese education teachers and statistics. In the current paper, we use a qualitative content analysis of survey responses from Portuguese first-stage in-service teachers, focusing on nine open-ended items extracted from the Escala de Actitudes hacia la Estadística de Estrada (Estrada, 2002). These responses allow us to investigate teachers’ attitudes towards statistics, and their reasons and motivations for holding these attitudes. First published November 2012 at Statistics Education Research Journal: Archives

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With the promise of increased responsiveness and robustness of the emerging 5G technology, it is suddenly becoming feasible to deploy latency-sensitive control systems over the cloud via a mobile network. Even though 5G is herald to give lower latency and jitter than current mobile networks, the effect of the delay would still be non-negligible for certain applications.In this paper we explore and demonstrate the possibility of compensating for the unknown and time-varying latency introduced by a 5G mobile network for control of a latency-sensitive plant. We show that the latency from a prototype 5G test bed lacks significant short-term correlation, making accurate latency prediction a difficult task. Further, because of the unknown and time-varying latency our used simple interpolation-based model experiences some troubling theoretical properties, limiting its usability in real world environments. Despite this, we give a demonstration of the strategy which seems to increase robustness in a simulated plant. CCS CONCEPTS• Networks → Network performance evaluation; Wireless access points, base stations and infrastructure; • Computer systems organization → Embedded and cyber-physical systems;