Javier Mora, Rubén Otín, Pooyan Dadvand, Enrique Escolano, Miguel A. Pasenau and Eugenio Oñate
The aim of the paper is to propose three computer tools to create electromagnetic simulation programs: GiD, Kratos and EMANT.
Abstract
Purpose
The aim of the paper is to propose three computer tools to create electromagnetic simulation programs: GiD, Kratos and EMANT.
Design/methodology/approach
The paper presents a review of numerical methods for solving electromagnetic problems and presentation of the main features of GiD, Kratos and EMANT.
Findings
The paper provides information about three computer tools to create electromagnetic simulation packages: GiD (geometrical modeling, data input, visualisation of results), Kratos (C++ library) and EMANT (finite element software for solving Maxwell equations).
Research limitations/implications
The proposed platforms are in development and future work should be done to validate the codes for expecific problems and to provide extensive manual and tutorial information.
Practical implications
The tools could be easily learnt by different user profiles: from end‐users interested in simulation programs to developers of simulation packages.
Originality/value
This paper offers an integrated vision of open and easily customisable tools for the demands of different users profiles.
Details
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Mercedes Del Cura and José Martínez-Pérez
This paper analyses the strategies designed by Franco´s dictatorship to address the “problem” of children with physical disabilities, focusing on the relevance given to vocational…
Abstract
Purpose
This paper analyses the strategies designed by Franco´s dictatorship to address the “problem” of children with physical disabilities, focusing on the relevance given to vocational training.
Design/methodology/approach
The paper draws mainly on official documents, reports from international organisations, and Spanish experts' papers.
Findings
Francoism turned labour into one of the key pillars of its national project and included vocational training in the different stages of school life. From the mid-1950s, vocational training also became a key factor for the dictatorship's strategy towards disability. Following the recommendations issued by international agencies, Francoism began to adopt different measures towards the rehabilitation of children with disabilities. One of them was the creation, in 1959, of a special unit for adolescents within the National Institute for the Rehabilitation of Invalids. In addition to medical treatment, this unit provided children with education and vocational training.
Originality/value
The value of this paper lies in the fact that the topic it analyses has been little studied. Until now no attention has been given to the special unit for adolescents, despite it being a very interesting example of the medical model of disability and its contradictions. During their stay at the unit children were promised greater autonomy and independence, but their lives also became medicalised and they were forced to collaborate with experts.
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Keywords
Mariano González-Delgado, Manuel Ferraz-Lorenzo and Cristian Machado-Trujillo
After World War II, an educational modernization process gained ground worldwide. International organizations such as UNESCO began to play a key role in the creation, development…
Abstract
Purpose
After World War II, an educational modernization process gained ground worldwide. International organizations such as UNESCO began to play a key role in the creation, development and dissemination of a new educational vision in different countries. This article examines the origin and development of this modernization process under the dictatorship of Franco. More specifically, we will show how the adoption of this conception in Spain must be understood from the perspective of the interaction between UNESCO and Franco's regime, and how the policies of the dictatorship converged with the proposals suggested by this international organization. Our principal argument is that the educational policies carried out in Spain throughout the second half of the 20th century can be better understood when inserted into a transnational perspective in education.
Design/methodology/approach
This article uses documents from archives that until now were unpublished or scarcely known. We have also analyzed materials published in the preeminent educational journals of the dictatorship, such as the Revista de Educación, Revista Española de Pedagogía, Bordón and Vida escolar, as well as documents published by the Spanish Ministry of National Education.
Findings
Franco's dictatorship built an educational narrative closely aligned with proposals put forward by UNESCO on educational planning after World War II. The educational policies created by the dictatorship were related to the new ideas that strove to link the educational system with economic and social development.
Originality/value
This article is inspired by a transnational history of education perspective. On the one hand, it traces the origins of educational modernization under Franco's regime, which represented a technocratic vision of education that is best understood as a result of the impact that international organizations had in the second half of the 20th century. On the other hand, it follows the intensifying relationship between the dictatorship and the educational ideas launched by UNESCO. Both aspects are little known and studied in Spain.