Influence of wind speed and road grade on the estimation of drag area in cycling.

The estimation of aerodynamic drag in cycling through road tests has the advantage of considering actual cycling conditions. The main drawback is that its accuracy depends on factors of the testing scenario as the wind speed vw and the road grade θ. For that reason, the effect of vw and θ on the estimation of drag area (CDA) was studied. Numerical and experimental approaches were combined. The numerical approach investigated the sensitivity of CDA to vw and θ perturbations. The experimental approach analysed the effect of including or not vw and θ on the identification of CDA by comparing the changes in the prediction of power delivered. It was found that disregarding small values of vw (e.g. 0.5 m/s) and θ (e.g. gradient of 0.05%) leads to errors in the estimation of CDA of around 10%, referred to the actual value. It was also obtained that the average error of the power prediction when considering vw and θ for the identification of the parameters is about 4.4% and about 25.5% when vw and θ are neglected. It is concluded that including vw and θ data reduces the error on the identification of CDA through outdoor road experiments.

Relación de antecedentes académicos y expectativas iniciales con el bienestar académico de alumnos de primer año de medicina / Relationship between previous academics background and initial expectations with academic well-being of first year of medical students

Introducción: Los estudiantes de primer año de medicina deben afrontar altas exigencias académicas y personales que influyen en el bienestar y el desempeño académico. Esta investigación analiza la relación de los antecedentes académicos y las expectativas académicas iniciales con el bienestar académico de alumnos de primer año de medicina. Sujetos y métodos: Estudio cuantitativo, transversal y correlacional. Se aplicaron los cuestionarios UWES-S17, MBI-HSS e involucramiento académico, versión expectativas. Se obtienen los antecedentes académicos y sociodemográficos de una base de datos oficial. Resultados: Se encontró una relación directa entre las notas de enseñanza media y la dimensión de involucramiento en los estudios del compromiso académico (engagement), una relación inversa con la falta de realización personal del desgaste académico (burnout) y relaciones directas entre las tres dimensiones de las expectativas académicas y el compromiso académico e inversas con la dimensión falta de realización personal del desgaste académico. Conclusión: Tanto los antecedentes académicos previos como las expectativas académicas iniciales se relacionan con el bienestar académico tras el primer semestre

Introduction: First year medical students face personal and high academic standards impacting the well-being and academic performance. This research examines the relationship of the academic background and the initial academic expectations with the academic well-being of first year medical students. Subjects and methods: Quantitative, transversal and correlational study. Applied the questionnaire UWES-S17, MBI-HSS and Academic Involvement, version Expectations. Academic and socio-demographic basis of official data are obtained. Results: We found direct relationships between the high school grades and dimension of involvement in studies of the academic engagement and inverse with the lack of fulfillment of academic burnout and direct relationships between the three dimensions of the academic expectations and academic engagement and reverse with the lack of personal fulfillment dimension of academic burnout. Conclusion: Both the previous academic background and initial academic expectations relate to the academic well-being after the first semester