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Friction vibrations and noises which are common in brakes, have attracted a great deal of attention lately. This paper analyses low frequency vibrations in disc brakes excited at high car speed. This vibration, called judder, has a frequency in the range 10 to 300 Hz and usually comes in association with hum noises. The dynamic phenomenon shows two principal components, one normal and the other one tangential to the disc brake surface. It is explained how variations of friction coefficient, and thermoelastic instability caused by the tangential component, contribute to the appearance of judder. A numerical analysis in 3D using the finite element method has been implemented combining both tangential and normal components, and solving the thermoelastic process. Special attention is dedicated to the simulation of the thermoelastic process showing the correlation with experiments.

Purpose: The first objective is to explore how narcotelenovelas and news can be compared in their representation of drug violence and figures. The second is to explore a method which identifies intertextual references in fiction by contrasting them with journalistic reports. Methodology/approach: Qualitative content analysis is of three narcotelenovelas: El Señor de los Cielos, El Chapo, and Narcos: México. After documenting clear historical references and figures, a search was made through news engines and portals to make a comparison of the fictional versus journalistic representation of such references. Findings: Many elements of narcotelenovelas such as events and public figures are highly comparable to those described in news. While producers openly warn that they changed facts for dramatic purposes, it’s possible to propose hypotheses in which audiences construct their historical memories based on fictional narratives. Research limitations: This chapter does not offer an exhaustive list of intertextual references from all three narcotelenovelas. Originality/value: This type of comparative analysis between fiction and journalism hasn’t been explored for the study of narcoculture media products. The author poses a hypothesis, in which fiction contributes significantly to collective memories and imaginaries, especially when it appeals to historical references audiences might identify.

This chapter describes the use of project-based learning to foster an enterprising, innovative attitude among students enrolled at the Complutense University of Madrid (UCM) in the context of the School of Documentation Sciences from the 2013–2014 academic year to the present.

This experiment is based on the experiential intersection of two domains: firstly, innovation and entrepreneurship, in order to drive both entrepreneurship for self-employment and also intrapreneurship in libraries or documentation institutions; secondly, the application of project management methods in library and information science (LIS), using the teaching technique known as project-based learning (PBL).

Over this period of four academic years, 159 students have taken part and have created 42 projects. A trend is seen in the development of intrapreneurship projects (i.e., projects contextualized within preexisting organizations are 79% of total).

The progression of this experiment in the fostering of entrepreneurship and innovation in LIS in Spain has been based on a dynamic in which the application of theoretical bases to a real, practical context has enabled a better exploitation and understanding of the of the contents taught; developing projects has given LIS students experience that makes them more employable.

In this paper, a graph theory-based maturity model to comprehensively assess the Industry 4.0 maturity level by means of a multidimensional Industry 4.0 maturity score (MIMS) is proposed.

The proposed maturity assessment model is based on (1) the identification of the maturity dimensions and assessment parameters from existing literature and expert opinion and (2) the development of the assessment model based on graph theory and matrix-based approach. The illustrative application of the developed model in two case enterprises is also included.

The model is configured to include six dimensions having 30 constituent attributes. Unlike the case with many of the previously published models, the proposed model does not evaluate the progress in specific Industry 4.0 enabling technologies, rather the assessment parameters are associated with the functional areas.

While the configuration of the proposed model enables a comprehensive maturity assessment, it facilitates the identification of contextual dimensional attributes and assists the enterprises in developing the roadmap for Industry 4.0 implementation aligning to the diverse organizational strategies.

Distinctively, the proposed model apprehends the interdependency between the maturity assessment dimensions and their constituent attributes. Also, the maturity model incorporates the assessment of the maturity in the dimension of inbound and outbound integration. While these two dimensions are crucial in the Industry 4.0 ecosystem, to the best of our knowledge, these are not considered by any of the assessment models published so far.

This paper aims to identify the digital gaps in seamless learning concept within the higher educational institutions (HEIs) context.

The most cited mobile-assisted seamless learning framework, recent Educause higher education research report and relevant articles have been reviewed.

The digital gaps among educators and students hinder the implementation of the seamless learning framework in HEIs.

The finding will inform HEIs in addressing digital gaps to ensure learning and teaching enhancement with educational technology across institutions. It will also be useful for the design and improvement of the seamless learning framework. The finding may also be useful in creating awareness among educators and students as to the benefit of educational technologies.

No previous viewpoints have been published on digital gaps in the seamless learning concept. The digital gaps among educators and students constitute one of the most critical issues in implementing technology-assisted teaching and learning design in HEIs. This paper addresses the root of the problem by examining the digital gaps among educators and students within the seamless learning framework.