IMPLEMENTACIÓN DE MINERÍA DE DATOS EN LA GESTIÓN ACADÉMICA DE LAS INSTITUCIONES DE EDUCACIÓN SUPERIOR

The concern of educational administrators to improve academic efficiency and accomplish the social mission of promoting human talent, overcoming the limitations of the student and of the educational environment, requires the implementation of processes based on the use of technology and information. This particular study is a review on data mining techniques applicable to the analysis of the problems concerning the stakeholders. Discussion and analysis is about the role of data mining in education. Its usefulness is described to analyze the different aspects of educational activities and how its implementation could help each sector involved to improve the quality of the performance of educational institutions in an inclusive way. The limitations of educational data mining are discussed. A literature review of previous studies is done, for which we examined various magazines, publications, articles and others.  La preocupación de los administradores educativos por mejorar la eficiencia académica y cumplir con el encargo social de potenciar el talento humano superando las limitaciones propias del estudiante y del entorno educativo, exige la implementación de procesos basados en el uso de tecnología e información. Este trabajo en particular hace una revisión sobre las técnicas de minería de datos aplicables para el análisis de los problemas concernientes a los actores académicos y el centro educativo. Versa la discusión y análisis sobre el papel de la minería de datos en la educación. Se describe su utilidad para analizar las distintas aristas de las actividades educativas y cómo su implementación podría ayudar a cada sector involucrado para mejorar la calidad en el desempeño de las instituciones educativas de una manera inclusiva. Se revisan las limitaciones de la minería de datos educativa. Se realiza una exploración de la literatura previa, para lo cual se realizaron búsquedas en diferentes revistas, publicaciones, artículos y otros

Development of the Texas Spanish Naming Test: A Test for Spanish-Speakers

The elderly Hispanic population is growing at a rapid pace, although very few neuropsychological measures are developed in Spanish, as most tests are translated versions of their English-language originals. The construct validity of these instruments with Spanish-speakers is virtually unexamined and bias may result due to cultural differences between the population the original tests were intended for and the Spanish-speaking populations they are used with. The current investigation used culturally salient words to develop the Texas Naming Test (TNT), a confrontation naming test for Spanish-speakers. Eighty-five (55 nondemented and 30 demented) Spanish-speaking primary care clinic patients were administered this test to determine its psychometric qualities. The TNT demonstrated very good internal consistency (alpha = 0.9) and good convergent validity, as it correlated highly with translated Spanish-naming tests commonly used in clinical practice (r > 0.80). Multivariate analysis of covariance and logistic regression demonstrated that performance on the TNT was not significantly influenced by acculturation, though the test did relate to both education (r = 0.48, p< .001) and acculturation (r = 0.41, p < .001). As predicted, the TNT effectively detected differences between demented and nondemented individuals, and demonstrated a high level of sensitivity (100%) for dementia when using an optimal cut score of < 23. Furthermore, ROC curve analysis demonstrated the overall discriminant utility of the TNT was comparable to a literal Spanish translation of the Boston Naming Test (MBNT-S), but better than a translated short form of the BNT (15-SNT). Data from this investigation suggest the TNT may be clinically useful where dementia among Spanish-speakers is suspected. Further exploration is needed to determine the extent to which culturally salient words contribute to greater sensitivity

Implementación de minería de datos en la gestión académica de las instituciones de educación superior

The concern of educational administrators to improve academic efficiency and accomplish the social mission of promoting human talent, overcoming the limitations of the student and of the educational environment, requires the implementation of processes based on the use of technology and information. This particular study is a review on data mining techniques applicable to the analysis of the problems concerning the stakeholders. Discussion and analysis is about the role of data mining in education. Its usefulness is described to analyze the different aspects of educational activities and how its implementation could help each sector involved to improve the quality of the performance of educational institutions in an inclusive way. The limitations of educational data mining are discussed. A literature review of previous studies is done, for which we examined various magazines, publications, articles and others.La preocupación de los administradores educativos por mejorar la eficiencia académica y cumplir con el encargo social de potenciar el talento humano superando las limitaciones propias del estudiante y del entorno educativo, exige la implementación de procesos basados en el uso de tecnología e información. Este trabajo en particular hace una revisión sobre las técnicas de minería de datos aplicables para el análisis de los problemas concernientes a los actores académicos y el centro educativo. Versa la discusión y análisis sobre el papel de la minería de datos en la educación. Se describe su utilidad para analizar las distintas aristas de las actividades educativas y cómo su implementación podría ayudar a cada sector involucrado para mejorar la calidad en el desempeño de las instituciones educativas de una manera inclusiva. Se revisan las limitaciones de la minería de datos educativa. Se realiza una exploración de la literatura previa, para lo cual se realizaron búsquedas en diferentes revistas, publicaciones, artículos y otros

Assessing Spatial Relationships between Axonal Integrity, Regional Brain Volumes, and Neuropsychological Outcomes after Traumatic Axonal Injury

Diffuse traumatic axonal injury (TAI) is a type of traumatic brain injury (TBI) characterized predominantly by white matter damage. While TAI is associated with cerebral atrophy, the relationship between gray matter volumes and TAI of afferent or efferent axonal pathways remains unknown. Moreover, it is unclear if deficits in cognition are associated with post-traumatic brain volumes in particular regions. The goal of this study was to determine the relationship between markers of TAI and volumes of cortical and subcortical structures, while also assessing the relationship between cognitive outcomes and regional brain volumes. High-resolution magnetic resonance imaging scans were performed in 24 patients with TAI within 1 week of injury and were repeated 8 months later. Diffusion tensor imaging (DTI) tractography was used to reconstruct prominent white matter tracts and calculate their fractional anisotropy (FA) and mean diffusivity (MD) values. Regional brain volumes were computed using semi-automated morphometric analysis. Pearson's correlation coefficients were used to assess associations between brain volumes, white matter integrity (i.e., FA and MD), and neuropsychological outcomes. Post-traumatic volumes of many gray matter structures were associated with chronic damage to related white matter tracts, and less strongly associated with measures of white matter integrity in the acute scans. For example, left and right hippocampal volumes correlated with FA in the fornix body (r = 0.600, p = 0.001; r = 0.714, p < 0.001, respectively). In addition, regional brain volumes were associated with deficits in corresponding neuropsychological domains. Our results suggest that TAI may be a primary mechanism of post-traumatic atrophy, and provide support for regional morphometry as a biomarker for cognitive outcome after injury