Factores que favorecen el reingreso en intensivos de pacientes con síndrome coronario agudo

Introduction: About 7% of patients admitted in Intensive Care Units (ICUs) due to acute coronary syndrome (ACS) in Spain, are readmitted again later. Objectives: Identify the possible causes and predisposing factors for returning to ICU because of ACS. Methodology: Retrospective, descriptive, comparative and longitudinal study of patients admitted for ACS in the ICU between January 2008 and December 2013.Demographic variables, number of admissions, admission risk factors (dyslipidemia, hypertension and diabetes) and non heart-healthy life habits (sedentary / obesity, smoking, alcoholism) of patients who come back were collected and were compared with control group (not readmitted patients). Pearson’s Chi 2 test and statistical significance were performed. Results: 2.506 patients were admitted by ACS. Readmissions were 140 (5,58%) after 12,93±16,41 months from their first admission. The ICU’s reentering patients stayed4.97± 3.3 days (4.03±1.8 control group) in their first admission. A table is attached with risk factors’ incidence and non heart–healthy life habits of both groups. Smoking and alcoholism habits are related with readmissions (χ²=5.67; p<0.01)Conclusions: The patients who are readmitted stay more days in ICU in their first admission, have less control about risk factors and less quitting index of nocive habits than control group. It seems to exist an adherence therapeutic problem in the sample studied.Introducción: Alrededor del 7% de los pacientes que ingresan en las Unidades de Cuidados Intensivos (UCI) por síndrome coronario agudo (SCA) en España, reingresan de nuevo tiempo después. Objetivos: Identificar posibles causas y factores predisponentes a reingresar en UCI por SCA.Metodología: Estudio retrospectivo, descriptivo, comparativo y longitudinal de pacientes ingresados por SCA en una UCI polivalente entre enero de 2008 y diciembre de 2013. Se recogen variables demográficas, número de ingresos, factores de riesgo al ingreso (dislipemias, hipertensión arterial y diabetes) y hábitos de vida no cardiosaludables (sedentarismo/obesidad, tabaquismo, enolismo) de pacientes que reingresan y se comparan con grupo de control (pacientes que no reingresan). Se realiza test Chi 2 de Pearson y significación estadística.Resultados: Ingresaron 2.506 pacientes por SCA. Reingresaron 140 (5,58%) a los 12,93±16,41 meses después del primer ingreso. Los que reingresan están en UCI 4.97± 3.3 días (4.03±1.8 grupo control) en su primer ingreso. Se adjunta tabla con incidencia de factores de riesgo y hábitos de vida no saludables de ambos grupos. El tabaquismo y enolismo se relacionan con los reingresos (χ²=5.67; p<0.01)Conclusiones: Los pacientes que reingresan, están más días en UCI en su primer ingreso, presentan un menor control de factores de riesgo y menor índice de abandono de hábitos nocivos que el grupo control. El tabaco y el alcohol son factores que favorecen el reingreso. Parece indicar que existe un problema de adherencia terapéutica en la muestra estudiada. &nbsp

Plastic deformation mechanisms in ceramic polycrystals with secondary glassy phases

En un gran número de materiales cerámicos policristalinos, la fase mayoritaria coexiste con una fase secundaria, generalmente de naturaleza vítrea. La existencia de esta fase se debe al uso de determinados aditivos durante la sinterización. En general, la fase secundaria se acumula en “bolsas” entre varios granos, o bien se distribuye en forma de película delgada en las fronteras de grano. Desde el punto de vista de la fluencia a alta temperatura, la fase secundaria desempeña un triple papel: en primer lugar, esta fase puede fluir bajo la acción de la tensión aplicada. Por otra parte, las fronteras de grano ocupadas por la fase secundaria constituyen trayectorias de alta difusividad, incluso a temperaturas menores que las requeridas para la difusión por el interior de los granos. Por último, las regiones ocupadas por fase secundaria constituyen localizaciones preferentes para la nucleación de cavidades. En este trabajo se exponen los mecanismos de deformación característicos de policristales cerámicos con fases secundarias vítreas (fluencia viscosa, disolución-precipitación y fluencia por cavitación), que están relacionados con el triple papel que desempeñan estas fases. En particular, se presentan los modelos más significativos para cada mecanismo, así como una comparación con resultados experimentales obtenidos en distintos materiales.In many polycrystalline ceramic materials, the main phase coexists with a secondary phase, generally glassy in nature. The existence of this phase is associated to the use of certain sintering additives. In a general sense, the secondary phase is located at “pockets” between various grains, or it is distributed as a thin film at the grain boundaries. From the viewpoint of the creep behaviour at high temperatures, the secondary glassy phase plays a triple role: firstly, the secondary phase may flow under the applied stress. Secondly, the grain boundaries occupied by the secondary phase constitute high-diffusivity trajectories, even at temperatures lower than those required for bulk diffusion. Finally, the regions with secondary phase are preferential locations for the nucleation of cavities. In this work, the deformation mechanisms characteristic of ceramic polycrystals with secondary glassy phases (viscous flow, solution-precipitation and cavitation creep), which are related to the triple role played by these phases. Particularly, the most significant models for each mechanism are presented, as well as a comparative with experimental results obtained in different materials

A methodology to assess the generic competence "Analysis and Problem solving" in master degree

[EN] The Universitat Politecnica de Valencia (UPV) has considered the development and assessment of generic competences in the curricula of its undergraduate and graduate degrees. Specifically, thirteen generic competences have been defined and introduced within all the curricula. These generic competences are to be assessed within the specific activities developed through the courses. For that purpose, the UPV has designed an institutional project called "UPV transversal competences" in order to guide the general implementation of the generic competencies in the degrees. This paper emerges from the work developed within a specific educational project designed in coherence with the institutional UPV project that studies the "analysis and problem solving" competence in master degree. Instructors have experience in the assessment and development of specific competences but, most of them, still need tools that aid to assess the degree of development of generic competences due to its novelty in the curricula. In order to fill this gap, this paper presents a structured methodology to design and develop assessment procedures and instruments of the "analysis and problem solving" generic competence. This methodology has been applied during the academic year 2015-2016 to assess the "analysis and problem solving" competence in the "Technologies and Software Applications for Supply Chain Management" course which belongs to the Master in Advanced Engineering Production, Logistics and Supply Chain at the Higher Technical School of Industrial Engineering. This paper discusses main results and conclusions obtained from the application. These results are of two types: results of the assessment of the specific competence in the course and results of the questionnaire passed to the students to know their point of view regarding the whole experience.This work has been developed within the research project called "Assessment of UPV generic competence "problem analysis and resolution" in master students" (Ref.: PIME-A7-15) funded by the Vice-Rectorate for Studies, Quality and Accreditation at Universitat Politecnica de Valencia.Verdecho Sáez, MJ.; Gómez-Gasquet, P.; Rodríguez Rodríguez, R.; Alfaro Saiz, JJ. (2016). A methodology to assess the generic competence "Analysis and Problem solving" in master degree. ICERI Proceedings. 7506-7511. https://doi.org/10.21125/iceri.2016.0712S7506751

A methodology to increase the level of the "Effective communication" competence in Master degree

[EN] One of the main objectives of the competences evaluation program in universities is to increase the level that their students have in these competences. There are descriptive guides recommending procedures for assessing these competencies and also to collect evidence of such assessments that help to evaluate the progress made. However, it is not so common to use active methodologies to guide this process from a practical and systemic point of view. This paper describes a methodology that helps to increase the level of competence "effective communication" in its oral dimension focused on the master students. The methodology consists of a series of phases that allow improving step by step and incrementally the level of competence acquired. It also describes the recommended assessment procedure to assess the progress and the set of associated actions that the student must follow to improve the competence. The methodology is designed to allow an individualized monitoring of the progress of each student based on the predefined objectives and takes into account their initial level. The methodology will be applied during the next academic year in a course of the master in Advanced Engineering Production, Logistics and Supply Chain at the Higher Technical School of Industrial Engineering (Universitat Politècnica de València).This work has been developed within the research project called ¿Use of software applications for training and assessing the UPV transversal competence ¿effective communication¿ in bachelor and master¿ (Ref. PIME-A16-16) funded by the Vice-Rectorate for Studies, Quality and Accreditation at Universitat Politècnica de València.Alfaro Saiz, JJ.; Verdecho Sáez, MJ.; Gómez-Gasquet, P.; Rodríguez Rodríguez, R. (2017). A methodology to increase the level of the "Effective communication" competence in Master degree. ICERI Proceedings. 5974-5978. https://doi.org/10.21125/iceri.2017.1562S5974597

An assessment framework for the "Oral effective communication" competence

[EN] In the last years, there is an increasing interest in the manner that generic or also called transversal competences (TC) are introduced in the programs. Transversal competences are generic and relevant skills that students have to develop while they are studying the different years of the program. These generic competences are to be assessed within the specific activities developed within the courses. For that purpose, the Universitat Politècnica Valencia (UPV) has designed an internal educational project called "UPV transversal competences" in order to support the general aim of the generic competencies assessment in the degrees. In this line, the UPV has granted various innovative educational projects that provide the assessment and collection of evidences on TC. This paper comes from the work of one innovative educational projects and, deals with the case of the assessment of the "effective communication" TC. The main purpose of this work is to present an assessment framework for the effective communication competence in postgraduate programmes at the UPV as well as describe a pilot application. This paper presents both the educational experience and main results obtained.This work has been developed within the research project called ¿Use of software applications for training and assessing the UPV transversal competence ¿effective communication¿ in bachelor and master¿ (Ref. PIME-A16-16) funded by the Vice-Rectorate for Studies, Quality and Accreditation at Universitat Politècnica de València.Gómez-Gasquet, P.; Verdecho Sáez, MJ.; Alfaro Saiz, JJ.; Rodríguez Rodríguez, R. (2017). An assessment framework for the "Oral effective communication" competence. ICERI Proceedings. 5990-5996. https://doi.org/10.21125/iceri.2017.1564S5990599

Using an ANP performance management framework to manage the development of transversal competences in University degrees

[EN] Organisations are concerned about measuring the performance of the product/service they deliver to their customers. In all types of organisations, if a proper performance assessment is to be developed, it should be measured in different dimensions. At University, the new study programs include the development and assessment of transversal competences due to their importance in enhancing the abilities and improving the employability of students. The achievement of transversal competences can be assessed in different levels/stages; for example, the 1st and 2nd years of a Bachelor's degree; the 3rd and 4th years of a Bachelor's degree and at Master's level. The purpose of this paper is to integrate the research into performance management in organisations to develop an approach consisting of four components (a methodology, a solid and integrated performance management framework, graphical diagrams and quantitative techniques) to assess and manage the achievement of transversal competences through the different levels of study using a consolidated approach. The proposal uses the Analytic Network Process (ANP) to model dependences and feedback among the elements of the competences.This work has been developed within the research projects "Use of software applications for training and assessing the UPV transversal competence "effective communication" in bachelor and master" (Ref. PIME/2016/A/16) and "Development of a social network for the design, follow-up, assessment and multi-disciplinary coordination of the TFG and TFM" (Ref.: PIME/2017/A/018) funded by the Vice-Rectorate for Studies, Quality and Accreditation at Universitat Politecnica de Valencia.Verdecho Sáez, MJ.; Alfaro Saiz, JJ.; Rodríguez Rodríguez, R.; Gómez-Gasquet, P. (2021). Using an ANP performance management framework to manage the development of transversal competences in University degrees. Central European Journal of Operations Research. 29:1-24. https://doi.org/10.1007/s10100-020-00693-7S12429Aczél J, Saaty TL (1983) Procedures for synthesizing ratio judgement. J Math Psychol 27(1):93–102Alfaro JJ, Ortiz A, Rodríguez R (2007) Performance measurement system for enterprise networks. Int J Product Perform Manag 56(4):305–334AQSUC (2009) Guía para la evaluación de competencias en el área de ingeniería y arquitectura. AQSUC. Accessed www.aqu.cat/publicacions/Begičević N, Divjak B, Hunjak T (2010) Decision-making on prioritization of projects in higher education institutions using the analytic network process approach. CEJOR 18(3):341–364Bititci US, Mendibil K, Martinez V, Albores P (2005) Measuring and managing performance in extended enterprises. International J Oper Product Manag 25(4):333–353Blanco Fernández A, Learreta Ramos B, Alba Ferré E, Asensio Castañeda E, Blanco Archilla Y, Bonsón Aventín M, Castaño Perea E, Escribano Otero JJ, García García MJ, Lara Bercial PJ, Merino Jiménez AJ, Pintor Pirzkal H, Jiménez Rodríguez RM, Terrón López MJ (2009) Desarrollo y Evaluación de competencias en educación superior. Narcea Universitaria, MadridBoateng P, Chen Z, Ogunlana SO (2015) An analytical network process model for risks prioritisation in megaprojects. Int J Project Manage 33:1795–1811Choi CR, Jeong HY (2019) Quality evaluation for multimedia contents of e-learning systems using the ANP approach on high speed network. Multimedia Tools and Applications (Article in press https://doi.org/10.1007/s11042-019-7351-8)Diaz-Balteiro L, González-Pachón J, Romero C (2017) Measuring systems sustainability with multi-criteria methods: a critical review. Eur J Oper Res 258:607–616Folan P, Browne J (2005) Development of an extended enterprise performance measurement system. Product Plann Control 16(6):531–544Forman E, Peniwati K (1998) Aggregating individual judgements and priorities with the analytic hierarchy process. Eur J Oper Res 108:165–169García García MJ, Terrón López MJ, Blanco Archilla Y (2009) Desarrollo de recursos docentes para la evaluación de competencias genéricas. XV Jornadas de Enseñanza Universitaria de Informática, BarcelonaGómez-Gasquet P, Verdecho MJ, Rodríguez-Rodríguez R, Alfaro-Saiz JJ (2018) Formative assessment framework proposal for transversal competencies: application to analysis and problem-solving competence. J Ind Eng Manag 11(2):73–89González J, Wagenaar R (2003) Tuning educational structures in Europe. Universidad de Deusto, BilbaoHo W, Xu X, Dey PK (2010) Multi-criteria decision making approaches for supplier evaluation and selection: a literature review. Eur J Oper Res 202(1):16–24Ibarra Sáiz MS (2010) INevalCO: INnovación en la EVALuación de COmpetencias Diseño y desarrollo de procedimientos e instrumentos para la evaluación de competencias entornos de aprendizaje mixtos/virtuales con la participación de los estudiantes en los títulos de grado. Servicio de Publicaciones de la Universidad de Cádiz, CádizICE (2015) Transversal competences rubrics. Instituto de Ciencias de la Educación. Universitat Politècnica de València, Internal documentsIlgin MA, Gupta SM (2010) Environmentally conscious manufacturing and product recovery (ECMPRO): a review of the state of the art. J Environ Manage 91:563–591Jablonsky J (2016) Efficiency analysis in multi-period systems: an application to performance evaluation in Czech higher education. CEJOR 24:283–296Jonsson A, Svingby G (2007) The use of scoring rubrics: reliability, validity and educational consequences. Educational Res Rev 2:130–144Kadoić N, Begičević N, Divjak B (2018) A new method for strategic decision-making in higher education. CEJOR 26(3):611–628Kaplan RS, Norton DP (1992) The balanced scorecard–measures that drive performance. Harvard Bus Rev 70(1):71–79Masmitjà JA (2013) Rúbricas para la evaluación de competencias. Ediciones OctaedroRodrigues Lima-Junior F, Ribeiro Carpinetti LC (2017) Quantitative models for supply chain performance evaluation: a literature review. Comput Ind Eng 113:333–346Rodríguez Gómez G (2009) EvalHIDA: evaluación de competencias con herramientas de interacción dialógica asíncronas (foros, blogs y wikis). Servicio de Publicaciones de la Universidad de Cádiz, CádizSaaty TL (1980) The analytic hierarchy process. McGraw-Hill, New YorkSaaty TL (1996) The analytic network process: decision making with dependence and feedback. RWS Publications, PittsburghSaaty TL (2001) Decision making with dependence and feedback: the analytic network process. RWS Publications, PittsburghSeyhan S, Mehpare T (2010) The analytic hierarchy process and analytic network process: an overview of applications. Manag Decis 48(5):775–808Sonseca A, Sahuquillo O, Martínez-Casas J, Carballeira J, Denia FD, Ródenas JJ (2015) Assessment of oral and written communication competences in the European higher education area: a proposal of evaluation methodologies. In: 1st International conference on higher education advances (HEAd’15), pp 2–9Tang HWV (2018) Modeling critical leadership competences for junior high school principals: a hybrid MCDM model combining DEMATEL and ANP, Kybernetes (Article in press https://doi.org/10.1108/k-01-2018-0015)UPV (2014) Dimensiones competenciales. Marco UPV de definición y evaluación de adquisición de competencias. Vicerrectorado de Estudios, Calidad y Acreditación. Downloaded 20 October, 2014, http://www.upv.es/contenidos/ICEP/info/DimensionesCompetenciales.pdfVerdecho MJ, Alfaro-Saiz JJ, Rodriguez-Rodríguez R, Ortiz Bas A (2012) A multi-criteria approach for managing inter-enterprise collaborative relationships. OMEGA 4:249–263Verdecho MJ, Rodríguez-Rodríguez R, Alfaro-Saiz JJ (2015) Evaluación de la competencia transversal UPV “comunicación efectiva” en máster. In: International conference innodoct’15Villa A, Poblete M (2007) Aprendizaje basado en competencias. Una propuesta para la evaluación de las competencias genéricas. Vicerrectorado de Innovación y Calidad de la Universidad de Deusto: Ediciones MensajeroYang YPO, Shieh HM, Leu JD, Tzeng G (2008) A novel hybrid MCDM model combined with DEMATEL and ANP with applications. Int J Oper Res 5(3):160–16

An assessment instrument for the "Analysis and Problem solving" competence: context and results

[EN] In the last years, there is an increasing interest in the manner that transversal competences (TC) are introduced in the curricula. Transversal competences are generic and relevant skills that students have to develop through the several stages of the educational degrees. This paper explain the context of TC in Higher Studies at the Universitat Politecnica de Valencia (UPV), Spain, where several working groups have been established in the last three years in order to improve the way both Technical Schools and lecturers/professors teach and assess the degree of development of transversal competences (TC) in students. The UPV has promoted to grant various innovative educational projects that contribute to improve the assessment and collection of evidences on TC. This paper emerges from the work developed in one of these innovative educational projects and presents the experience related to the assessment of the TC "analysis and problem solving". The main aim of this paper is to analyse the assessment of analysis and problem solving in the context of postgraduate programmes at the UPV and, according to them, to develop and apply an assessment instrument. The developed assessment instrument comprises the relevant indicators to assess the students written communication competency. It has been applied to evaluate the assignments of students in the course named "Production planning and scheduling in distributed environments", which belongs to the Master Degree in Advanced Engineering Production, Logistics and Supply Chain at the UPV. This paper presents both the educational experience and main results obtained.This work has been developed within the research project called "Assessment of UPV generic competence "problem analysis and resolution" in master students" (Ref.: PIME-A7-15) funded by the Vice-Rectorate for Studies, Quality and Acreditation at Universitat Politecnica de Valencia.Gómez-Gasquet, P.; Verdecho Sáez, MJ.; Rodríguez Rodríguez, R.; Alfaro Saiz, JJ. (2016). An assessment instrument for the "Analysis and Problem solving" competence: context and results. ICERI Proceedings. 7979-7984. https://doi.org/10.21125/iceri.2016.0830S7979798

Evaluating the analysis and problem solving competence at master context with a weighted approach

[EN] This paper presents the main results of measuring whether and to what extent the transversal competence called ¿Analysis and problem solving¿ has been achieved in a Higher Education Master Degree course being taught at the Universitat Politècnica de València in Valencia, Spain. This course is named ¿Performance Management System¿ and counted with 27 students during the academic year 2015-2016. Such a university has encouraged in the last years the development of different innovative educational projects in order to improve the quality of teaching. Additionally, these educational projects focus on specific transversal competences to be improved. The evaluation of the acquisition of the competence under study in this paper was made under a group approach. In order to evaluate the acquisition of such a competence from the different groups formed, some performance indicators, grouped into attributes of performance, were applied. Since not all of these indicators had the same importance when evaluating the acquisition of the competence, a weighted approach was used. This performance tool, formed by performance attributes and performance indicators, was applied in different moments during the course in order to better evaluate the degree of achievement of the competence. The main results show the homogeneity/heterogeneity degrees from the different groups regarding the level of achievement of the ¿Analysis and problem solving¿ competence.This work has been developed within the research project called “Assessment of UPV generic competence “problem analysis and resolution” in master students” (Ref.: PIME-A7-15) funded by the Vice-Rectorate for Studies, Quality and Acreditation at Universitat Politècnica de València.Rodríguez Rodríguez, R.; Verdecho Sáez, MJ.; Gómez-Gasquet, P.; Alfaro Saiz, JJ. (2016). Evaluating the analysis and problem solving competence at master context with a weighted approach. ICERI Proceedings. 7985-7990. doi:10.21125/iceri.2016.0832S7985799

Promoting light hydrocarbons yield by catalytic hydrodechlorination of residual chloromethanes using palladium supported on zeolite catalysts

Gas catalytic hydrodechlorination (HDC) of trichloromethane (TCM) and dichloromethane (DCM) was analyzed using Pd (1 wt.%) on different zeolites as catalysts. The aim of this study was to know the surface properties of the catalysts and reaction conditions that promote the yield to light hydrocarbons in this reaction. Five different zeolite supports were used from three commercial zeolites (KL, L-type; NaY, Faujasite; H-MOR, Mordenite). KL and NaY were submitted to ionic exchange treatments in order to increase their acidity and analyze the effect of the acidity in the activity and selectivity of the HDC reaction. Exchanged zeolites (HL and HY) showed the highest Pd dispersion due to their higher surface acidity. The best TCM/DCM conversion and selectivity to light hydrocarbons was obtained using the two non-exchanged zeolite-catalysts, KL and NaY. Low surface acidity seems to be the key aspect to promote the formation of light hydrocarbons. The formation of these products is favored at high reaction temperatures and low H2: chloromethane ratios. KL showed the highest selectivity to olefins (60%), although with a lower dechlorination degree. Non-exchanged NaY catalyst showed high selectivity to paraffins (70% and 95% for the HDC of DCM and TCM, respectively)Authors gratefully acknowledge financial support from FEDER/Ministerio de Ciencia, Innovación y Universidades—Agencia Estatal de Investigación/ CTM2017-85498-R. C. Fernández Ruiz acknowledges MINECO for his research gran