Job-search strategies of individuals at risk of poverty and social exclusion in Spain

In Spain, the issue of unemployment or precarious employment worsen with globalization, leading to an expansion of the so-called working poor in the labour market.According to previous literature, the economic poverty that is characteristic of this group may accompany poverty competency.In particular, the working poor resort to informal and poorly developed job-searchstrategies.This study addresses the job search methods used by people at risk of poverty and social exclusion. It provides evidence on the subject and serves as a basis for the adaptation of socio-labour intermediation programmes to this group.The hypothesis of this study is that people at high risk will predominantly use informal strategies that require a low level of job-searchs kills.A survey-based correlational study is conducted using a questionnaire completed by 279 people participating in socio-labourinter mediation programmes developed by the Action against Hunger Foundation(AaHF) in Spain.Information on poverty indicators and on job-search strategies is collected.Data are analysed through cluster analysis,which distinguish two groups of people at risk of poverty and social exclusion(high risk and low risk),followed by a comparison of means(t-test)with a subsequent calculation of effect size using Cohen’s d. Results show statistically significant differences with a medium effect size(between 0.45 and 0.50)for the typology of job-search strategies used,confirming the initial hypothesis.These results offer relevant information that should be considered when developing programmes aimed at improving social and labour issues for people at risk of poverty and social exclusion.Ministry of Economy and Competitiveness (MINECO- Government of Spain)European Regional Development Fund (ERDF-FEDER

Participación y vínculos familia-escuela en contextos vulnerables: una propuesta socioeducativa desde la mirada de la Educación Social

El Trabajo que aquí se presenta aborda las relaciones familia-escuela y su corresponsabilidad en el proceso educativo. Los innegables vínculos entre estas dos instituciones determinan la necesidad de entendimiento y complementariedad. Se analiza la participación de las familias en la escuela, evidenciando su necesidad y su influencia positiva en el éxito educativo, así como la realidad y las dificultades para lograr una participación efectiva y de calidad. Estas relaciones son aún más complejas en contextos vulnerables. Promover la participación de las familias en entornos desfavorecidos se muestra como una necesidad por su efecto multiplicador en la comunidad y en la educación, para lo que se hace imprescindible entender la escuela como cualquier espacio de aprendizaje compartido. Este trabajo reivindica la figura de los/las profesionales de la Educación Social en esta labor y presenta una experiencia socioeducativa innovadora desarrollada en el barrio de Pajarillos de Valladolid, enmarcada en el proyecto Pajarillos Educa, que fomenta la participación en familia y visibiliza su potencialidad en la mejora de los vínculos familia-escuela-comunidad.The Work presented here addresses family-school relations and their co-responsibility in the educational process. The undeniable links between these two institutions determine the need for understanding and complementarity. The participation of families in school is analyzed, evidencing their need and their positive influence on educational success, as well as the reality and difficulties to achieve effective and quality participation. These relationships are even more complex in vulnerable contexts. Promoting the participation of families in disadvantaged environments is shown as a necessity due to its multiplier effect on the community and education, for which it is essential to understand the school as any shared learning space. This work vindicates the figure of Social Education professionals in this work and presents an innovative socio-educational experience developed in the Pajarillos neighborhood of Valladolid, framed in the Pajarillos Educa project, which encourages participation in the family and makes visible its potential in the improvement of family-school-community ties.Departamento de PedagogíaGrado en Educación Socia

Evolución de los criterios de selección de gestantes en riesgo de cromosomopatía fetal: papel de la edad materna

El asesoramiento genético, en asociación con los procedimientos de diagnóstico prenatal, constituye un elemento básico para la identificación de anomalías congénitas y trastornos genéticos, facilitando a la pareja una adecuada información, mediante Consejo Genético, que les permita tomar decisiones informadas respecto a la gestación. El estudio citogenético fetal se conoce como una metodología fiable y resolutiva en circunstancias de riesgo para cromosomopatía. El método invasivo, utilizado de manera universal para la obtención de una muestra fetal, es la amniocentesis. Desde la implementación de esta disciplina, a mediados de los años 80, los criterios para la selección de gestantes en riesgo de alteración cromosómica fetal han sufrido múltiples variaciones, siempre encaminadas a optimizar el coste-beneficio de la prueba invasiva, y a obtener la máxima sensibilidad. Las metodologías utilizadas para realizar estudios citogenéticos prenatales se han ido perfeccionando mediante la inclusión de nuevas técnicas que permiten caracterizar las anomalías cromosómicas con mayor exactitud y ofrecer un Consejo Genético correcto. Dentro de los criterios de selección de embarazadas en riesgo de cromosomopatía, la edad materna avanzada (≥ 35 años) ha sido la indicación con mayor prevalencia para realizar estos análisis a pesar de presentar una baja sensibilidad. Actualmente, la edad de la madre está incluida en el método de Cribado combinado de 1er trimestre para trisomía 21 y trisomía 18, lo que ha hecho disminuir considerablemente las amniocentesis por edad materna avanzada como criterio aislado..

Composition operators with linear fractional smbols and their adjoints

We characterize all linear fractional maps of the disk into itself in terms of their coefficients. We also prove the formula for the adjoint of a composition operator with a linear fractional symbol acting on the quotient Dirichlet space due to Gallardo and Montes by a method different from theirs.Ministerio de Ciencia y Tecnologí

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. 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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