Stakeholder´s analysis in e-learning software process development

The success of an e-learning project depends largely on the quality of applications and tools used to support the learning process. Meanwhile, the quality of software depends largely on proper stakeholders? identification in the requirements stage during the development process. Although some studies exist which have identified key stakeholders in e-learning domain, most of them do not perform a deep analysis of the stakeholders and their contexts, necessary to consider educational and cultural issues in this type of environment. The aim of this paper is to present the application of a method for the identification and analysis of stakeholders, which is adapted to e-learning domain. This method was used in a case study considering university environments.Fil: Romero, Lucila J.. Universidad Nacional del Litoral. Facultad de Ingeniería y Ciencias Hídricas; ArgentinaFil: Ballejos, Luciana Cristina. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Centro de Investigación y Desarrollo de Ingeniería en Sistemas de Información; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Gutierrez, Maria de Los Milagros. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Centro de Investigación y Desarrollo de Ingeniería en Sistemas de Información; ArgentinaFil: Caliusco, Maria Laura. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Centro de Investigación y Desarrollo de Ingeniería en Sistemas de Información; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe; Argentin

DE2M: An environment for developing distributed and executable enterprise models

The distributed and executable enterprise models are one of the most important sources of an organization's information requirements where the business expert has not only an appropriate representation of the organization in terms of processes, information flows and user roles, but also a simulation capability for the interpretation of the dynamic behavior. We present an environment to support the development of such a model. It uses a MDA approach to acquire the simulation model from conceptual model. The simulation model can run both distributed and local environment.Fil: Gutierrez, Maria de Los Milagros. Universidad Tecnológica Nacional; ArgentinaFil: Leone, Horacio Pascual. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe. Instituto de Desarrollo y Diseño. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Instituto de Desarrollo y Diseño; Argentin

Learning path based-portfolio for personalized learning

Nowadays, lot of human activities have been affected by the use of technology needed to change in order to adapted. Particularly, in education domain the changes that occurred were not enough to break the traditional schemas of teaching. In this way, more and more people claim for real remodeling. Mainly, one of the most important subject is the necessity to adapt the teaching process to the particular characteristics of students, in a king of personalized learning. This work presents a conceptual framework, which proposes learning path based-portfolio as a way to personalize education. This framework uses semantic technologies, logical rules and agents to determine the student learning level and based on that propose course of actions.Fil: Romero, Lucila. Universidad Nacional del Litoral. Facultad de Ingeniería y Ciencias Hídricas; ArgentinaFil: Gutierrez, Maria de Los Milagros. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Centro de Investigación y Desarrollo de Ingeniería en Sistemas de Información; ArgentinaFil: Caliusco, Maria Laura. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Centro de Investigación y Desarrollo de Ingeniería en Sistemas de Información; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe; Argentin

Stakeholder´s analysis in e-learning software process development

The success of an e-learning project depends largely on the quality of applications and tools used to support the learning process. Meanwhile, the quality of software depends largely on proper stakeholders? identification in the requirements stage during the development process. Although some studies exist which have identified key stakeholders in e-learning domain, most of them do not perform a deep analysis of the stakeholders and their contexts, necessary to consider educational and cultural issues in this type of environment. The aim of this paper is to present the application of a method for the identification and analysis of stakeholders, which is adapted to e-learning domain. This method was used in a case study considering university environments.Fil: Romero, Lucila J.. Universidad Nacional del Litoral. Facultad de Ingeniería y Ciencias Hídricas; ArgentinaFil: Ballejos, Luciana Cristina. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Centro de Investigación y Desarrollo de Ingeniería en Sistemas de Información; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Gutierrez, Maria de Los Milagros. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Centro de Investigación y Desarrollo de Ingeniería en Sistemas de Información; ArgentinaFil: Caliusco, Maria Laura. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Centro de Investigación y Desarrollo de Ingeniería en Sistemas de Información; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe; Argentin

How do women living with HIV experience menopause? Menopausal symptoms, anxiety and depression according to reproductive age in a multicenter cohort

CatedresBackground: To estimate the prevalence and severity of menopausal symptoms and anxiety/depression and to assess the differences according to menopausal status among women living with HIV aged 45-60 years from the cohort of Spanish HIV/AIDS Research Network (CoRIS). Methods: Women were interviewed by phone between September 2017 and December 2018 to determine whether they had experienced menopausal symptoms and anxiety/depression. The Menopause Rating Scale was used to evaluate the prevalence and severity of symptoms related to menopause in three subscales: somatic, psychologic and urogenital; and the 4-item Patient Health Questionnaire was used for anxiety/depression. Logistic regression models were used to estimate odds ratios (ORs) of association between menopausal status, and other potential risk factors, the presence and severity of somatic, psychological and urogenital symptoms and of anxiety/depression. Results: Of 251 women included, 137 (54.6%) were post-, 70 (27.9%) peri- and 44 (17.5%) pre-menopausal, respectively. Median age of onset menopause was 48 years (IQR 45-50). The proportions of pre-, peri- and post-menopausal women who had experienced any menopausal symptoms were 45.5%, 60.0% and 66.4%, respectively. Both peri- and post-menopause were associated with a higher likelihood of having somatic symptoms (aOR 3.01; 95% CI 1.38-6.55 and 2.63; 1.44-4.81, respectively), while post-menopause increased the likelihood of having psychological (2.16; 1.13-4.14) and urogenital symptoms (2.54; 1.42-4.85). By other hand, post-menopausal women had a statistically significant five-fold increase in the likelihood of presenting severe urogenital symptoms than pre-menopausal women (4.90; 1.74-13.84). No significant differences by menopausal status were found for anxiety/depression. Joint/muscle problems, exhaustion and sleeping disorders were the most commonly reported symptoms among all women. Differences in the prevalences of vaginal dryness (p = 0.002), joint/muscle complaints (p = 0.032), and sweating/flush (p = 0.032) were found among the three groups. Conclusions: Women living with HIV experienced a wide variety of menopausal symptoms, some of them initiated before women had any menstrual irregularity. We found a higher likelihood of somatic symptoms in peri- and post-menopausal women, while a higher likelihood of psychological and urogenital symptoms was found in post-menopausal women. Most somatic symptoms were of low or moderate severity, probably due to the good clinical and immunological situation of these women

Comprensión y Producción de Lenguaje II - HU544 - 202101

Descripción: Comprensión y Producción de Lenguaje 2 es un curso en el que el estudiante desarrolla sus habilidades para la comprensión lectora y la redacción de textos formales argumentativos en situaciones comunicativas determinadas. Para ello, emplea recursos de redacción que le permitirán una organización coherente, un desarrollo sólido y convincente (a partir de la lectura crítica de fuentes diversas), y una escritura respetuosa de la normativa y de la ortografía vigentes. Propósito: Este curso tiene como requisito Comprensión y Producción de Lenguaje 1. Desarrolla, siguiendo la política educativa propuesta por la UPC en SICA, la competencia Comunicación escrita en el nivel de logro 1. El propósito es que el estudiante pueda producir textos argumentativos coherentes y sustentados a partir de una evaluación crítica de la información. Esas habilidades le permitirán comunicarse de manera escrita para convencer acerca de sus propios puntos de vista en los demás cursos de sus carreras. Además, en el mundo laboral, le permitirá sustentar textualmente sus propuestas y proyectos de manera eficiente

Ética y ciudadanía - HU316 201801

Descripción: Ética y Ciudadanía es un curso de formación general, de carácter teórico-práctico, dirigido a estudiantes de ciclos iniciales de distintas carreras; que busca contribuir al desarrollo una de las competencias generales de nuestro modelo educativo: Ciudadanía en el nivel 1. Propósito: El curso pretende contribuir con el aprendizaje ético y ciudadano de los estudiantes invitándolos a conocer y explicar problemas éticos y de su vida cotidiana. Teniendo en cuenta que este curso se realiza bajo la modalidad semipresencial, se proponen diversas actividades educativas de tipo individual y grupal, tanto en las sesiones presenciales como en las sesiones virtuales, lo que supone una participación activa, organizada y permanente por parte de los estudiantes. Las estrategias a utilizarse incluyen: lectura y discusión de textos, análisis y evaluación de películas y documentales, resolución de casos, debates y exposiciones, foros virtuales. Siendo el docente la pieza clave para este proceso de aprendizaje, cumple con el rol de promover un ambiente colaborativo a través del diálogo, el respeto y la reflexión, partiendo del conocimiento previo y las fortalezas de los estudiantes para generar nuevas capacidades y desarrollar la competencia asociada al curso

Comprensión y Producción de Lenguaje II - HU544 - 202102

Descripción: Comprensión y Producción de Lenguaje 2 es un curso en el que el estudiante desarrolla sus habilidades para la comprensión lectora y la redacción de textos formales argumentativos en situaciones comunicativas determinadas. Para ello, emplea recursos de redacción que le permitirán una organización coherente, un desarrollo sólido y convincente (a partir de la lectura crítica de fuentes diversas), y una escritura respetuosa de la normativa y de la ortografía vigentes. Propósito: Este curso tiene como requisito Comprensión y Producción de Lenguaje 1. Desarrolla, siguiendo la política educativa propuesta por la UPC en SICA, la competencia Comunicación escrita en el nivel de logro 1. El propósito es que el estudiante pueda producir textos argumentativos coherentes y sustentados a partir de una evaluación crítica de la información. Esas habilidades le permitirán comunicarse de manera escrita para convencer acerca de sus propios puntos de vista en los demás cursos de sus carreras. Además, en el mundo laboral, le permitirá sustentar textualmente sus propuestas y proyectos de manera eficiente

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)