Desenvolupament de les competències transversals al Grau en Enginyeria Informàtica a la FIB

Los planes de estudio del EEES deben diseñarse a partir de las competencias de la titulación, tanto específicas como genéricas. La universidad española tiene una amplia experiencia en trabajar y evaluar las competencias específicas, pero las competencias genéricas suponen un nuevo reto que es preciso abordar. En este proyecto se hace una propuesta sobre cómo trabajar y evaluar, de forma global, las competencias genéricas en una titulación de Grado. La propuesta se está implantando en los estudios de Grado en Ingeniería Informática de la Facultat d’Informàtica de Barcelona. En lugar de establecer diversos niveles de competencia y asignar cada uno de estos niveles a distintas asignaturas, como suele hacerse con las competencias específicas usando la taxonomía de Bloom, se propone definir cada competencia genérica en términos de dimensiones. Cada una de las dimensiones (aspectos de la competencia) se define en términos de objetivos a tres niveles, y son los objetivos de un determinado nivel de cada dimensión lo que se encarga a las asignaturas. De esta forma, una misma asignatura puede trabajar distintas dimensiones de una competencia genérica, cada una de ellas a un nivel diferente.Peer Reviewe

Desarrollo integral de las competencias genéricas mediante mapas competenciales

Los planes de estudio del EEES deben diseñarse a partir de las competencias de la titulación, tanto específicas como genéricas. La universidad española tiene una amplia experiencia en trabajar y evaluar las competencias específicas, pero las competencias genéricas suponen un nuevo reto que es preciso abordar. En este trabajo se hace una propuesta sobre cómo trabajar y evaluar, de forma global, las competencias genéricas en una titulación de Grado. La propuesta se está implantando en los estudios de Grado en Ingeniería Informática de la Facultat d’Informàtica de Barcelona. En lugar de establecer diversos niveles de competencia y asignar cada uno de estos niveles a distintas asignaturas, como suele hacerse con las competencias específicas usando la taxonomía de Bloom, se propone definir cada competencia genérica en términos de dimensiones. Cada una de las dimensiones (aspectos de la competencia) se define en términos de objetivos a tres niveles, y son los objetivos de un determinado nivel de cada dimensión lo que se encarga a las asignaturas. De esta forma, una misma asignatura puede trabajar distintas dimensiones de una competencia genérica, cada una de ellas a un nivel diferente. Diferentes competencias pueden compartir un subconjunto de dimensiones. Evitar repetir el trabajo de estas dimensiones en diferentes asignaturas cuando no es estrictamente necesario permite optimizar el trabajo realizado y favorece que los estudiantes adquieran las competencias genéricas definidas por la titulación.SUMMARY -- In the context of the European Higher Education Area (EHEA), curriculum design needs to be based on the particular degree programme competencies, including both domain-specific and generic competencies. Although Spanish universities already have a wide experience in developing and assessing domain-specific competencies, generic competencies pose a new challenge that we need to face. The present work proposes a model to globally develop and assess generic competencies in the Bachelor’s Degree in Informatics Engineering at Barcelona School of Informatics. A common procedure to develop domain-specific competencies consists in setting different competency levels (based on Bloom’s taxonomy) and then assigning them to the corresponding subjects or courses in the programme. Instead, in order to develop generic competencies into a comprehensive integrated experience, we propose a definition of each competency in terms of dimensions (or competency aspects), which are further defined according to three-level objectives. These objectives are integrated into the subjects that are considered suitable for this purpose. Thus, one subject may integrate dimensions belonging to different competencies at different levels, which contributes to an integral educational experience. In the process of designing our global map of competency dimensions, we have found that some competencies may share some subset of those dimensions, which calls for workload optimization. This global map allows us to refine the process of assigning competency objectives to subjects, and although recurrent practice may be appropriate in the development of competencies in general, we can avoid redundancy when necessary. Thus, this procedure helps us to integrate objectives into the corresponding subjects most effectively, helping students develop the generic competencies defined in the degree programme.Peer Reviewe

Climate negotiators’ and scientists’ assessments of the climate negotiations

Climate negotiation outcomes are difficult to evaluate objectively because there are no clear reference scenarios. Subjective assessments from those directly involved in the negotiations are particularly important, as this may influence strategy and future negotiation participation. Here we analyze the perceived success of the climate negotiations in a sample of more than 600 experts involved in international climate policy. Respondents were pessimistic when asked for specific assessments of the current approach centered on voluntary pledges, but were more optimistic when asked for general assessments of the outcomes and usefulness of the climate negotiations. Individuals who are more involved in the negotiation process tended to be more optimistic, especially in terms of general assessments. Our results indicate that two reinforcing effects are at work: a high degree of involvement changes individuals’ perceptions and more optimistic individuals are more inclined to remain involved in the negotiations

Modifiable risk factors associated with prediabetes in men and women: A cross-sectional analysis of the cohort study in primary health care on the evolution of patients with prediabetes

Background: Prediabetes is a high-risk state for diabetes development, but little is known about the factors associated with this state. The aim of the study was to identify modifiable risk factors associated with the presence of prediabetes in men and women. Methods: Cohort Study in Primary Health Care on the Evolution of Patients with Prediabetes (PREDAPS-Study) is a prospective study on a cohort of 1184 subjects with prediabetes and another cohort of 838 subjects without glucose metabolism disorders. It is being conducted by 125 general practitioners in Spain. Data for this analysis were collected during the baseline stage in 2012. The modifiable risk factors included were: smoking habit, alcohol consumption, low physical activity, inadequate diet, hypertension, dyslipidemia, and obesity. To assess independent association between each factor and prediabetes, odds ratios (ORs) were estimated using logistic regression models. Results: Abdominal obesity, low plasma levels of high-density lipoprotein cholesterol (HDL-cholesterol), and hypertension were independently associated with the presence of prediabetes in both men and women. After adjusting for all factors, the respective ORs (95% Confidence Intervals) were 1.98 (1.41-2.79), 1.88 (1.23-2.88) and 1.86 (1.39-2.51) for men, and 1.89 (1.36-2.62), 1.58 (1.12-2.23) and 1.44 (1.07-1.92) for women. Also, general obesity was a risk factor in both sexes but did not reach statistical significance among men, after adjusting for all factors. Risky alcohol consumption was a risk factor for prediabetes in men, OR 1.49 (1.00-2.24). Conclusions: Obesity, low HDL-cholesterol levels, and hypertension were modifiable risk factors independently related to the presence of prediabetes in both sexes. The magnitudes of the associations were stronger for men than women. Abdominal obesity in both men and women displayed the strongest association with prediabetes. The findings suggest that there are some differences between men and women, which should be taken into account when implementing specific recommendations to prevent or delay the onset of diabetes in adult population

Dietary α‐Linolenic Acid, Marine ω‐3 Fatty Acids, and Mortality in a Population With High Fish Consumption: Findings From the PREvención con DIeta MEDiterránea (PREDIMED) Study

Background: Epidemiological evidence suggests a cardioprotective role of α‐linolenic acid (ALA), a plant‐derived ω‐3 fatty acid. It is unclear whether ALA is beneficial in a background of high marine ω‐3 fatty acids (long‐chain n‐3 polyunsaturated fatty acids) intake. In persons at high cardiovascular risk from Spain, a country in which fish consumption is customarily high, we investigated whether meeting the International Society for the Study of Fatty Acids and Lipids recommendation for dietary ALA (0.7% of total energy) at baseline was related to all‐cause and cardiovascular disease mortality. We also examined the effect of meeting the society's recommendation for long‐chain n‐3 polyunsaturated fatty acids (≥500 mg/day). Methods and Results: We longitudinally evaluated 7202 participants in the PREvención con DIeta MEDiterránea (PREDIMED) trial. Multivariable‐adjusted Cox regression models were fitted to estimate hazard ratios. ALA intake correlated to walnut consumption (r=0.94). During a 5.9‐y follow‐up, 431 deaths occurred (104 cardiovascular disease, 55 coronary heart disease, 32 sudden cardiac death, 25 stroke). The hazard ratios for meeting ALA recommendation (n=1615, 22.4%) were 0.72 (95% CI 0.56–0.92) for all‐cause mortality and 0.95 (95% CI 0.58–1.57) for fatal cardiovascular disease. The hazard ratios for meeting the recommendation for long‐chain n‐3 polyunsaturated fatty acids (n=5452, 75.7%) were 0.84 (95% CI 0.67–1.05) for all‐cause mortality, 0.61 (95% CI 0.39–0.96) for fatal cardiovascular disease, 0.54 (95% CI 0.29–0.99) for fatal coronary heart disease, and 0.49 (95% CI 0.22–1.01) for sudden cardiac death. The highest reduction in all‐cause mortality occurred in participants meeting both recommendations (hazard ratio 0.63 [95% CI 0.45–0.87]). Conclusions: In participants without prior cardiovascular disease and high fish consumption, dietary ALA, supplied mainly by walnuts and olive oil, relates inversely to all‐cause mortality, whereas protection from cardiac mortality is limited to fish‐derived long‐chain n‐3 polyunsaturated fatty acids. Clinical Trial Registration URL: http://www.Controlled-trials.com/. Unique identifier: ISRCTN35739639

IT or not to be: the impact of Moodle in the education of developing countries

E-learning environments, such as Moodle, provide a technology that fosters the improvement of the educational system in developed countries, where education is traditionally performed with relatively high standards of quality. A large number of case studies and research have been conducted to demonstrate how e-learning technologies can be applied to improve both training and learning processes. However, these technologies have not been proved efficient when applied to developing countries. The challenges that must be addressed in developing countries, both technological and societal, are much more complex and the possible solution margins are more constrained than those existing in the context where these technologies have been created. In this paper we show how Moodle can be used to improve the quality of education in developing countries and, even more important, how can be used to turn the educational system more sustainable and effective in the long-term. We describe our experience in implementing a programming course in Moodle for the Higher School of Informatics at the Université Polytechnique de Bobo-Dioulasso, in Burkina Faso (West Africa), joining efforts with local professors in designing and implementing the learning system. The case example has been designed having in mind a number of contextual problems: lack of lecturers, excessive teaching hours per lecturer, massive classes, and curricula organization and stability, among others. We finally discuss how the teaching effort is reduced, the students’ knowledge and capacity improves, and the institutional academic model can be guaranteed with the proposal. For this reason, we claim that information technologies in developing countries are a cost-effective way to guarantee the objectives originally defined in the academic curricula and, therefore, deal with the problem of the education.Peer Reviewe

Dorset Fire and Rescue Service Principal inspection

SIGLEAvailable from British Library Document Supply Centre-DSC:6612.9686(1999) / BLDSC - British Library Document Supply CentreGBUnited Kingdo