I use of the Power BI for the analysis of data in the career of Tourism

La aplicación de las técnicas de Minería de Datos en la esfera educacional es un campo creciente que usa los datos obtenidos a partir de los procesos y sistemas educativos, teniendo como base la información previamente existente o generada para descubrir conocimiento y encontrar respuesta a preguntas y problemas concernientes a proceso instructivo. El articulo propone la utilización de la herramienta de Inteligencia de Negocio Microsoft Power BI, cuya introducción en la carrera de Licenciatura en Turismo permitiría solucionar problemas prácticos de análisis de datos, realización de pronósticos, soporte al desarrollo de sistemas de comerciales de procesos de negocios y modelar situaciones comerciales con la consiguiente obtención de conocimiento para el apoyo al proceso de toma de decisiones. Analizando sus características, ventajas y desventajas, se propone el modelo de inserción para su uso como aplicación para la creación de reportes de Inteligencia de negocio.The application of Data Mining techniques in the educational sphere is a growing field that uses data obtained from educational processes and systems, based on previously existing or generated information to discover knowledge and find answers to questions and problems. Concerning instructional process. The article proposes the use of the Microsoft Power BI Business Intelligence tool, whose introduction in the Bachelor of Tourism career would allow solving practical problems of data analysis, forecasting, support for the development of commercial business process systems and model business situations with the consequent acquisition of knowledge to support the decision-making process. Analyzing its characteristics, advantages and disadvantages, the insertion model is proposed for use as an application for the creation of business intelligence reports

Validity of student satisfaction surveys to assess teaching quality: the UPCT case study (Cartagena, Spain)

[ES] El programa DOCENTIA de ANECA se de­sarrolló como base para los modelos me­diante los cuales las universidades espa­ñolas evalúan la docencia del profesorado, una necesidad ligada a los requerimientos de transparencia y de mejora continua que están en la esencia del EEES. Entre los in­dicadores habituales en estos modelos destacan las encuestas de satisfacción de los estudiantes, cuya validez es objeto de debate desde el origen de su utilización. Una de las opiniones críticas más extendi­das sostiene que las encuestas no son una buena referencia, porque contienen ses­gos inasumibles. Con el objetivo de com­probar si existen realmente esos sesgos, se ha realizado un estudio estadístico a partir de los datos de indicadores de calidad en la Universidad Politécnica de Cartagena. Se ha empleado la regresión lineal múlti­ple, mediante el procedimiento conocido como regresión hacia atrás, para identifi­car las variables que pudieran influir en las valoraciones que hacen los estudiantes y cuantificar su efecto. El principal resultado del estudio es que las variables analizadas, que suelen citarse como causas de sesgo, muestran una influencia poco o nada signi­ficativa sobre los resultados de las encues­tas. Por otra parte, es importante subrayar que hay aspectos de la actividad docente que solamente pueden evaluarse a partir de la observación sistemática que hacen los estudiantes. Por todo ello considera­mos que las encuestas de satisfacción son un indicador indispensable, y es funda­mental que el peso que se les asigna en el modelo de evaluación docente refleje su importancia.[EN]  ANECA´s DOCENTIA program was developed to support the evaluation of teaching by the Spanish universities. Nowadays, teaching quality evaluation is a need linked to the transparency and continuous improvement requirements inherent to the European Higher Education Area. The indicators on the quality models frequently include student evaluation of teaching (SET), whose validity is the subject of a broad debate from the beginning of its use. One of the most widespread critical opinions argues that student surveys are not a good reference, as they contain non-assumable biases. With the aim of verify whether these biases actually exist, a statistical study has been carried out based on quality indicators data from the Technical University of Cartagena. Multiple linear regression has been used, through backward stepwise regression, to identify variables that may influence students’ opinions and to quantify their effects. The main result is that the variables analyzed, many of which are often cited as causes of bias, show little or no significant influence on student satisfaction with teaching. It is also important to remark that there are aspects of the teaching activity that can only be evaluated from the systematic observation made by students. Therefore, we believe that student surveys are an essential indicator, and their weight within teaching evaluation models should reflect their relevance.García Martín, A.; Montero Cases, T.; García León, J.; Vázquez Arenas, G. (2020). Validez de las encuestas de satisfacción de los estudiantes para evaluar la calidad docente: el caso de la UPCT (Cartagena). REDU. Revista de Docencia Universitaria. 18(1):275-290. https://doi.org/10.4995/redu.2020.12996OJS275290181Abadía, A.R., Bueno, C., Ubieto-Artur, M.I., Márquez, M.D., Sabaté, S., Jorba, H., Pagès, T. (2015). Competencias del buen docente universitario. Opinión de los estudiantes. REDU, Revista de Docencia Universitaria, 13(2), 363-390. https://doi.org/10.4995/redu.2015.5453Benton, S.L., Cashin, W.E. (2013). Student ratings of instruction in college and university courses. En M.B. Paulsen (ed.), Higher Education: Handbook of Theory and Research (pp. 279-326). https://doi.org/10.1007/978-94-017-8005-6_7Berk, R.A. (2014). Should student outcomes be used to evaluate teaching? Journal of Faculty Development, 28(2), 87-96. Recuperado de https://pdfs.semanticscholar. org/72dc/eb08a40f9019c72d5f20971bd3413fe06efd.pdfBoring, A. (2017). Gender biases in student evaluations of teaching. Journal of Public Economics, 145, 27-41. https://doi.org/10.1016/j.jpubeco.2016.11.006Casero, A. (2010). Factores moduladores de la percepción de la calidad docente. RELIEVE, Revista Electrónica de Investigación y Evaluación Educativa, 16(2), 1-17. https://doi.org/10.7203/relieve.16.2.4135Centra, J.A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? Research in Higher Education, 44(5), 495-518. https://doi.org/10.1023/A:1025492407752Cohen, P.A. (1983). Comment on a selective review of the validity of student ratings of teaching. The Journal of Higher Education, 54(4), 448-458. https://doi.org/10.2307/1981907Elizondo, A., Novo, A., Silvestre, M. (2010). Igualdad de mujeres y hombres en las universidades españolas. Instituto de la Mujer, Madrid. Recuperado de http://www.inmujer.gob.es/areasTematicas/estudios/serieEstudios/docs/ igualdadUniversidades.pdfEmery, C.R., Kramer, T.R., Tian, R.G. (2003). Return to academic standards: a critique of student evaluations of teaching effectiveness. Quality Assurance in Education, 11(1), 37-46. https://doi.org/10.1108/09684880310462074Fernández Rico, J.E., Fernández, S., Álvarez, A., Martínez Camblor, P. (2007). Éxito académico y satisfacción de estudiantes con la enseñanza universitaria. RELIEVE, Revista Electrónica de Investigación y Evaluación Educativa, 13(2). https://doi.org/10.7203/relieve.13.2.4207Franklin, M. (2016). Student evaluations of teaching in business and accounting courses: a perspective and a suggested improvement. Cogent Business & Management, 3(1), 1-17. https://doi.org/10.1080/23311975.2016.1226458García Martín, A., García-León, J. (2017). Una experiencia de medición de la carga de trabajo percibida por los estudiantes para facilitar la coordinación horizontal. REDU, Revista de Docencia Universitaria, 15(1), 81-104. https://doi.org/10.4995/redu.2017.5987Greenwald, A.G., Gillmore, G.M. (1997). No pain, no gain? The importance of measuring course workload in student ratings of instruction. Journal of Educational Psychology, 89(4), 743-751. https://doi.org/10.1037/0022-0663.89.4.743Hammonds, F., Mariano, G.J., Ammons, G., Chambers, S. (2016). Student evaluations of teaching: improving teaching quality in higher education. Perspectives: Policy and Practice in Higher Education, 21(1), 26-33. https://doi.org/10.1080/13603108.2016.1227388Isla-Díaz, R., Marrero-Hernández, H., Hess-Medler, S., Soriano, M., Acosta-Rodríguez, S., Pérez-Monteverde, M.V., Blanco-Freijo, M. (2018). Una mirada longitudinal: ¿Es el "Docentia" útil para la evaluación del profesorado universitario? RELIEVE, Revista Electrónica de Investigación y Evaluación Educativa, 24(2). https://doi.org/10.7203/relieve.24.2.12142Jones, J. (1989). Students' ratings of teacher personality and teaching competence. Higher Education, 18(5), 551-558. https://doi.org/10.1007/BF00138747López-Aguado, M. (2018). La evaluación de la calidad de títulos universitarios. Dificultades percibidas por los responsables de los sistemas de garantía de calidad. Educación XX1, 21(1), 263-284. https://doi.org/10.5944/educxx1.20195Marsh, H., Roche, L. (1997). Making students' evaluations of teaching effectiveness effective. American Psychologist, 52(11), 1187-1197. https://doi.org/10.1037/0003-066X.52.11.1187Marsh, H. (2007). Students' evaluations of university teaching: dimensionality, reliability, validity, potential biases and usefulness. En R.P. Perry and J.C. Smart (eds.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, 319-383. Springer. https://doi.org/10.1007/1-4020-5742-3_9Mas Torelló, O. (2012). Las competencias del docente universitario: la percepción del alumno, de los expertos y del propio protagonista. REDU - Revista de Docencia Universitaria, 10(2), 299-318. https://doi.org/10.4995/redu.2012.6109Murray, H.G. (2005). Student evaluation of teaching: has it made a difference? Paper presented at the Annual Meeting of the Society for Teaching and Learning in Higher Education, Charlottetown, Prince Edward Island. Recuperado de https://www.stlhe.ca/wp-content/uploads/2011/07/Student-Evaluation-of- Teaching1.pdfRamírez, M.I., Montoya, J. (2014). La evaluación de la calidad de la docencia en la universidad: Una revisión de la literatura. REDU, Revista de Docencia Universitaria, 12 (2), 77-95. https://doi.org/10.4995/redu.2014.5641Sánchez, F., Rubio, R., Alonso, E., Retamal, K. (2009). La valoración de la actividad docente. Algo más que la opinión de los estudiantes. Boletín de Psicología, 97, 71-92. Recuperado de https://www.uv.es/seoane/boletin/previos/N97-5.pdfSpooren, P., Mortelmans, D., Thijssen, P. (2012). 'Content' versus 'style': acquiescence in student evaluation of teaching? British Educational Research Journal, 38(1), 3-21. https://doi.org/10.1080/01411926.2010.523453Uttl, B., White, C.A., Gonzalez, D. (2017). Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation 54, 22-42. https://doi.org/10.1016/j.stueduc.2016.08.007Wolbring, T., y Treischl, E. (2016). Selection bias in students' evaluation of teaching. Causes of student absenteeism and its consequences for course ratings and rankings. Research in Higher Education, 57, 51-71. https://doi.org/10.1007/s11162-015-9378-

El prestigio cultural de la mímesis ritual

In general, mimesis can be ritual, visual or cognitive. The oldest mimesis takes place within the framework of rites, but in times of symbolic impoverishment many of them have lost their former vigour and have sometimes been reduced to mere folklore. Plato addressed visual mimesis, who said that it did not allow us to know reality with the depth or perfection with which it was possible to do it through rite or reflection. Aristotle delved into cognitive mimesis, pointing out that from it could be known the laws of nature, its ends and the way in which it operates to achieve them. By analysing these types of mimesis, we will highlight that a legitimate and effective way to reconnect man with the world and with reality is the enhancement of the rite.En general, la mímesis puede ser de orden ritual, visual o cognitiva. La mímesis más antigua tiene lugar en el marco de los ritos, pero en tiempos de empobrecimiento simbólico, muchos de ellos han perdido su antiguo vigor y, a veces, han quedado reducidos a mero folclore. La mímesis visual fue abordada por Platón de la que afirmó que no permitía conocer la realidad con la profundidad ni con la perfección con que era posible hacerlo mediante el rito o la reflexión. Aristóteles profundizó en una mímesis de índole cognitiva, señalando que a partir de ella podían conocerse las leyes de la naturaleza, sus fines y el modo en que opera para conseguirlos. Al analizar estos tipos de mímesis trataremos de poner de relieve que una forma legítima y eficaz de reconectar al hombre con el mundo y con la realidad es la puesta en valor del rito

Critical phenomena in complex networks

The combination of the compactness of networks, featuring small diameters, and their complex architectures results in a variety of critical effects dramatically different from those in cooperative systems on lattices. In the last few years, researchers have made important steps toward understanding the qualitatively new critical phenomena in complex networks. We review the results, concepts, and methods of this rapidly developing field. Here we mostly consider two closely related classes of these critical phenomena, namely structural phase transitions in the network architectures and transitions in cooperative models on networks as substrates. We also discuss systems where a network and interacting agents on it influence each other. We overview a wide range of critical phenomena in equilibrium and growing networks including the birth of the giant connected component, percolation, k-core percolation, phenomena near epidemic thresholds, condensation transitions, critical phenomena in spin models placed on networks, synchronization, and self-organized criticality effects in interacting systems on networks. We also discuss strong finite size effects in these systems and highlight open problems and perspectives.Comment: Review article, 79 pages, 43 figures, 1 table, 508 references, extende

Steady-State Dynamics of the Forest Fire Model on Complex Networks

Many sociological networks, as well as biological and technological ones, can be represented in terms of complex networks with a heterogeneous connectivity pattern. Dynamical processes taking place on top of them can be very much influenced by this topological fact. In this paper we consider a paradigmatic model of non-equilibrium dynamics, namely the forest fire model, whose relevance lies in its capacity to represent several epidemic processes in a general parametrization. We study the behavior of this model in complex networks by developing the corresponding heterogeneous mean-field theory and solving it in its steady state. We provide exact and approximate expressions for homogeneous networks and several instances of heterogeneous networks. A comparison of our analytical results with extensive numerical simulations allows to draw the region of the parameter space in which heterogeneous mean-field theory provides an accurate description of the dynamics, and enlights the limits of validity of the mean-field theory in situations where dynamical correlations become important.Comment: 13 pages, 9 figure

Effect of a nutritional intervention based on an energy-reduced Mediterranean diet on environmental impact

[EN]To estimate the environmental impact of a dietary intervention based on an energy-reduced Mediterranean diet (MedDiet) after one year of follow-up. Methods Baseline and 1-year follow-up data were used for 5800 participants aged 55–75 years with metabolic syndrome in the PREDIMED-Plus study. Food intake was estimated through a validated semiquantitative food consumption frequency questionnaire, and adherence to the MedDiet was estimated through the Diet Score. Using the EAT-Lancet Commission tables we assessed the influence of dietary intake on environmental impact (through five indicators: greenhouse gas emissions (GHG), land use, energy used, acidification and potential eutrophication). Using multivariable linear regression models, the association between the intervention and changes in each of the environmental factors was assessed. Mediation analyses were carried out to estimate to what extent changes in each of 2 components of the intervention, namely adherence to the MedDiet and caloric reduction, were responsible for the observed reductions in environmental impact. Results We observed a significant reduction in the intervention group compared to the control group in acidification levels (−13.3 vs. -9.9 g SO2-eq), eutrophication (−5.4 vs. -4.0 g PO4-eq) and land use (−2.7 vs. -1.8 m2). Adherence to the MedDiet partially mediated the association between intervention and reduction of acidification by 15 %, eutrophication by 10 % and land use by 10 %. Caloric reduction partially mediated the association with the same factors by 55 %, 51 % and 38 % respectively. In addition, adherence to the MedDiet fully mediated the association between intervention and reduction in GHG emissions by 56 % and energy use by 53 %.SIPublicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCL

Effectiveness and safety of first-generation protease inhibitors in clinical practice: Hepatitis C virus patients with advanced fibrosis

AIM: To evaluates the effectiveness and safety of the first generation, NS3/4A protease inhibitors (PIs) in clinical practice against chronic C virus, especially in patients with advanced fibrosis. METHODS: Prospective study and non-experimental analysis of a multicentre cohort of 38 Spanish hospitals that includes patients with chronic hepatitis C genotype 1, treatment-nai¨ve (TN) or treatment-experienced (TE), who underwent triple therapy with the first generation NS3/4A protease inhibitors, boceprevir (BOC) and telaprevir (TVR), in combination with pegylated interferon and ribavirin. The patients were treatment in routine practice settings. Data on the study population and on adverse clinical and virologic effects were compiled during the treatment period and during follow up. RESULTS: One thousand and fifty seven patients were included, 405 (38%) were treated with BOC and 652 (62%) with TVR. Of this total, 30% (n = 319) were TN and the remaining were TE: 28% (n = 298) relapsers, 12% (n = 123) partial responders (PR), 25% (n = 260) null-responders (NR) and for 5% (n = 57) with prior response unknown. The rate of sustained virologic response (SVR) by intention-to-treatment (ITT) was greater in those treated with TVR (65%) than in those treated with BOC (52%) (P < 0.0001), whereas by modified intention-to-treatment (mITT) no were found significant differences. By degree of fibrosis, 56% of patients were F4 and the highest SVR rates were recorded in the non-F4 patients, both TN and TE. In the analysis by groups, the TN patients treated with TVR by ITT showed a higher SVR (P = 0.005). However, by mITT there were no significant differences between BOC and TVR. In the multivariate analysis by mITT, the significant SVR factors were relapsers, IL28B CC and non-F4; the type of treatment (BOC or TVR) was not significant. The lowest SVR values were presented by the F4-NR patients, treated with BOC (46%) or with TVR (45%). 28% of the patients interrupted the treatment, mainly by non-viral response (51%): this outcome was more frequent in the TE than in the TN patients (57% vs 40%, P = 0.01). With respect to severe haematological disorders, neutropaenia was more likely to affect the patients treated with BOC (33% vs 20%, P = 0.0001), and thrombocytopaenia and anaemia, the F4 patients (P = 0.000, P = 0.025, respectively). CONCLUSION: In a real clinical practice setting with a high proportion of patients with advanced fibrosis, effectiveness of first-generation PIs was high except for NR patients, with similar SVR rates being achieved by BOC and TVR

Deep-sequencing reveals broad subtype-specific HCV resistance mutations associated with treatment failure

A percentage of hepatitis C virus (HCV)-infected patients fail direct acting antiviral (DAA)-based treatment regimens, often because of drug resistance-associated substitutions (RAS). The aim of this study was to characterize the resistance profile of a large cohort of patients failing DAA-based treatments, and investigate the relationship between HCV subtype and failure, as an aid to optimizing management of these patients. A new, standardized HCV-RAS testing protocol based on deep sequencing was designed and applied to 220 previously subtyped samples from patients failing DAA treatment, collected in 39 Spanish hospitals. The majority had received DAA-based interferon (IFN) a-free regimens; 79% had failed sofosbuvir-containing therapy. Genomic regions encoding the nonstructural protein (NS) 3, NS5A, and NS5B (DAA target regions) were analyzed using subtype-specific primers. Viral subtype distribution was as follows: genotype (G) 1, 62.7%; G3a, 21.4%; G4d, 12.3%; G2, 1.8%; and mixed infections 1.8%. Overall, 88.6% of patients carried at least 1 RAS, and 19% carried RAS at frequencies below 20% in the mutant spectrum. There were no differences in RAS selection between treatments with and without ribavirin. Regardless of the treatment received, each HCV subtype showed specific types of RAS. Of note, no RAS were detected in the target proteins of 18.6% of patients failing treatment, and 30.4% of patients had RAS in proteins that were not targets of the inhibitors they received. HCV patients failing DAA therapy showed a high diversity of RAS. Ribavirin use did not influence the type or number of RAS at failure. The subtype-specific pattern of RAS emergence underscores the importance of accurate HCV subtyping. The frequency of “extra-target” RAS suggests the need for RAS screening in all three DAA target regions

Analyzing and Modeling Real-World Phenomena with Complex Networks: A Survey of Applications

The success of new scientific areas can be assessed by their potential for contributing to new theoretical approaches and in applications to real-world problems. Complex networks have fared extremely well in both of these aspects, with their sound theoretical basis developed over the years and with a variety of applications. In this survey, we analyze the applications of complex networks to real-world problems and data, with emphasis in representation, analysis and modeling, after an introduction to the main concepts and models. A diversity of phenomena are surveyed, which may be classified into no less than 22 areas, providing a clear indication of the impact of the field of complex networks.Comment: 103 pages, 3 figures and 7 tables. A working manuscript, suggestions are welcome