A critical view to current economic topics through an Online-Forum activity

[EN] In order to address the critical thinking and the knowledge of contemporary problems an online forum activity is proposed in this paper. The activity was applied within the World Economy subject in the degree of Business Administration.  The main aim of this teaching proposal is to discuss some current issues and events in the international economic context which likely are not addressed in the syllabus. Through an online forum both teacher and pupils posted comments about some relevant topics related with the subject content. Students have the opportunity to express their own opinion and provide additional information and resources such as news links, documentaries, Youtube videos and other kind of audio-visual material. Despite of this activity was non mandatory, the response was positive, high proportion of pupils (67.1%) were involved in it and 877 comments were published. Thus, the result was satisfactory but there was also some aspects to improve. In addition, this activity is suitable for other subjects or even other university degrees as well and can be easily adapted and modificated.Acknowledges to the project EstadísTIC@ i MatemàTIC@, Servei de Formació Permanent i Innovacio Educativa (SFPIE) de la Universitat de València.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Caballer Tarazona, V.; Caballer Tarazona, M. (2018). A critical view to current economic topics through an Online-Forum activity. Editorial Universitat Politècnica de València. 221-227. https://doi.org/10.4995/HEAD18.2018.7953OCS22122

Rubrics for academic dissertation assessment. Does peer assessment work?

[EN] In the recent context of student-centered learning, they are more involved in the whole learning process, while the teacher is only a guide through their learning. This implies that students must be also involved in the assessment process. Following this idea, the peer assessment tries to give the students the opportunity to be in the evaluator position and maybe experience a reflexion about the criteria, what an external person sees in what he/she has to assess. When students have the role of assessing their classmates work, they pay more attention to the content and formal details of the presentation; therefore they can easily identify key points involved in an academic dissertation. This is a good opportunity to actively learn some basic transversal skills for any kind of presentation. Under this context, we present in this paper a comparison of the marks given by both students and teachers, to the same academic dissertation. In addition, we provide the rubric provided to students as a guide for the assessment. As results show, the students’ final decision to assess their peers’ work is quite close to the teacher’s decision. Only light differences were identified, on average, students gave a slightly higher mark to their classmates than the teacher did. However, a correlation on students and teacher marks was found.Pardo García, C.; Caballer Tarazona, V.; Caballer-Tarazona, M. (2019). Rubrics for academic dissertation assessment. Does peer assessment work?. En INNODOCT/18. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 129-138. https://doi.org/10.4995/INN2018.2018.8835OCS12913

Benford Law to Monitor COVID-19 Registration Data. Comment on Farhadi, N.; Lahooti, H. Forensic Analysis of COVID-19 Data from 198 Countries Two Years after the Pandemic Outbreak. COVID 2022, 2, 472-484

In a recent study published in COVID by Farhadi & Lahooti, 2022 [1], the authors claim that the work carried out by Morillas-Jurado et al., 2022 [2] is an example of a poor application of Benford Law (BL) in the context of pandemic. Morillas-Jurado et al., 2022 examined the COVID-19 epidemic specifically during the first wave of the pandemic and document anomalies in the data that occurred in six Spanish regions. The main argument to Farhadi & Lahooti's criticism is that the regional data sets were too small to assess the conformity of COVID-19 data to BL

Control of a UR5e robotic arm through a simulate 2D camera

Treballs Finals de Grau de Física, Facultat de Física, Universitat de Barcelona, Curs: 2020, Tutors : Manel Puig i Vidal, Llorenc Servera SerapioIndustry 5.0 {or fifth industrial revolution- will be focused on the co-operation between the human intelligence and cognitive computing -using collaborative robots. In this paper the UR5e collaborative robot from Universal Robots is the protagonist of an Offine Programming with RoboDK software. To give UR5e the sense of sight a 2D simulated camera is used as a previous step before using the Intel RealSense D-435i. Just 4 steps are needed to know the connection between the 2D image view and the scenario and 1 more to move the robotic arm to the user's desired position. In the present study it is described in detail how that has been achieved, including the description of the roboDK Tree Station and the Python's data flow diagrams

La Catalogació de llibre antic: un valor afegit

Podeu consultar el programa complet de la jornada: http://hdl.handle.net/2445/9798

Fesg risks on major projects

Treball final de Grau en Finances i Comptabilitat. Codi: FC1049. Curs acadèmic 2014-2015This work aims to introduce, along with traditional indicators of financial risks, risks arising from social, environmental and corporate governance performance in a valuation model, to appraise major projects more appropriately, considering weighting risk includes all risks, so far not considered in the decision process yet. The need for non-financial risks in funding decisions for major projects arises. Therefore, in this work, a detailed study of what is being done in the professional field to assess the Project Finance and the main results of the academic research on this issue is made. After this analysis, it is concluded with the contribution of a valuation method of project finance introducing environmental, social and corporate governance in the before mentioned process