A taxonomy of the quality attributes for distributed applications

The software engineering community has paid little attention to non-functional requirements, or quality attributes, compared with studies performed on capture, analysis and validation of functional requirements. This circumstance becomes more intense in the case of distributed applications. In these applications we have to take into account, besides the quality attributes such as correctness, robustness, extendibility, reusability, compatibility, efficiency, portability and ease of use, others like reliability, scalability, transparency, security, interoperability, concurrency, etc. In this work we will show how these last attributes are related to different abstractions that coexist in the problem domain. To achieve this goal, we have established a taxonomy of quality attributes of distributed applications and have determined the set of necessary services to support such attributes

Application of knowledge engineering acquisition techniques to requirements capture: a case study

In this paper we want to point out, by means of a case study, the importance of incorporating some knowledge engineering techniques to the processes of software engineering. Precisely, we are referring to the knowledge eduction techniques. We know the difficulty of requirements acquisition and its importance to minimise the risks of a software project, both in the development phase and in the maintenance phase. To capture the functional requirements use cases are generally used. However, as we will show in this paper, this technique is insufficient when the problem domain knowledge is only in the "experts? mind". In this situation, the combination of the use case with eduction techniques, in every development phase, will let us to discover the correct requirements

A Coordinated Plan for Teaching Software Engineering in the University Rey Juan Carlos.

Un plan para organizar las enseñanzas de la ingeniería del software en las titulaciones de informática de la URJC. Nowadays both industry and academic environments are showing a lot of interest in the Software Engineering discipline. Therefore, it is a challenge for universities to provide students with appropriate training in this area, preparing them for their future professional practice. There are many difficulties to provide that training. The outstanding ones are: the Software Engineering area is too broad and class hours are scarce; the discipline requires a high level of abstraction; it is difficult to reproduce real world situations in the classroom to provide a practical learning environment; the number of students per professor is very high (at least in Spain); companies develop software with a maturity level rarely over level 2 of the CMM for Software (again, at least in Spain) as opposed to what is taught at the University. Besides, there are different levels and study plans, making more difficult to structure the contents to teach in each term and degree. In this paper we present a plan for teaching Software Engineering trying to overcome some of the difficulties above

Shamash: an AI tool for modelling and optimizing business processes

Proceeding of: IEEE 13th International Conference on Tools for Artificial Intelligence, 7-9 Nov. 2001 DallasIn this paper we describe SHAMASH, a tool for modeling and automatically optimizing Business Processes. The main features that differentiate it from most current related tools are its ability to define and use organisation standards, and functional structure, and make automatic model simulations and optimisation of them. SHAMASH is a knowledge based system, and we include a discussion on how knowledge acquisition takes place. Furthermore, we introduce a high level description of the architecture, the conceptual model, and other important modules of the system.Publicad

Teamwork competence and academic motivation in computer science engineering studies.

The present work is focused on studying two issues: the “teamwork” generic competence and the “academic motivation”. Currently the professional profile of engineers has a strong component of teamwork. On the other hand, motivational profile of students determines their tendencies when they come to work in team, as well as their performance at work. In this context we suggest four hypotheses: (H1) students improve their teamwork capacity by specific training and carrying out a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have better attitude towards team working; (H3) students with higher mastery motivation obtain better results in academic performance; and (H4) students show different motivation profiles in different circumstances: type of courses, teaching methodologies, different times of the learning process. This study was carried out with computer science engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception about teamwork competence. Finally, and contrary to the initial hypothesis, these profiles appear to not influence significantly the academic performance of students

Desarrollo y evaluación de competencias genéricas en los títulos de grado.

Los nuevos títulos de grado en la Universidad española generados a raíz del proceso de Bolonia,inciden en una nueva dimensión: las competencias genéricas que deben adquirir los estudiantes universitarios. Pero ¿cómo armonizar el desarrollo y evaluación de dichas competencias con la actual actividad docente? En este trabajo se expone un modelo que permite la citada armonización con un mínimo de “ruido” y de esfuerzo complementario por parte de los docentes. En el modelo propuesto primero se hace una selección y una ordenación de las competencias que se quieren incorporar en un plan de estudios. Se hace una proyección de las competencias en los cuatrimestres y asignaturas del plan de estudios. La introducción de las competencias en las asignaturas asignadas se hace a través del diseño de actividades de formación, desarrollo y evaluación de la competencia. La segunda componente del modelo propuesto tiene por objeto coordinar las acciones que implementen la transversalidad de las competencias bajo desarrollo tanto en espacio como en tiempo. Por último, existen un conjunto de actividades destinadas a realizar el control de calidad del proceso propuesto. Este modelo se está implementado en las dos titulaciones de grado impartidas por la Escuela Universitaria de Informática de la Universidad Politécnica de Madrid durante el curso 2012/13. La coordinación se ha mostrado especialmente difícil dado la falta de experie ncia y el desconocimiento en este campo y las reticencias de algunos docentes a implicarse en este proceso. El modelo demuestra varias bondades: flexibilidad, aplicabilidad, extensibilidad, universalidad,globalidad y economía. ABSTRACT: The new degrees in Spanish University, generated as a result of the Bologna process, affect a new dimension: the generic competences to be acquired by university students. But, how can we harmonize the development and evaluation of these competencies with current teaching? This paper presents a model that allows the aforementioned harmonization with minimal "noise" and additional effort on the part of teachers. The proposed model first makes a selection and organization of competences that are to be incorporated into a curriculum. The following is a projection of competences in the semesters and curriculum subjects. The introduction of competences in the subjects assigned is carried out by designing activities of training, development and assessment. The second component of the proposed model is focused on coordinating actions to implement the transverse character of competences in both space and time. Finally, there are a set of activities to perform quality control of the proposed process. This model is being implemented in two degree taught by the School of Computer Science at the Universidad Politécnica de Madrid during the year 2012/13. Coordination has been particularly difficult given the lack of experience and lack of knowledge in this field and the reluctance of teachers to engage in this process

Teamwork, Motivational Profiles and Academic Performance in Computer Science Engineering

The present work is aimed at discussing several issues related to the teamwork generic competence, motivational profiles and academic performance. In particular, we study the improvement of teamwork attitude, the predominant types of motivation in different contexts and some correlations among these three components of the learning process. The above-mentioned aspects are of great importance. Currently, the professional profile of engineers has a strong teamwork component and the motivational profile of students determines both their tendencies when they come to work as part of a team, as well as their performance at work. Taking these issues into consideration, we suggest four hypotheses: (H1) students improve their teamwork capacity through specific training and carrying out of a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have a better attitude towards teamwork; (H3) students with different types of motivations reach different levels of academic performance; and (H4) students show different motivation profiles in different circumstances: type of courses, teaching methodologies, different times of the learning process. This study was carried out with Computer Science Engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception of teamwork competence. Finally, results point to a clear relationship between some kind of motivation and academic performance. In particular, four kinds of motivation are analyzed and students are classified into two groups according to them. After analyzing several marks obtained in compulsory courses, we perceive that those students that show higher motivation for avoiding failure obtain, in general, worse academic performance

A Knowledge-Based Approach for Business Process Reengineering, SHAMASH

In this paper we present an initial overview of shamash, a process modeling tool for Business Process Reengineering. The main features that differentiate it from most current related tools are its ability to define and use organisation standards, and functional structure, and make automatic model simulation and optimisation of them. shamash is a knowledge based system, and we include a discussion on how knowledge acquisition did take place. Furthemore, we introduce a high level description of the architecture, the conceptual model, and other important modules of the system.Publicad

Diseño de pruebas para la evaluación de competencias transversales

En 2005, un grupo de profesores de la Universidad Politécnica de Madrid (UPM) constituyó el Grupo de Innovación Educativa DMAE-DIA que fue reconocido como tal por la UPM en 2006 y en 2009. A posteriori, se han incorporado al grupo profesores de la Universidad Complutense de Madrid y de la Universidad Rey Juan Carlos Las líneas de actuación prioritarias del grupo son la evaluación de competencias genéricas y las metodologías de aprendizaje activo. Desde entonces estamos realizando evaluaciones sobre la adquisición por parte de estudiantes de ingeniería de algunas competencias genéricas. En este trabajo mostraremos las dos estrategias que estamos utilizando para evaluar la adquisición de competencias transversales: test psicométricos y pruebas (genéricas y específicas) con contenidos

Servicio de reclamaciones de ejemplares prestados a docentes

Distintos usuarios=Distintos servicios/Distintos espaciosComunicación presentada por miembros de la Biblioteca de la Universidad de La Rioja, en las III Jornadas de Bibliotecas G9 sobre buenas prácticas en atención a espacios y usuarios, organizada por el Servicio de Bibliotecas de la UCLM en Almagro (Ciudad Real) los días 3 y 4 de octubre de 2019. El Reglamento de Préstamo de la Biblioteca de la Universidad de La Rioja establece que, en el caso de que un usuario estuviera interesado en alguno de los documentos prestados al personal docente e inestigador, la Biblioteca se pondrá en contacto con el docente que lo tenga en préstamo. Teniendo éste la obligación de devolverlo en un plazo máximo de tres días naturales. El proceso de reclamaciones de los ejemplares prestados a docentes requiere un protocolo normalizado y se gestiona mediante una base de datos común para todo el personal con independencia del punto de prestación del servicio.Communication presented by members of the Library of the University of La Rioja, in the III Conference of G9 Libraries on good practices in attention to spaces and users, organized by the UCLM Library Service in Almagro (Ciudad Real) on days 3 and October 4, 2019. The Loan Regulation of the Library of the University of La Rioja establishes that, in the event that a user is interested in any of the documents provided to the teaching and unrestricting staff, the Library will contact the teacher who has it in loan. Having this obligation to return it within a maximum period of three calendar days. The claims process for copies provided to teachers requires a standardized protocol and is managed through a common database for all staff regardless of the point of service provision