Assessment of energy efficiency and sustainability scenarios in the transport system

Background Energy Policy is one of the main drivers of Transport Policy. A number of strategies to reduce current energy consumption trends in the transport sector have been designed over the last decades. They include fuel taxes, more efficient technologies and changing travel behavior through demand regulation. But energy market has a high degree of uncertainty and the effectiveness of those policy options should be assessed. Methods A scenario based assessment methodology has been developed in the frame of the EU project STEPS. It provides an integrated view of Energy efficiency, environment, social and competitiveness impacts of the different strategies. It has been applied at European level and to five specific Regions. Concluding remarks The results are quite site specific dependent. However they show that regulation measures appear to be more effective than new technology investments. Higher energy prices could produce on their turn a deterioration of competitiveness and a threat for social goals.

Approach to the use of indicators for the assessment of the environmental level of construction products

The European construction industry is supposed to consume the 40% of the natural European resources and to generate the 40% of the European solid waste. Conscious of the great damage being suffered by the environment because of construction activity, this work tries to provide the building actors with a new tool to improve the current situation. The tool proposed is a model for the comprehensive evaluation of construction products by determining their environmental level. In this research, the environmental level of a construction product has been defined as its quality of accomplishing the construction requirements needed by causing the minimum ecological impact in its surrounding environment. This information allows building actors to choose suitable materials for building needs and also for the environment, mainly in the project stage or on the building site, contributing to improve the relationship between buildings and environment. For the assessment of the environmental level of construction products, five indicators have been identified regarding their global environmental impact through the product life cycle: CO2 emissions provoked during their production, volume and toxicity of waste generated on the building site, durability and recycling capacity after their useful life. Therefore, the less environmental impact one construction product produces, the higher environmental level performs. The model has been tested in 30 construction products that include environmental criteria in their description. The results obtained will be discussed in this article. Furthermore, this model can lay down guidelines for the selection of ecoefficient construction products and the design of new eco-competitive and eco-committed ones

Alternative Assessment in Engineering Language Education: The case of the Technical University of Madrid

This article describes a research project involving students from nine different engineering degrees at the Technical university of Madrid. The purpose of the project was to analyze the use of peer and self assessment and the students? attitudes toward alternative assessment procedures.

Tools in Spanish Universities to facilitate the transmission from High School to University and their assessment.

Incoming students in the University have education deficiencies, so universities studies require a sound basis of scientific knowledge. In this project are analysed instruments to reinforcing knowledge in those areas related to the studies that students are about to embark on public Spanish universities. There are important differences among universities and, in each university there are great differences among titles. Initial courses (cursos cero) are widespread (in 50% of universities) that selfevaluation instruments (14 % of universities). It is necessary to improve diffusion of those instruments because it is not possible to evaluate them. So are proposed the next actuations: to make regular standard surveys for professors and students; to publish results of surveys; public universities should institutionalize their basic training offer and improve the dissemination of this offer especially through the web. This paper presents a questionnaire to assess student opinion about these tools. To analyze the effectiveness, and make an initial estimate of the evaluation of these tools, we conducted a pilot test of the questionnaire with 68 students at the University of Extremadura. The results of preliminary statistical analysis conducted on the pilot test indicate that the survey results are reliable. A global evaluation of both tools, with a scale of 1 to 5, gave an average score of 3.29 for initial courses and 3.41 for selfevaluation. The 72.9% of the students consider the "self assessment" more effective than the "initial course"

Applying Problem-Based Project-Organized Learning in a traditional system

Nowadays, PBL is considered a suitable methodology for engineering education. But making the most of this methodology requires some features, such as multidisciplinary, illstructured teamwork and autonomous research that sometimes are not easy to achieve. In fact, traditional university systems, including curricula, teaching methodologies, assessment and regulation, do not help the implementation of these features. Firstly, we look through the main differences found between a traditional system and the Aalborg model, considered a reference point in PBL. Then, this work is aimed at detecting the main obstacles that a standing traditional system presents to PBL implementation. A multifaceted PBL experience, covering three different disciplines, brings us to analyse these difficulties, order them according to its importance and decide which should be the first changes. Finally, we propose a straightforward introduction of generic competences in the curricula aimed at supporting the use of Problem-Based Project-Organized Learning

Assessment of transferable competences in computing

The European Credit Transfer and Accumulation System (ECTS) is the credit system for higher education used in the European Higher Education Area (EHEA), which involves all the countries engaged in the Bologna Process. This paper describes a study which is part of the project of the Bologna Experts Team-Spain and was carried out with the following aims: 1) designing some procedures for the assessment of transferable competences; and 2) testing some basic psychometric features that an assessment device with some consequences for the subjects being evaluated needs to prove. We will focus on the degrees of Computing. The sample of students (20) includes first year students from the Technical University of Madrid. In this paper, we will report some results of data analyses carried out to this moment on reliability and validity of the task designed to measure problem solving.

Methodological Proposal for Teamwork Evaluation in the field of training Project Management.

Teamwork, is one of the abilities that today is highly valued in the professional arena with a great importance for various personal and interpersonal skills associated with it. In this context, the Technical University of Madrid, is developing a coordinated educational innovation project, which main objective is to develop methodological and assessment tools for the acquisition of personal skills necessary to improve the employability of graduates and their skills for project management. Within this context, this paper proposes a methodology composed of various activities and indicators, as well as specific assessment instruments linked to the teamwork competence. Through a series of systematic steps it was allowed the design of an instrument and construction of a scale for measuring the competence of teamwork. The practical application of the methodology has been carried out in Projects lectures from different Schools of Engineering at the Technical University of Madrid, which results are presented in this document as a pilot experience. Results show the various aspects and methods that teachers should consider in evaluating the competence of the work, including analysis of the quality of results, through reliability and construct validity. On the other hand, show the advantages of applying this methodology in the field of project management teaching.

MRI and Bidimensional relaxometry sequences for macro and microstructure assessment in food models.

Physico-chemical and organoleptic characteristics of food depend largely on the microscopic level distribution of gases and water, and connectivity and mobility through the pores. Microstructural characterization of food can be accomplished by Magnetic Resonance Imaging (MRI) and Nuclear Magnetic Spectroscopy (NMR) combined with the application of methods of dissemination and multidimensional relaxometry. In this work, funded by the EC Project InsideFood, several artificial food models, based on foams and gels were studied using MRI and 2D relaxometry. Two different kinds of foams were used: a sugarless and a sugar foam. Then, a half of a syringe was filled with the sugarless foam and the other half with the sugar foam. Then, MRI and NMR experiments were performed and the sample evolution was observed along 3 days in order to quantify macrostructural changes through proton density images and microstructural ones using T1T2 maps, using an inversion CPMG sequence. On the proton density images it may be seen that after 16 hours it was possible to differentiate the macrostructural changes, as the apparition of free water due to a syneresis phenomenon. On the interface it can be seen a brighter area after 16 hours, due to the occurrence of free water. Moreover, thanks to the bidimensional relaxometry (T1-T2) it was possible to differentiate among microscopic changes. Differences between the pores size can be observed as well as the microstructure evolution after 30.5 hours, as a consequence differences are shown on free water redistribution through larger pores and capillarity phenomena between both foams.

Specific skills assessment learned by students of building engineering and technical architecture in topics relating to durability and control of concrete structures

In many university courses such as Building Engineering or Technical Architectural, the high density of the contents included in the curriculum, make the student, after graduation, unable to develop the skills already acquired and evaluated in the disciplines of the first courses. From the Group of Educational Innovation at the Polytechnic University of Madrid (UPM) "Teaching of Structural Concrete" (GIEHE) we have conducted a study in which are valued specific skills acquired by students after the first courses of career. We have worked with students from UPM fourth-year career and with Technical Architecture students who have completed their studies and also have completed the Adaptation Course of Technical Architecture to the Building Engineer. The work is part of the Educational Innovation Project funded by the UPM "Integration of training and assessment of generic and specific skills in structural concrete" We have evaluated specific skills learned in the areas of durability and control of structural concrete structures. The results show that overall, students are not able to fully develop the skills already acquired earlier, even being these essential to their professional development. Possibly, the large amount of content taught in these degrees together with a teaching and assessment of "flat profile", ie, which are presented and evaluated with the same intensity as the fundamental and the accessory, are causes enough to cause these results.

Competence assessment of final year projects for undergraduate telecommunication students

The value of project-based learning has lead to the inclusion of project development activities in engineering courses, being the Final Year Project (FYP) the most remarkable one. Several approaches have been proposed for assessing and grading FYPs but, among them, rubrics are becoming a standard for such type of assessment. However, due to the different characteristics and orientations of the projects (some are more practically oriented, some more theoretically), and the high amount of different competences to be evaluated (knowledge, working capability, communication skills, etc.), the definition of one unique rubric suitable for the evaluation of all FYPs presented in different degree programs, is a big challenge. In a former work, the educational outcomes expected from the FYP were defined and resulted in a proposal for their assessment. Afterwards, the proposal has been tested during one year within an educational innovation-project at the Universidad Politécnica de Madrid which involved the follow-up of 8 undergraduate telecommunication students elaborating their FYPs. In this publication, our experience will be described, based on the emerging work taking place through the formalisation of the process which consisted in the following steps: i) establishment of a schedule for the whole process (publication of FYPs topics, selection of applying students and their enrolment, assignation of a jury to each FYP, elaboration and follow-up of FYPs, final report submission, oral presentation, etc.); ii) design of rubrics for each of three assessment parts: working process, final report and oral presentation; and iii) follow-up and evaluation of the involved FYPs. Finally, problems that appeared during this experience (e.g. administrative aspects, criticisms and suggestions from the students, tutors and juries involved) are discussed and some modifications in the assessment system will be proposed in order to solve or minimize these problems.

Environmental risk assessment in open pit blasting operations: compliance with ISO 31010:2010

All activities of an organization involve risks that should be managed. The risk management process aids decision making by taking account of uncertainty and the possibility of future events or circumstances (intended or unintended) and their effects on agreed objectives. With that idea, new ISO Standard has been drawn up. ISO 31010 has been recently issued which provides a structured process that identifies how objectives may be affected, and analyses the risk in term of consequences and their probabilities before deciding on whether further treatment is required. In this lecture, that ISO Standard has been adapted to Open Pit Blasting Operations, focusing in Environmental effects which can be managed properly. Technique used is Fault Tree Analysis (FTA), which is applied in all possible scenarios, providing to Blasting Professionals the tools to identify, analyze and manage environmental effects in blasting operations. Also this lecture can help to minimize each effect, studying each case. This paper also can be useful to Project Managers and Occupational Health and Safety Departments (OH&S) because blasting operations can be evaluated and compared one to each other to determine the risks that should be managed in different case studies. The environmental effects studied are: ground vibrations, flyrock and air overpressure (airblast). Sometimes, blasting operations are carried out near populated areas where environmental effects may impose several limitations on the use of explosives. In those cases, where these factors approach certain limits, National Standards and Regulations have to be applied.

Mealiness assessment in apples and peaches using MRI techniques.

Since Januarv 1946 a wade EC Project entitled "Mealiness in fruits Consumers perception and means for detection is being carried out. Mealiness is a sensory attribute that cannot be defined by a single parameter but through a combination of variables (multidimensional structure) Previous studies propose the definition of mealiness as the lack of crispiness of hardness and of juiciness. A destructive instrumental procedure combined with a integration technique has been already developed enabling to identify mealy fruits by destructive instrumental means use other contributions of Barreiro and Ortiz to this Ag Eng 98. Current aims .are focused on establishing non destructive tests for mealiness assessment. Magnetic resonance Imaging (MRI) makes use of the magnetic properties that some atomic nuclei have. especially hidrogen nuclei from water molecules to obtain high quality images in the field of internal quality evaluation the MRI has been used to assess internal injury due to conservation as o treatments as chilling injury un Persimmons Clark&Forbes (1994) and water-core in apples (Wang et al. 1998. In the case of persimmons the chilling injury is described as an initial tissue breakdown and lack of cohesion between cells followed by formation of a firm gel and by a lack of juiciness without changes in the total amount ol water content. Also a browning of the flesh is indicated (Clark&Forhes 1994). This definition fits into the previous description of mealiness.

Woolliness assessment in peaches (Cv. Springcrest) by sensory and instrumental means.

Mealiness is a negative attribute of sensory texture, characterised by the lack of juiciness without variation of total water content in the tissues. In peaches, mealiness is also known as "woolliness" and "leatheriness". This internal disorder is characterised by the lack of juiciness and flavour. In peaches, it is associated with interna browning near the stone and the incapacity of ripening although there is externa ripe appearance. Woolliness is associated with inadequate cold storage and is considered as a physiological disorder that appears in stone fruits when an unbalanced pectolitic enzyme activity during storage occurs (Kailasapathy and Melton, 1992). Many attempts have been carried out to identify and measure mealiness and woolliness in fruits. The texture of a food product is composed by a wide spectrum of sensory attributes. Consumer defines the texture integrating simultaneously all the sensory attributes. However, an instrument assesses one or several parameters related to a fraction of the texture spectrum (Kramer, 1973). The complexity of sensory analysis by means of trained panels to assess the quality of some producing processes, supports the attempt to estimate texture characteristics by instrumental means. Some studies have been carried out comparing sensory and instrumental methods to assess mealiness and woolliness. The current study is centered on analysis and evaluation of woolliness in peaches and is part of the European project FAIR CT95 0302 "Mealiness in fruits: consumer perception and means for detection". The main objective of this study was to develop procedures to detect woolly peaches by sensory and by instrumental means, as well as to compare both measuring procedures.

Assessment of problem solving in computing studies

The assessment of learning outcomes is a key concept in the European Credit Transfer and Accumulation System (ECTS) since credits are awarded when the assessment shows the competences which were aimed at have been developed at an appropriate level. This paper describes a study which was first part of the Bologna Experts Team-Spain project and then developed as an independent study. It was carried out with the overall goal to gain experience in the assessment of learning outcomes. More specifically it aimed at 1) designing procedures for the assessment of learning outcomes related to these compulsory generic competences; 2) testing some basic psychometric features that an assessment device with some consequences for the subjects being evaluated needs to prove; 3) testing different procedures of standard setting, and 4) using assessment results as orienting feedback to students and their tutors. The process of development of tests to carry out the assessment of learning outcomes is described as well as some basic features regarding their reliability and validity. First conclusions on the comparison of the results achieved at two academic levels are also presented.

Assessment of learning outcomes in computing studies

The assessment of learning outcomes is a key concept in the European Credit Transfer and Accumulation System (ECTS) since credits are awarded when the assessment shows the competences which were aimed at have been developed at an appropriate level. This paper describes a study which was first part of the project of the Bologna Experts Team-Spain and then developed as an independent study. It was carried out with the overall goal to gain experience in the assessment of learning outcomes. More specifically it aimed at 1) designing procedures for the assessment of learning outcomes related to these compulsory generic competences; 2) testing some basic psychometric features that an assessment device with some consequences for the subjects being evaluated needs to prove; 3) testing different procedures of standard setting, and 4) using assessment results as orienting feedback to students and their tutors. The process of development of tests to carry out the assessment of learning outcomes related to these competences, as well as some basic features regarding their reliability and validity is described and first results on the comparison of results achieved at two academic levels, will also be described at a later stage.