Economics of Wheat in Egypt

Este estudio pretende estimar la eficiencia y la productividad de las principales provincias de la producción de trigo en Egipto. Los datos utilizados en este estudio son datos de panel a nivel de provincias del período 1990-2012, obtenidos del Ministerio de Agricultura y Recuperación Tierras, y de la Agencia Central de Movilización Pública y Estadística, Egipto. Se aplica el enfoque de fronteras estocásticas para medir la eficiencia (función de producción de Cobb-Douglas) y se emplean las especificaciones de Battese y Coelli (1992) y (1995). También se utiliza el índice de Malmquist como una aproximación no paramétrica (Análisis de Envolvente de Datos) para descomponer la productividad total de los factores de las principales provincias productoras de trigo en Egipto en cambio técnico y cambio de eficiencia. El coeficiente de tierra es positivo y significativo en los dos especificaciones Battese y Coelli (1992) y (1995), lo que implica que aumentar la tierra para este cultivo aumentaría significativamente la producción de trigo. El coeficiente de trabajo es positivo y significativo en la especificación de Battese y Coelli (1992), mientras que es positivo y no significativo en la especificación de Battese y Coelli (1995). El coeficiente de la maquinaria es negativo y no significativo en las dos especificaciones de Battese y Coelli (1992) y (1995). El coeficiente de cambio técnico es positivo y no significativo en la especificación de Battese y Coelli (1992), mientras que es positiva y significativo en la especificación de Battese y Coelli (1995). Las variables de efectos del modelo de ineficiencia Battese y Coelli (1995) indican que no existe impacto de las diferentes provincias en la producción de trigo en Egipto; la ineficiencia técnica de la producción de trigo tendió a disminuir durante el período de estudio; y no hay ningún impacto de género en la producción de trigo en Egipto. Los niveles de eficiencia técnica varían entre las diferentes provincias para las especificaciones de Battese y Coelli (1992) y (1995); el nivel mínimo medio de eficiencia técnica es 91.61% en la provincia de Fayoum, mientras que el nivel máximo medio de la eficiencia técnica es 98.69% en la provincia de Dakahlia. La eficiencia técnica toma un valor medio de 95.37%, lo que implica poco potencial para mejorar la eficiencia de uso de recursos en la producción de trigo. La TFPCH de la producción de trigo en Egipto durante el período 1990-2012 tiene un valor menor que uno y muestra un declive. Esta disminución es debida más al componente de cambio técnico que al componente de cambio de eficiencia. La disminución de TFPCH mejora con el tiempo. La provincia de Menoufia tiene la menor disminución en TFPCH, 6.5%, mientras que dos provincias, Sharkia y Dakahlia, son las que más disminuyen en TFPCH, 13.1%, en cada uno de ellas. Menos disminución en TFPCH ocurre en el período 2009-2010, 0.3%, mientras que más disminución se produce en TFPCH en el período 1990-1991, 38.9%. La disminución de la PTF de la producción de trigo en Egipto se atribuye principalmente a la mala aplicación de la tecnología. ABSTRACT The objectives of this study are to estimate the efficiency and productivity of the main governorates of wheat production in Egypt. The data used in this study is a panel data at the governorates level, it represents the time period 1990-2012 and taken from the Ministry of Agriculture and Land Reclamation, and the Central Agency for Public Mobilization and Statistics, Egypt. We apply the stochastic frontier approach for efficiency measurement (Cobb-Douglas production function) and the specifications of Battese and Coelli (1992) and (1995) are employed. Also we use Malmquist TFP index as a non-parametric approach (DEA) to decompose total factor productivity of the main governorates of wheat production in Egypt into technical change and efficiency change. The coefficient of land is positive and significant at Battese and Coelli (1992) and (1995) specifications, implying that increasing the wheat area could significantly enhance the production of wheat. The coefficient of labor is positive and significant at Battese and Coelli (1992) specification, while it is positive and insignificant at Battese and Coelli (1995) specification. The coefficient of machinery is negative and insignificant at the specifications of Battese and Coelli (1992) and (1995). The technical change coefficient is positive and insignificant at Battese and Coelli (1992) specification, while it is positive and significant at Battese and Coelli (1995) specification. The variables of the inefficiency effect model indicate that there is no impact from the location of the different governorates on wheat production in Egypt, the technical inefficiency of wheat production tended to decrease through the period of study, and there is no impact from the gender on wheat production in Egypt. The levels of technical efficiency vary among the different governorates for the specifications of Battese and Coelli (1992) and (1995); the minimum mean level of technical efficiency is 91.61% at Fayoum governorate, while the maximum mean level of technical efficiency is 98.69% at Dakahlia governorate. The technical efficiency takes an average value of 95.37%, this implying that little potential exists to improve resource use efficiency in wheat production. The TFPCH of wheat production in Egypt during the time period 1990-2012 has a value less than one and shows a decline; this decline is due mainly to the technical change component than the efficiency change component. The decline in TFPCH is generally improves over time. Menoufia governorate has the least declining in TFPCH by 6.5%, while two governorates, Sharkia and Dakahlia have the most declining in TFPCH by 13.1% for each of them. The least declining in TFPCH occurred at the period 2009- 2010 by 0.3%, while the most declining in TFPCH occurred at the period 1990-1991 by 38.9%. The declining in TFP of wheat production in Egypt is attributed mainly to poor application of technology.

Measuring the influence of Cooperative Learning and Project Based Learning on problem solvin skill.

The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The second hypothesis was focused on testing if students with higher rates in problem solving competence obtain better results in their academic performance. The results indicated that active learning methodologies do not produce any significant change in the generic competence ?problem solving? during the period analysed. Concerning this, we consider that students should work with these methodologies for a longer period, besides having a specific training. Nevertheless, a close correlation between problem solving self appraisal and academic performance has been detected.

A model for evaluation of generic competences in engineering: application to the problem. Solving competence at the technical University of Madrid.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help teachers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with a two-fold objective: a) To develop a model for teaching and evaluating core competences that is useful and easily applicable to its different degrees, and b) to provide support to teachers by creating an area within the Website for Educational Innovation where they can search for information on the model corresponding to each core competence approved by UPM. Information available on each competence includes its definition, the formulation of indicators providing evidence on the level of acquisition, the recommended teaching and evaluation methodology, examples of evaluation rules for the different levels of competence acquisition, and descriptions of best practices. These best practices correspond to pilot tests applied to several of the academic subjects conducted at UPM in order to validate the model. This work describes the general procedure that was used and presents the model developed specifically for the problem-solving competence. Some of the pilot experiences are also summarised and their results analysed

Integration of research advances in modelling and monitoring in support of WFD river basin management planning in the context of climate change

The integration of scientific knowledge about possible climate change impacts on water resources has a direct implication on the way water policies are being implemented and evolving. This is particularly true regarding various technical steps embedded into the EU Water Framework Directive river basin management planning, such as risk characterisation, monitoring, design and implementation of action programmes and evaluation of the "good status" objective achievements (in 2015). The need to incorporate climate change considerations into the implementation of EU water policy is currently discussed with a wide range of experts and stakeholders at EU level. Research trends are also on-going, striving to support policy developments and examining how scientific findings and recommendations could be best taken on board by policy-makers and water managers within the forthcoming years. This paper provides a snapshot of policy discussions about climate change in the context of the WFD river basin management planning and specific advancements of related EU-funded research projects. Perspectives for strengthening links among the scientific and policy-making communities in this area are also highlighted.

Development of a method of assessment of the problem-solving competence at the technical University of Madrid.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objective of developing a model for teaching and evaluating core competences and providing support to lecturers. This paper deals with the problem-solving competence. The first step has been to elaborate a guide for teachers to provide a homogeneous way to asses this competence. This guide considers several levels of acquisition of the competence and provides the rubrics to be applied for each one. The guide has been subsequently validated with several pilot experiences. In this paper we will explain the problem-solving assessment guide for teachers and will show the pilot experiences that has been carried out. We will finally justify the validity of the method to assess the problem-solving competence.

Development of a method of assessment of the problem-solving competency at the Technical University of Madrid

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objective of developing a model for teaching and evaluating core competences and providing support to lecturers. This paper deals with the problem solving competence. The first step has been to elaborate a guide for teachers to provide an homogeneous way to asses this competence. This guide considers several levels of acquisition of the competence and provided the rubrics to be applied for each one. The guide has been subsequently validated with several pilot experiences. In this paper we will explain the problem-solving assessment guide for teachers and will show the pilot experiences that has been carried out. We will finally justify the validity of the method to assess the problem solving competence.

Imaginar : dibujar y escribir : recorridos pedagógicos alrededor del proyectar junto a Javier Seguí

En la enseñanza de la arquitectura, el dibujo es tradicionalmente una materia propedéutica que requiere años de entrenamiento hasta conseguir la destreza necesaria para convertirse en herramienta de configuración y en lenguaje de comunicación del proyecto. El requerimiento de un dominio del dibujo eminentemente instrumental es el que encuentra en el año 1957 Javier Seguí, cuando entra en la Escuela Técnica Superior de Arquitectura de Madrid, y también en 1974, al obtener la cátedra de la asignatura de Análisis de Formas Arquitectónicas tras intentar, sin éxito, la cátedra de la asignatura Proyectos Arquitectónicos. Desde entonces, y durante treinta y nueve años como catedrático, ejerce de profesor en el ahora denominado Departamento de Ideación Gráfica Arquitectónica -agrupamiento de asignaturas encuadradas en un área de conocimiento- trabajando junto a un grupo de compañeros y alumnos que intentan desarrollar un proceso de cambio fundamental en la docencia del dibujo para abandonar la pura representación y convertirla en el dibujar para proyectar. Javier Seguí se jubila en el año 2010. Separado de la docencia y la investigación oficial, continúa dibujando y escribiendo, con el objeto de sistematizar y fundamentar todas aquellas prácticas desarrolladas y reivindicar el funcionamiento de la imaginación. Esta actividad de investigación, desde un extrañamiento extremo, permite elaborar tanto un listado de técnicas operativo-imaginarias de arranque de los procesos de proyectar, como reflexionar y recuperar algunas prácticas desarrolladas desde el grado cero y la radicalidad. Esta investigación aborda la práctica docente de Javier Seguí, ligándola a su producción investigadora desde sus propios dibujos, escritos y conversaciones realizadas en un momento en el que la crisis de la asignatura de dibujo es evidente en un contexto universitario desorientado, que constata el fracaso del cambio que Seguí soñara hace medio siglo. ABSTRACT In the teaching of architecture, drawing has traditionally been a propaedeutic subject requiring years of training to achieve the necessary skill to become a language and communication tool for project configuration. The requirement of a drawing domain aseminently instrumental is what Javier Seguí found in 1957 when he entered the Superior Technical School of Architecture of Madrid (Escuela Técnica Superior de Arquitectura de Madrid), and also in 1974, when he was awarded the position of Chair of Analysis of Architectural Forms after trying, unsuccessfully, the Chair of Architectural Projects. Since then, and for thirty-nine years as a Professor, he has taught at what now is called the Department of Architectural Graphic Ideation – group of subjects framed as an knowledge area -, in collaboration with a group of colleagues and students who try to develop a process of fundamental change in the teaching of drawing, through the abandonment of pure representation to transform drawing into a project. Javier Seguí retired in 2010. Separated from official teaching and research, he maintains a consistent practice of drawing and writing, in order to systematize and substantiate all practices developed and claim the use of the imagination. This research activity, from a one end distance, allows both a list of imaginary operational techniques to the start-up project processes, as much as recovering some practices developed from scratch and of a radical technical degree. This research addresses the teaching practice of Javier Segui, linking its research output of their own drawings, writings and conversations in a moment in which the crisis of the drawing subject is evident in a disoriented university context, demonstrating the failure of the exchange that Seguí has dreamed of since half a century ago.

Contextualising change through a common strategy

European universities are currently going through a process of change in order to meet the common goals set for higher education by the European Commission. They are revising their educational models to adjust them to the guidelines of the ‘‘Bologna Process’’ and are devising an institutional strategy for its implementation. In practical terms, this means aligning former national degrees and diplomas to standard European Bachelor and Masters degrees and PhD doctorates, by creating acknowledged professional qualification benchmarks that also include adjusted course lengths and contents. This process, in the end, mostly affects academic staff members who have a fundamental role to play in carrying out the pedagogical reforms on the teaching front. Besides presenting a commentary on the institutional approach of one particular technical university in Spain, the purpose of this paper is to propose, from the authors’ point of view as lecturers, a strategy which has the potential to create a favourable atmosphere for carrying out such a reform. The article’s main objective is to highlight a series of action points which may serve to reinforce and advance the main institutional strategy by relying on the powerful influence of its academic staff members