Integrating Generic Competences into Engineering Curricula

The new degrees in Spanish universities generated as a result of the Bologna process, stress a new dimension: the generic competencies to be acquired by university students (leadership, problem solving, respect for the environment, etc.). At Universidad Polite¿cnica de Madrid a teaching model was defined for two degrees: Graduate in Computer Engineering and Graduate in Software Engineering. Such model incorporates the training, development and assessment of generic competencies planned in these curricula. The aim of this paper is to describe how this model was implemented in both degrees. The model has three components. The first refers to a set of seven activities for introducing mechanisms for training, development and assessment of generic competencies. The second component aims to coordinate actions that implement the competencies across courses (in space and time). The third component consists of a series of activities to perform quality control. The implementation of generic competencies was carried out in first year courses (first and second semesters), together with the planning for second year courses (third and fourth semesters). We managed to involve a high percentage of first-year courses (80%) and the contacts that have been initiated suggest a high percentage in the second year as well.

The chair of food Banks UPM as a tool of raising awareness and promoting a culture of rational food comsumption

The Chair of Food Banks UPM arises from a cooperation agreement between the Spanish Federation of Food Banks (FESBAL) and the Technical University of Madrid (UPM), with the aim of raising awareness and promoting rational food consumption to avoid food waste, through activities of training, transfer of knowledge and promotion of I+D+i. The aim of this paper is to reflect on the activities carried out during the first year in order to obtain learning lessons and improve the management of activities and resources.

An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

Aprender conociendo a las personas usuarias de los servicios

Se presentan tres experiencias de innovación docente realizadas en la asignatura de Iniciación a las Habilidades Profesionales, primer curso del Grado en Trabajo Social, Universidad de Alicante. Objetivos: 1) Implicar en la docencia a las personas usuarias de los servicios, considerándolos expertos por su experiencia personal con Trabajadores Sociales y con la sociedad en general. 2) Proporcionar un contexto de aprendizaje que permita conocer, comprender y aprender a comunicarse profesionalmente con personas usuarias de servicios. Metodología: Aprendizaje significativo basado en la interacción con personas usuarias de los servicios con tres modalidades: a) Diseño conjunto de actividades de enseñanza-aprendizaje entre una entidad social y el profesorado de la asignatura Iniciación a las Habilidades Profesionales del Grado en Trabajo Social de la Universidad de Alicante; b) Diseño con enfoque multidisciplinar (profesorado de Trabajo Social con el profesorado de Ciencias de la Actividad Física y Deporte) y la entidad social; c) Diseño internacional con participación de las universidades Queen’s University, Belfast (Northern Ireland) (coordinadora del proyecto) junto con las universidades de Ljubljana (Slovenia) y Alicante. Los resultados proporcionan evidencias sobre la pertinencia de la colaboración docente de personas expertas por su experiencia y de la utilización de una metodología docente basada en el aprendizaje significativo para la adquisición de competencias.

Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An Application of the Rasch Model

There are very few studies in Spain that treat underachievement rigorously, and those that do are typically related to gifted students. The present study examined the proportion of underachieving students using the Rasch measurement model. A sample of 643 first-year high school students (mean age = 12.09; SD = 0.47) from 8 schools in the province of Alicante (Spain) completed the Battery of Differential and General Skills (Badyg), and these students' General Points Average (GPAs) were recovered by teachers. Dichotomous and Partial credit Rasch models were performed. After adjusting the measurement instruments, the individual underachievement index provided a total sample of 181 underachieving students, or 28.14% of the total sample across the ability levels. This study confirms that the Rasch measurement model can accurately estimate the construct validity of both the intelligence test and the academic grades for the calculation of underachieving students. Furthermore, the present study constitutes a pioneer framework for the estimation of the prevalence of underachievement in Spain.

Commonplace book of Hector Orr, 1789-1804

Hector Orr began recording entries in this commonplace book during his first year as a student at Harvard and continued writing in the volume sporadically until 1804. The entries written while he was a student, from 1789 to 1792, include themes written on the following topics: Time, Discontent, Patriotism, Virtue, Conscience, Patience, Avarice, Compassion, Mortality, Self-knowledge, Benevolence, Morning, Anger, Profanity, Bribery, Autumn and Winter, Hermitage, Conscience and Anticipation. He also wrote detailed entries about the forensic disputations in which he and his classmates participated, explaining both the affirmative and negative positions. One of these disputations involved discussion of the Stamp Act, which was then quite recent history. Orr's entries about the disputations list the names of students involved and specify their position in the argument.

Letter from Samuel Willard, Harvard College, Cambridge, Massachusetts, to Sophronia Willard, Lancaster, Massachusetts, October 18, 1805

Willard describes his current job working at Harvard, where he is paid “to keep order in one of the buildings.” He mentions that he can attend medical lectures free of charge, and refers to a preacher, Mr. Parker, a former classmate of Willard’s. He explains that he is currently with his brother Solomon, who is ill, and that he is living in the College House, where he resided his first year of school.

Russia in Crisis: Year One. OSW Report, January 2010

Economic conditions which had favoured Russia’s development suddenly changed in mid-2008. The Russian economy was hit, on the one hand, by a drastic slump in oil prices (which fell from nearly US$150 to US$50 between July 2008 and January 2009), and on the other by the outflow of investors (a net of US$130 billion of capital left Russia in the fourth quarter of 2008). Within several months, the financial crisis became an economic crisis affecting the entire economy. The financial reserves accumulated in times of prosperity (more than US$162 billion in the stabilisation funds and nearly US$598 billion in the currency and gold reserve) alleviated the negative impact of the crisis, although this failed to prevent the deep declines in macroeconomic indicators. Russia is one of the states most severely affected by the crisis. In the first half of 2009, its GDP fell by 10.4% compared to the same period in the previous year, while industrial production dropped by nearly 15%, and a decrease in investments of over 18% was reported. The poor economic performance has strongly affected the Russian budget, which reported a deficit for the first time in ten years in 2009. During the first year of the crisis (August 2008 – September 2009), Russia’s financial reserves were seriously reduced as a result of the government’s anti-crisis policy and interventions from the central bank: the reserve fund decreased by nearly 45% to US$76 billion, and the central bank’s reserves shrunk by nearly US$200 billion to US$409 billion. Meanwhile, however, the money in the National Welfare Fund, which had been intended almost entirely to subsidise the Pensions Fund between 2010 and 2015, rose almost three-fold (to US$90 billion). According to government forecasts, the money from the reserve fund is also supposed to be spent fully in 2010. The financial crisis has triggered a dynamic outflow of capital from the Russian market. So-called speculative capital was the first to demonstrate the lack of confidence in the Russian market. In the first half of 2009, the growth rate of long-term investments also decreased noticeably, although no spectacular withdrawal of direct investments from Russia has been observed. The economic crisis has also halted the foreign expansion of Russian private capital, while state-owned capital strengthened its position as an investor. Russia’s raw materials companies continue to be the main category of foreign investors; however, new technologies are gaining prominence as the second main direction of Russian investments.

A Follow-up study of students transferring from Illinois two-year colleges to Illinois senior institutions in Fall 1979.

Reports 2 and 3 have title: Fall 1979 transfer study.

Cap Night 1916

Cap Night was an important and colorful event. This was an annual mass meeting held in June at the end of the first college year. There was singing and speech-making during this celebration, and the highpoint of the evening occurred when the freshmen tossed their first-year caps into a bonfire (Source: Women's Voices, Bentley Historical Library, p. 84)

University High School

Southeast view of building at corners of Monroe and East University. Building first housed University High School in 1924; University Elementary School added in 1930; later became UM School of Education. Perkins, Fellows & Hamilton, architects for University High School; Malcolmson & Higginbotham, architects for Elementary School (sw wing).

Mindfulness Classes Transform the Experiences of Postpartum Women

The postpartum period can be challenging for many women as they adjust to physical and social changes. Breastfeeding may be more difficult than expected. Additionally, many women may feel that their postpartum body fails to meet an idealized image, leading to body dissatisfaction. Mindfulness-based interventions have been developed for stress reduction in a variety of health contexts, including pregnancy. The purpose of this study is to explore whether participants in a mindfulness based childbirth and parenting class (MBCP) during pregnancy found mindfulness skills beneficial to their breastfeeding experiences and postpartum body image. Women who participated in a ten week MBCP course during pregnancy were interviewed within the first year postpartum to discuss their experiences. The semi-structured interview guide included questions on how participants may have used mindfulness to approach a variety of positive and negative experiences. Findings have implications for future research on the postpartum experience and intervention design.

Improving constraints on the sources and distribution of sea salt aerosols in polar regions

Thesis (Master's)--University of Washington, 2016-06

Teaching College Writing in a High School Setting: The Impact of Concurrent Enrollment on Teacher Learning and Practice

Thesis (Ph.D.)--University of Washington, 2016-06

Agency Outside the Margins: Identity Development of Youth Attending Alternative High Schools

Thesis (Ph.D.)--University of Washington, 2016-05