Competencias profesionales del ingeniero en informática

Este proyecto final de carrera pertenece al área de Competencias Profesionales y tiene como objetivo el análisis de experiencias de enseñanza-aprendizaje de la competencia de comunicación escrita en currículos TIC. El estudio se compone de tres partes: contextualización, investigación y reflexión. En la contextualización se define el concepto de competencia profesional y se clasifican las competencias genéricas o transversales en: competencias instrumentales, competencias interpersonales y competencias sistémicas. Por último, se indicarán las competencias genéricas para un Ingeniero en Informática, según el libro blanco para el título de grado de Ingeniería Informática. La investigación se ha llevado a cabo en los planes de estudio de Grado en Ingeniería Informática de 20 universidades españolas. En una primera parte se buscará qué universidades contemplan, en sus planes de estudio, competencias genéricas y realizaremos una clasificación. La segunda parte de investigación, se centrará en localizar la competencia de comunicación escrita y los objetivos de competencia de comunicación escrita. En la parte de la reflexión se identificarán las competencias genéricas explícitas e implícitas desarrolladas en el plan de estudios cursado en el itinerario formativo de la UOC. En esta parte también se analizará el modelo educativo de la UOC. El motivo de este proyecto de investigación es comprobar si los planes de estudio de Grado en Ingeniería Informática se han adaptado al EEES, en concreto, ver si las universidades seleccionadas tienen la intención de desarrollar la competencia comunicativa escrita. Esto nos permitirá analizar si un Graduado en Ingeniería Informática ha recibido una formación adecuada para conseguir dicha competencia.

A morphological grading of spinal stenosis: a radiological study on LSS and LBP patients : P173

Introduction: Clinical symptoms and degree of spinal stenosis based on cross sectional dural sac area correlate only weakly in lumbar spinal stenosis (LSS) patients. We conceived a four grade classification system (A, B, C & D) based on the morphology of the dural sac and its contents as seen on T2 axial MRI images. The categories take into account the rootlet/CSF ratio. We applied this grading to three patient groups: LSS scheduled for surgery; LSS following conservative treatment and patients with low back pain (LBP) without leg pain. Materials/Methods: A total of 346 T2 axial MRI images taken from LSS and LBP patients were included in this retroperspective study. 37 patients had decompressive surgery (132 MRI images), 31 conservative treatment (116 MRI images) and 27 patients had unspecific LBP (98 MRI images). Dural sac cross-sectional surface area and morphological grading of the canal were measured digitally both at disc and pedicle level. Intra- and inter-observer reliability were assessed (weighted Cohen's kappa statistics) from 50 MRI images taken from the surgery group. Results: At the most severe disc level, grade A (mild stenosis) was found in 3% of MRI images of the surgical group as opposed to 51% in the conservatively treated group and 85% in the LBP group. Grade B occurred in 8% of the surgical, 20% of the conservative and was negligible in LBP group (below 1%). Grade C and D (severe stenosis) was found in 89% of the surgical group, as opposed to 30% in conservative group and 11% in LBP group. The grades of all groups were comparable at the pedicle levels, exhibiting in 94% a grade A with a maximum at the A1 grade. Pedicle and disc level cross-sectional area were smallest in the surgery group and smaller in the conservative group as compared to the LBP group at the levels L2, L3 and L4. According to cross-sectional area measurements patients from the surgery group seems to have smaller vertebral canal although this was not related to smaller stature. Validation of grading: Average intra-and inter observer kappas were 0.76 and 0.69 respectively, for physicians working in the study originating institution. Combining all observers the kappa values were 0.57 +/- 0.19. and 0.44 +/- 0.19 respectively. Dural sac cross-sectional area measurements showed no statistically significant differences between observers. Conclusion: Since no specific measurement tools are needed the grading suits everyday clinical practice and favours communication of degree of stenosis between practising physicians. In our institution Grade A stenosis was less likely to require surgical treatment. This grading can therefore be an aid in surgical patient selection in teaching units.

Degree Dissertation Report Asset Management

L'objectiu d'aquest treball no és oferir els mateixos serveis que els productes comercials, sinó utilitzar el coneixement bàsic en aquest sector per crear una aplicació simple

Severity of endoscopically detected esophageal inflammatory and fibrostenotic features correlates with degree of esophageal eosinophilia in adults with eosinophilic esophagitis

Background: Eosinophilic esophagitis (EoE) has emerged as a leading cause of dysphagia in adults. Characteristic esophageal features on endoscopy include structural/fibrostenotic (rings, narrow caliber, strictures) and inflammatory manifestations (longitudinal furrows, exudates, edema). Aim: The purpose of this study was to correlate the clinical, endoscopic and histopathologic features in adult EoE patients. Methods: A total of 106 encounters of 81 patients with EoE were analyzed. Data included an EoE-directed symptom-severity patient questionnaire evaluating symptoms of dysphagia (frequency, intensity, duration), meal duration, chest pain, and overall symptom severity. Video recordings of endoscopies were reviewed in a blinded manner using a classification and grading scheme for the esophageal features of EoE. Histopathology was reviewed for peak eosinophil count/high power field by pathologists blinded to the patients' clinical status. Associations between endoscopic features, histology and symptoms were evaluated using the Spearman rank correlation analysis. Results: The endoscopic severity of both structural and inflammatory esophageal features of EoE, including rings, exudates, longitudinal furrows, and edema, correlated significantly with peak eosinophil counts (see Table 1). Presence of "crepe paper mucosa" did not demonstrate significant association with peak eosinophil counts. Both structural (rings, narrow-caliber esophagus and strictures) and inflammatory (furrows, exudates and edema) composite endoscopic scores demonstrated a strong correlation with peak eosinophil counts. The strongest association with the degree of esophageal eosinophilia was found with a combination of both structural and inflammatory findings (p < 0.0001). The esophageal diameter (in mm) was negatively correlated with overall symptom severity (Spearman's rho = -0.4883, P = 0.0339). None of the individual or combined patient reported symptoms correlated significantly with either endoscopic or histopathologic findings. Conclusion: The severity of both structural and inflammatory endoscopic features associated with EoE is significantly associated with the degree of esophageal eosinophilia. Patient reported symptom severity was not associated with the degree of esophageal eosinophilia. Esophageal stricture diameter was inversely correlated with EoE symptom severity. The prognostic and therapeutic implications of these observations need to be determined.

Estudi d'usabilitat d'aplicacions informàtiques en un IES

Aquest treball de fi de carrera vol ser una pauta d'usabilitat per a totes les persones que es dediquen professionalment al món de l'ensenyament i, sense tenir preparació formal en l'àmbit de la programació d'aplicacions informàtiques o tenint-ne poca, dediquen el seu temps lliure a implementar recursos informàtics per a fer-los servir, bé en la pràctica docent, bé en la gestió de centres educatius.

Anàlisis, disseny i implementació d'una aplicació de gestió d'històries mèdiques per un sistema multi centres mitjançant tecnologia J2EE, i tecnologia de xarxes de bases de dades

El treball final de carrera 'HISMED', es basa en l'anàlisi, disseny, investigació e implementació d'una aplicació dins l'àmbit assistencial sanitari amb la premissa de voler ser un sistema per oferir un servei sanitari de millor qualitat, i crear un entorn en el qual investigadors, laboratoris, metges i personal docent comparteixen dades amb una rellevància cabdal per les seves professions. Oferint-los una eina de consulta molt potent en quant a l'obtenció de dades clíniques, que els permet explotar la informació segons convingui el cas.

Males into Primary Teaching - Report of the Primary Education Committee (2006)

In Ireland and in most other developed countries there are significantly more female than male teachers working in both first and second level schools. While this was not always the case, since the 1970s there has been a significant and continuous decline in the number of males entering the teaching profession, particularly at primary level. In recognition of the feminisation of primary teaching, the Minister for Education and Science established the Primary Education Committee in 2003. The main task of the Committee is to make recommendations on strategies and initiatives to increase the number of males entering primary teaching.

Report of the Steering Committee on the Establishment of the Teaching Council

Report of the Steering Committee on the Establishment of the Teaching Council. Provided by the Department of Education and Skills, Ireland.

La visite médicale en pratique hospitalière: entre soins et apprentissage [Conducting ward rounds: a balance between care and teaching].

Every day, hospital doctors spend time at conducting ward rounds. Rounds are a core clinical activity during which doctors interact with patients, synthetise a whole set of informations and make many decisions. In addition, rounds can become a crucial teaching moment, when a trainee gets supervised by an attending physician. However, litterature on the topic of rounds is scarce. This paper summarizes the results of the few key studies focusing on ward rounds. The results are presented in four sections, each one being dedicated to one of the round stakeholders: the trainee or resident, the trainer, the patient and the nurse. An emphasis is put on ward rounds involving both a trainee and a trainer, since such rounds always mean striking a balance between care and teaching.

Diseño de una herramienta para la visualización de moleculas

L'objectiu d'aquest TFC consisteix a desenvolupar i implementar l'eina de visualització molecular opengl: HVM. Aquesta aplicació, que permet la visualització i la inspecció de molècules, és de gran utilitat en àrees com la química, la farmàcia, la docència, etc., i admet definicions de molècules mitjançant un fitxer d'entrada (una variació simplificada del format XMOL XYZ), construint-ne el model, cosa que afavoreix que s'hi pugui navegar, com també la selecció i la identificació dels seus elements i el càlcul de distàncies i angles de torsió entre ells. A més, permet la definició d'un eix sobre el qual es pot generar una rotació del model i gravar una seqüència de sortida.

Análisis de la enseñanza-aprendizaje y evaluación de competencias transversales en general, y de la competencia de la comunicación escrita en particular, en currículos TIC

Este Proyecto Fin de Carrera, pertenece al área de 'Competencias profesionales' y tiene como objetivo el análisis de diversas experiencias de enseñanza-aprendizaje y de evaluación de competencias transversales, haciendo hincapié en la competencia de la comunicación escrita, dentro de la formación de currículos TIC. El análisis se centra en los planes de estudios del Grado en Ingeniería Informática de 10 universidades españolas representativas (públicas, privadas y a distancia) como representación de la "nueva" formación de currículos TIC en nuestra sociedad.

Anàlisi, disseny i implementació d'un aplicatiu gestor de documents produïts pel professorat d'un departament d'educació virtual.

L'objectiu principal d'aquest treball és exposar els passos seguits per desenvolupar un projecte - TFC E-learning amb les següents fases: anàlisi del context, disseny, elecció del tipus de tecnologia, implementació i proves.

OER in Portugal as agent of curriculum innovation and technological change. Inducing practices of "new" teaching standards

This research project aimed the following goal: promote the creation, use and disclosure of OER in a Group of Schools, involving schools and teachers from different learning levels, expecting to test and validate the use of OER, in a learning-teaching model towards curricular innovation. Defining as a starting point different subjects and teachers from distinct academic areas, we have implemented a set of activities leading to the creation of OER supported, when possible, in FLOSS tools. We adopted an action research methodology with a dual purpose: to act within a community of teachers and students, while increasing at the same time their knowledge, as well as the researcher's. The activity was developed cooperatively in order to process a certain reality of the teaching-learning process, through practical/reflective action towards it and inducing its implementation by others in the Portuguese School System, based on the production and sharing OER.

OER as a Model for Enhanced Teaching and Learning

This article presents preliminary findings from a research study conducted by the Institute for the Study of Knowledge Management in Education on the role of open educational resources (OER) in transforming pedagogy. Based on a study of art and humanities teachers participating in an OER training network, the study reveals how exposure to OER resources and tools support collaboration among teachers, as well as new conversations about teaching practices. These findings have implications for engaging teachers in adopting new OER use practices, and for how OER can be integrated as a model for innovation in teaching and in resource development.

Educational innovation in large groups. Design of an experimental study implemented at the Polytechnic University of Madrid

The present paper shows de design of an experimental study conducted with large groups using educational innovation methodologies at the Polytechnic University of Madrid. Concretely, we have chosen the course titled "History and Politics of Sports" that belongs to the Physical Activity and Sport Science Degree. The selection of this course is because the syllabus is basically theoretical and there are four large groups of freshmen students who do not have previous experiences in a teaching-learning process based on educational innovation. It is hope that the results of this research can be extrapolated to other courses with similar characteristics.