Steering Committee on Technical Education Report to the Minister for Education on Regional Technical Colleges

This Committee was established on 20 September 1966 to advise the Minister for Education generally on technical education in Ireland and, in particular, to provide the Department of Education Building Consortium with a brief for the technical colleges. This report from the Committee addresses the following aspects: the need/demand for technicians and skilled personnel; the role of the regional technical colleges; analysis of courses and student population; recruitment and training of teachers; organisation structure; accommodation needs (in the colleges, and residential requirements); growth and flexibility; and cost and time. Recommendations are made in relation to: the building program; the establishment of a Building Project Unit to be accountable for all school and college building work for the Department of Education; the establishment of Regional Education Councils with accountability for all education in each of the regions; and the establishment of a National Council for Educational Awards.

Gestió acadèmica d'un centre de formació amb .NET

El projecte Gestió acadèmica d'un centre de formació amb .NET té com a finalitat informatitzar tot el procés de control de les matriculacions dels alumnes i gestió dels cursos que s'imparteixen i dels recursos del centre. Amb això es pretén aconseguir una solució completa que permeti fer el seguiment de totes les matriculacions als cursos dels alumnes, portar un manteniment exhaustiu dels cursos que s'imparteixen i fer un seguiment dels recursos del centre des de que es fa una petició fins que es fa servir.

Web Scraping : extracció i anàlisi de dades

L'àrea de treball en la qual se centra aquest projecte final de carrera (d'ara endavant PFC), es l'àrea de Compiladors. Aquesta àrea és present, es desenvolupa, a les assignatures "Compiladors I" i "Compiladors II" del pla d'estudis d'Enginyeria Informàtica ofert per la UOC. Òbviament, a un treball de síntesi com aquest no és suficient amb el coneixement assolit a aquestes dues assignatures i es posen en pràctica coneixements teòrics i pràctics assolits en altres assignatures com ara "Metodologia i gestió de projectes informàtics", "Enginyeria del programari orientat a l'objecte" o "Enginyeria del programari de components i sistemes distribuïts".

Gestió d'amonestacions i sancions a un centre educatiu

L'objectiu d'aquest treball és dissenyar una base de dades que permeti gestionar de formaeficient la disciplina d'un centre educatiu. La base de dades s'ha de poder ampliar a futures funcionalitats, aprofitant tota la informació que tindrà referent a alumnes, cursos, professors i d'altres.

Presence of alternative lengthening of telomeres mechanism in patients with glioblastoma identifies a less aggressive tumor type with longer survival.

Patients with glioblastoma (GBM) have variable clinical courses, but the factors that underlie this heterogeneity are not understood. To determine whether the presence of the telomerase-independent alternative lengthening of telomeres (ALTs) mechanism is a significant prognostic factor for survival, we performed a retrospective analysis of 573 GBM patients. The presence of ALT was identified in paraffin sections using a combination of immunofluorescence for promyelocytic leukemia body and telomere fluorescence in situ hybridization. Alternative lengthening of telomere was present in 15% of the GBM patients. Patients with ALT had longer survival that was independent of age, surgery, and other treatments. Mutations in isocitrate dehydrogenase (IDH1mut) 1 frequently accompanied ALT, and in the presence of both molecular events, there was significantly longer overall survival. These data suggest that most ALT+ tumors may be less aggressive proneural GBMs, and the better prognosis may relate to the set of genetic changes associated with this tumor subtype. Despite improved overall survival of patients treated with the addition of chemotherapy to radiotherapy and surgery, ALT and chemotherapy independently provided a survival advantage, but these factors were not found to be additive. These results suggest a critical need for developing new therapies to target these specific GBM subtypes.

Effect of antenatal corticosteroids on fetal growth and gestational age at birth.

OBJECTIVE: To estimate the effect of multiple courses of antenatal corticosteroids on neonatal size, controlling for gestational age at birth and other confounders, and to determine whether there was a dose-response relationship between number of courses of antenatal corticosteroids and neonatal size. METHODS: This is a secondary analysis of the Multiple Courses of Antenatal Corticosteroids for Preterm Birth Study, a double-blind randomized controlled trial of single compared with multiple courses of antenatal corticosteroids in women at risk for preterm birth and in which fetuses administered multiple courses of antenatal corticosteroids weighed less, were shorter, and had smaller head circumferences at birth. All women (n=1,858) and children (n=2,304) enrolled in the Multiple Courses of Antenatal Corticosteroids for Preterm Birth Study were included in the current analysis. Multiple linear regression analyses were undertaken. RESULTS: Compared with placebo, neonates in the antenatal corticosteroids group were born earlier (estimated difference and confidence interval [CI]: -0.428 weeks, CI -0.10264 to -0.75336; P=.01). Controlling for gestational age at birth and confounding factors, multiple courses of antenatal corticosteroids were associated with a decrease in birth weight (-33.50 g, CI -66.27120 to -0.72880; P=.045), length (-0.339 cm, CI -0.6212 to -0.05676]; P=.019), and head circumference (-0.296 cm, -0.45672 to -0.13528; P<.001). For each additional course of antenatal corticosteroids, there was a trend toward an incremental decrease in birth weight, length, and head circumference. CONCLUSION: Fetuses exposed to multiple courses of antenatal corticosteroids were smaller at birth. The reduction in size was partially attributed to being born at an earlier gestational age but also was attributed to decreased fetal growth. Finally, a dose-response relationship exists between the number of corticosteroid courses and a decrease in fetal growth. The long-term effect of these findings is unknown. CLINICAL TRIAL REGISTRATION: ClinicalTrials.gov, www.clinicaltrials.gov, NCT00187382. LEVEL OF EVIDENCE: II.

Individual serological follow-up of patients with suspected or confirmed abdominal angiostrongyliasis

Abdominal angiostrongyliasis (AA) is a zoonotic nematode infection caused by Angiostrongylus costaricensis, with widespread occurrence in the Americas. Although the human infection may be highly prevalent, morbidity is low in Southern Brazil. Confirmed diagnosis is based on finding parasitic structures in pathological examination of biopsies or surgical resections. Serology stands as an important diagnostic tool in the less severe courses of the infection. Our objective is to describe the follow up of humoral reactivity every 2-4 weeks up to one year, in six individuals with confirmed (C) and ten suspected (S) AA. Antibody (IgG) detection was performed by ELISA and resulted in gradually declining curves of reactivity in nine subjects (56%) (4C + 5S), that were consistently negative in only three of them (2C + 1S) after 221, 121 and 298 days. Three individuals (2C + 1S) presented with low persistent reacitivity, other two (1C + 1S) were serologically negative from the beginning, but also presenting a declining tendency. The study shows indications that abdominal angiostrongyliasis is usually not a persistent infection: although serological negativation may take many months, IgG reactivity is usually declining along time and serum samples pairing may add valuable information to the diagnostic workout.

A Method and Tool to Support the Analysis and Enhance the Understanding of Peer-to-Peer Learning Experiences

In this paper we look at how a web-based social software can be used to make qualitative data analysis of online peer-to-peer learning experiences. Specifically, we propose to use Cohere, a web-based social sense-making tool, to observe, track, annotate and visualize discussion group activities in online courses. We define a specific methodology for data observation and structuring, and present results of the analysis of peer interactions conducted in discussion forum in a real case study of a P2PU course. Finally we discuss how network visualization and analysis can be used to gather a better understanding of the peer-to-peer learning experience. To do so, we provide preliminary insights on the social, dialogical and conceptual connections that have been generated within one online discussion group.

Approaches to OER Development

OER development is becoming more sophisticated as instructors and course specialists become more familiar with the environment. Most OER development approaches for online courses have been developed from those that were appropriate in the face-to-face context. However, the OER online environment opens up new possibilities for learning as well as holding particular limitations. This paper presents some approaches that OER implementers should bear in mind when initiating and supporting OER course development projects.1. Beg, borrow, or steal courseware. Don't reinvent the wheel.2. Take what exists and build the course around it.3. Mix and match. Assemble. Don't create.4. Avoid the "not invented here" syndrome. 5. Know the content -garbage in and garbage out.6. Establish deadlines. Work to deadlines, but don't be unrealistic. 7. Estimate your costs and then double them. Double them again. 8. Be realistic in scheduling and scoping.9. The project plan must be flexible. Be prepared for major shifts.10. Build flexibly for reuse and repurposing -generalizability reduces costs 11. Provide different routes to learning. 12. Build to international standards.There are necessary features in every OER, including introduction, schedule etc. but it is most important to keep the course as simple as possible. Extreme Programming (XP) methodology can be adapted from software engineering to aid in the course development process.

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.

Usos y formas de la biblioteca virtual en la educación a distancia

L'ús de les noves tecnologies de la informació ha fet possible la creació de biblioteques virtuals universitàries que, no solament són part integrant del model pedagògic, sinó que poden introduir els seus continguts i serveis en llocs fins ara insospitats: a les aules virtuals formant parteix de les assignatures, en els espais virtuals de suport a la docència, en les àrees de recerca i, sens dubte, en l'apartat de Biblioteca que li és propi. Aquestes facilitats derivades de l'organització de Campus Virtuals, permeten al professional bibliotecari/documentalista personalitzar continguts i serveis, i crear biblioteques a mida de cada necessitat. També permeten desenvolupar tècniques "push" per notificar i disseminar els serveis més adequats a cada tipologia d'usuari.

Las estanterías virtuales : un nuevo espacio en el aula

La Biblioteca de la Universitat Oberta de Catalunya ve oferint des de fa diversos semestres les anomenades Prestatgeries virtuals, un servei que se situa dins de l'aula virtual i que serveix per posar a disposició dels estudiants tota una sèrie de recursos documental que li faciliten el seguiment i aprenentatge de les assignatures a les quals està matriculat.

La gestió dels recursos documentals a les aules de la UOC

La gestió dels recursos documentals a les aules de la UOC es fa de manera compartida entre el professorat i la Biblioteca de la Universitat. La responsabilitat dels continguts que trobem com a 'recursos de l'aula' i de l'actualització d'aquests recau en el professor/a responsable de l'assignatura que és qui decideix quins recursos electrònics han de tenir les aules de les seves assignatures i comunica a la Biblioteca aquests recursos i les possibles actualitzacions i/o modificacions que cal fer-hi. La gestió d'aquests recursos que es fa des de la biblioteca és un element clau perquè, a través d'aquest procés, la biblioteca esdevingui un element realment facilitador de l'aprenentatge i la docència, i situa la biblioteca com un element central en el model d'aprenentatge de la UOC. S'inclou al final de la presentació un seguit de recomanacions per a l'èxit dels recursos documentals a les aules virtuals.

La gestió dels recursos documentals a les aules de la Universitat Oberta de Catalunya

The management of the documental resources in the classrooms of the UOC is shared between the teaching staff and the Library of the University. The responsibility of the contents that we find as "resources of the classroom" and updating these falls on the teacher responsible for the course which is the one who decides which electronic resources must have the classrooms of his/her courses and communicates these resources and the possible updates or modifications to the Library. The management of these resources done from the library is a key element because, through this process, the library becomes a really facilitating element of the learning and the teaching, and places the library like a central element in the learning model of the UOC. A series of recommendations for the success of the documental resources in the virtual classrooms are included at the end of the presentation.

Impact of standardised review of intravenous antibiotic therapy 72 hours after prescription in two internal medicine wards.

Post-prescription review of hospital antibiotic therapy may contribute to more appropriate use. We estimated the impact of a standardised review of intravenous antibiotic therapy three days after prescription in two internal medicine wards of a university hospital. In one ward, we assessed the charts of patients under intravenous antibiotic therapy using a standardised review process and provided feedback to the prescriber. There was no intervention in the other ward. After six months we crossed the allocation between the two wards. In all, 204 courses of antibiotic therapy were included in the intervention periods and 226 in the control periods. Post-prescription review led to proposals for modification in 46% of antibiotic courses. Time to treatment modification was 22% shorter in the intervention periods compared with the control periods (3.9+/-5.2 days vs 5.0+/-6.0 days, P=0.007). Patients included in the intervention group had lower antibiotic consumption than patients in the control group, but the intervention had no significant impact on the overall antibiotic consumption of the two wards.