Bachelor degree

There are several aspects that determine the engineering education, that must be taken into account in developing the curriculum within the context of the European Higher Education Area. These curriculums are documents that reflect, among other things, what to learn, how to learn and evaluate what is learned, and when, in what sequence, should to be learned. In this paper we focus on what skills, attitudes and values should be learned in the bachelor degree of Industrial Engineering. We conducted an extensive review of literature, read in depth 38 references and 3 focus groups. These activities have enabled us to identify a sequence of curriculum development and 2 views of the profession. From this point we have raised the domain of future graduates and we have proposed 14 competencies, broken down into 53 skills training objectives.

guidelines regarding Bachelor degree in English. First, in terms of purposes, they all match with what is needed nationally and internationally, regarding research purposes, goals oriented to local and global needs, English competences, research, humanistic and curricular training goals. Secondly, its Curricular Structure includes pedagogical, humanistic, technology- orientation, investigative, linguistic-disciplinary courses and electives, which shows flexibility. Thirdly, the technological compounds, as ICT and WEB 2.0 tools are included. Fourthly, the practices that are made in institutions, are taken as credits and can last from 1 to 2 semesters, and they are well coordinated. Finally, its number of credits matches with the program duration.

Una vez recogida la información se llevaron a cabo un conjunto de sesiones de trabajo en equipo para definir el perfil y las competencias del Asistente de Dire[r]

Como puede observarse, los usos de la atenuación prag- mática, entendida como aquella mediante la cual el infor- mante se propone alcanzar un fin (que puede ser en algún grado en provec[r]

This study was aimed at studying the Verbal IQ in two groups of Spanish/English bilinguals: simultaneous and early sequential bilinguals. 48 Spanish/English bilinguals born in the U.S. or Latin American countries but moving to United States before the age of 10 were selected. The verbal subtests of the Wechsler Adult Intelligence Scale (English and Spanish) – Third Edition (WAIS-III) was administered. Overall, performance was significantly better in English for both groups of bilinguals. Verbal IQ difference when tested in Spanish and English was about one standard deviation higher in English for simultaneous bilinguals, and about half standard deviation for early sequential bilinguals. In both groups, Verbal IQ in English was about 100; considering the level of education of our sample (bachelor degree, on average), it can be assumed that Verbal IQ in English was lower than expected, suggesting that bilinguals may be penalized even when evaluated in the dominant language.

This study was performed in the subject of the Natural Knowledge first academic year of the Bachelor Degree in Primary Education, Faculty of Education of the University of Córdoba, with 4 groups (randomly tables A, B, C and D) about 67 students each (A, N = 71; B, N = 59; C, N = 71; D, N = 69) during the first semester of the academic year 2011/12 having the same professors, and with these same students (B, N = 48; D, N = 56; only these two groups because other groups had another professors and different Moodle platforms) in the academic year 2014/15, in the subject Environmental Education.

We are deeply convinced that graduates capable of doing basic research, developing state-of-the-art methodology, based upon a sound theoretical understanding should be encouraged and promoted to continue with their studies. They are indispensable as researchers and as future university teachers. With this belief, we are also in good company with industry, which more than ever requires very profoundly educated graduates. Therefore we have to make sure that a sufficient number of graduates with a five-years education are formed at our universities. This is essential for a high-tech country like Germany. On the other hand, this country also needs young university graduates, scientists and engineers, who are well educated, without striving for a longer academic education. This puts us to the question, which should be the profile of a university graduate with a Bachelor’s degree, and how about his acceptance in industry.

The final boss character was created under a high standard of modelling quality and the textures and animations applied were developed paying attention to the smallest details to make th[r]

“IMPROVING READING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE IN SEVENTH GRADERS STUDENTS THROUGH EXPLICIT INSTRUCTION ON READING STRATEGIES AT ASPAEN GIMNASIO SAUCARÁ IN BUCARAMAN[r]

The objectives of Pre-school education of the DECRETO 122/2007 (2008, p.7) speak about learning to respect differences (a. “Conocer su propio cuerpo y el de los otros, sus posibilidades de acción y aprender a respetar las diferencias”), acquiring basic guidelines of social relation, with a greater emphasis in the equality between boys and girls (e. “Relacionarse con los demás y adquirir progresivamente pautas elementales de convivencia y relación social, con especial atención a la igualdad entre niñas y niños, así como ejercitarse en la resolución pacífica de conflictos”); or developing the communication skills in different languages and expression forms (f. “Desarrollar habilidades comunicativas en diferentes lenguajes y formas de expresión”). These examples are all present in this final degree project.

Based on these concepts, in this paper we will discuss different approaches, by various authors, related to the uncertainty conceptual modeling problem in database models. Closing the modeling stage, in sections 2, 3, 4, 5, 7 we present a Fuzzy Enhanced Entity-Relationship model, also known as FuzzyEER, a tool for fuzzy database modeling with many advantages with respect to the modeling tools presented in this section 6: fuzzy values in the attributes, degree in each value of an attribute, degree in a group of values of diverse attributes, as well as, fuzzy entities, fuzzy relationships, fuzzy aggregation, fuzzy constraints. In section 8 includes a comparison of FuzzyEER and some other fuzzy models.

Prologue.................................................................................................................................... Pág. 002 1. A look at training at the UVa ........................................................................................................... Pág. 005 1.1. Degrees adapted to Bologna...................................................................................................... Pág. 006 1.2. Master´s degree............................................................................................................................... Pág. 007 1.3. PhD/Doctorate programmes ...................................................................................................... Pág. 008 1.4. Own postgraduate courses ......................................................................................................... Pág. 009 2. Undergraduate training................................................................................................................... Pág. 010 2.1. University admission..................................................................................................... Pág. 011 2.1.1. New students gaining admittance................................................................................... Pág. 011 2.1.2. Marks in entrance examinations of new first year students ................................... Pág. 013 2.1.3. Pre-registration on first choice and registration applications accepted............ Pág. 015 2.2. Students and registered credits .................................................................................. Pág. 017 2.2.1. Students and credits registered by centres .................................................................. Pág. 017 2.3. Process of training ......................................................................................................... Pág. 019 2.3.1. Students awarded UVa grants

enhance their employability prospects and career path. Some students believe that a collaborative program is of higher quality given that the expertise of two universities has shaped the academic program. This is especially true for joint degrees. other students are not as interested in enhanced quality but are attracted to the opportunity to obtain two degrees ‘for the price of one’, so to speak. They argue that the duration is shorter for a double or consecutive degree program, the workload is definitely less than for two single degrees, and there is less of a financial burden too. This argument is not valid for all programs of this type, but there is an element of truth in these claims. Double degree programs are being presented by a leading European international education organization as “a lot easier to achieve and not necessarily less valid” and “two degrees for the price of one.” Finally, the status factor cannot be ignored. There is a certain sense of elitism attached to having academic credentials from universities in different countries, even if the student never studied abroad but benefited from distance education and visiting foreign professors.

Use Case: Add Asset to a Portfolio Add an asset to a customer portfolio Target Role in the Work of the User The user will add an asset quantity to an existing portfolio All users except [r]

As a final conclusion, cross-country studies as well as single-country anal- ysis, tend to be inconclusive and they offer ambiguous and differents results. Among the factors that can cause these ambiguous and differents results, the ones that stand out most are, the different methodological approaches, the an- alytical unit applied (studies among countries vs. studies single country) and the diverse designs of the variable fiscal decentralization. In this sense, future research may consider developing more disintegrated measures of fiscal decen- tralization. The degree of decentralization should not be measured by the share of expenditure/revenue of lower level governments as of that of total government expenditure/revenue. In turn, it seems necessary to measure the differences in current autonomy among jurisdictions. It is necessary to elaborate measures of fiscal decentralization that represent changes in fiscal decentralization or grasp qualitative restrictions of subnational autonomy. In equal manner, it would be advisable that those publicly responsable for each country´s Official Institute of Statistics draw up better and wider ranged time series data. Finally, it is impor- tant to note that new investigations, based on theoretical models that are able to verify the relationship that lies between fiscal decentralization and economic growth are very necessary.

Como quedó dicho arriba, el Título de Grado en Educación Musical o Bachelor of Arts no faculta en Alemania para la docencia en escuelas ni institutos, siendo requisito imprescindible la [r]

Four to six students from each selected year level of each degree programme were invited to participate in a focus group. There were a total of 31 participants in six focus groups. This included six BDS III students, five MBBS III students, four BNurs II students, five BDS V students, five MBBS V students and six BNurs IV students. Each focus group was facilitated by a moderator and an assistant moderator who were trained on principles and methods for moderating a focus group. A focus group guide was prepared and followed. A mock focus group was organised for moderators to practise their facilitation skills and receive feedback. At the end of the mock session, modera- tors showed competence in facilitating a focus group, as shown in their skills of building rapport, remaining neutral and involved, active listening and probing and advancing the dis- cussion. The focus groups were conducted in Cantonese. A researcher experienced in focus group facilitation was present in the first two focus group meetings. His feedback to the mod- erators was positive in general and some suggestions were made for fine-tuning the structure of the discussion.

I, Cinthia Margarita Barboto Orrala with ID number. 2400053761 undergraduate student from the Peninsula of Santa Elena State University, Faculty of Education and Languages, as a prerequisite to obtain a Bachelor´s degree in English, in my role as author of the research paper “Musical Activities to Improve Listening Skill in Students of Fourth Basic Grade at Escuela Particular de Educación Básica Nº7 Hacia Nuevos Horizontes. Valdivia, Santa Elena, Province of Santa Elena. School Year 2015-2016”, certify that this work is of my authorship, except for the quotes and reflections used in this research paper.

Rubrics are assessment tools that establish criteria and achievement levels by setting a rating scale (Shipman et al., 2012). Rubrics are frequently used in nursing education in order to assess clinical judgment (Shin et al., 2015), clinical laboratories (Wu et al., 2015) or the skills acquisition in clinical settings (Nicholson et al., 2013). However, no works have been found on their applications in the BT assessment. Improved student-supervisor communication, better understanding of the learning goals, objectivity and the standardization of the assessment process or the detection of areas for improvement are some of their advantages, although a validation and reliability process is required, and most related research lacks accuracy (Shipman et al., 2012). Bachelors Theses in the Nursing Degree at Universitat Jaume I

Environmental problems such as air, soil, water and solid waste generation make it pertinent to reconsider lifestyles that contribute to improving environmental conditions that impact on the quality of life; considering that education means enabling harmonious coexistence between human beings and between them and nature, it is necessary to strengthen research and innovation capacity to produce clean technologies, less dependent on energy sources based on the use of fossil fuels, rationalize production and the use of natural assets and promote social justice. Implementing the Environmental Education Program (EEP), attached to Environmental Culture Learning Unit (ECLU), of the Degree in Educational Intervention, at 12 A, institution dependent on the Universidad Pedagógica Nacional (UPN), was an interesting experience, because, environmental competences are promoted in students who will be inserted into the teaching field, so they will encourage, also the environmental in their practice. From 60 students of the third semester, 32 decided to study, Environmental Culture Learning Unit (ECLU), environmental competences were integrated as knowledge, abilities and values in students took the course.