objectives, review the key aspects to be taken into account inthe measurement and evaluation by competencies and identify the impact oftheevaluation by competencies on theresultsoftheorganization. For this, a review ofthe literature between 2014 and 2019 was carried out. 25 articles were included inthe analysis, which met the inclusion criteria. It’s concluded that there are several advantages for theorganization with the application ofcompetency-based management when it is carried out in a responsible and organized manner considering all aspects, from the definition of organizational competencies to theevaluationof competences and execution of development plans individual. Theresults become visible in time, after planning, monitoring, and people transformation processes are structured, allowing to generate habits inthe collaborators. Skills development should not only focus on the workplace, but it should also occupy both educators and parents, to strengthen knowledge, skills, and values that allow reaching competitive levels. Keywords: competency-based management , labor competencies, skills management, results, organizational strategy, competencyevaluation, human capital.
• Professional synthesis Internship - Intervene in an Educational Unit for theorganization, transfer and evaluationof processes of teaching the physical environment, synthesizing the experiences and checking the theories. Prepare and execute a research project, from the minors, according to the needs ofthe educational center, and the different places of internships. These activities of professional synthesis are constituted as the final phase ofthe axis of practice ofthe formative process ofthe students. In it, the domains and knowledge acquired during the professional training process are considered autonomously and are evaluated and / or qualified inthe school environment inthe disciplinary exercises, school orientation and extra program activities. At the same time, the autonomous research practice will be evaluated according to the area of intervention established from the mention, in which it must apply and validate intervention elements, generating a report that verifies and intends the theorized aspects during the training process, applied in this process.
In earlier works, we used a methodology called Mind Engineering  to identify and organize ontologies using a collaborative web tool called Knowledge Engineering Suite (see item 2.2). This tool is a module of KMAI system. Mind Engineering allows building a knowledge base, improving the construction ofthe ontology ofthe domain and the automatic representation of cases in knowledge- based systems, either inthe juridical area or any other knowledge management domain . Our methodology of testing is focused on the verification oftheresults expected from the system when using ontologies for the retrieval ofthe information and observes the principles ofthe methodology used inthe ontology development. The tests are affected from the terms that are part ofthe domain ontologies created for a specific application.
One year after, inthe IEEE International Symposium on Antennas and Propagation 2008 (IEEE AP-S 2008), since reflections in antenna test ranges can usually be the largest source of measurement errors, Newell and Hindman described an approach to reduce the influence of scattering on far-field pattern results: , . The Mathematical Absorber Reflection Suppression (MARS) technique employed a combination of measurement geometry and a mathematical post processing technique that involved the measured data analysis and a filtering process to suppress the undesired scattered signals. Furthermore, it required a minimum amount of information about the AUT, probe, and range geometry. The processing was applied during regular near-field to far-field transformation and was general enough to apply to different types of spherical measurement geometries and to different antenna types. It was also appropriate to extend the useful frequency range of microwave absorber in an anechoic chamber and with this technique, typical improvements in pattern performance and directivity measurements were achieved.
The Docentia Programme is structured in three phases: 1. Evaluation: universities must submit theevaluation model developed and associated procedures. According to it, they have to follow a provided model in order to present designs ofevaluation. ANECA provides tools for designing teaching assessment. Besides, universities have a degree of autonomy in order to specify assessments indicators, resources and instruments. It must include: objectives and consequences ofevaluation, model and sources to be used, and procedure for decision-making related to evaluation. These models have been assessed by expert commissions and currently more than 50 universities have their models positively evaluated. 2. Follow-up: The implementation ofthe model for at least two years is requested prior to accessing the certification phase. In this phase, the University must produce a reflexive report on the implemented process, with an emphasis on how have developed procedures, the adaptation ofthe model and its capacity of discrimination as well as theresultsoftheevaluation and the decisions taken. These reports are analyzed by an appointed Commission to the effect that produces a report with recommendations for its implementation and, when appropriate, gives way to the certification phase. 3 Certification: Finally, theresults obtained with the assessment procedure applied by the University for a period of time have to be certified. After two years of experimental implantation, universities have to write an inform for a commission created by theevaluation agency. If everything goes well, the commission communicate to the university that it is ready to enter the certification phase. The university has to send the required documentation to ANECA, declaring that full fills all the requisites. When a positive certifications is granted, it lasts for four years this certification validates all theevaluation processes undergone by the faculty, in case that they want to present the to other qualification processes. This is why all certifications must be comparable.This process will be carried out by Certification Committee and will require, in any case, a visit to the University.
Against this background, a large number of researchers have for a number of years devoted their efforts to studying project-structures that are ever more frequently encountered in organizations (Bouzon, 2006). The project as an uncertain situation oriented towards the future beckons us to ponder the procedures for co-operation between social players whose roles and interests diverge, within a restricted space and for a limited duration. But how do these individuals with their different skills and qualifications manage to co-operate within a project? The players’ actions seem to be influenced by their representation ofthe situation. Collective action then involves a collective representation or at least a minimum of consistency between the representations present. Like any organized group, the project is a social construct that can only exist and survive if it manages to integrate the diverging strategies of its members in a collective production. In this situation, “the object ofthe process (the goals aimed at, the “thing” to be accomplished, etc.) and the process itself (how each becomes useful to the other …) are built up by mutual influence. In such processes, those involved cannot readily delimit their contributions and must orient their activities in relation to how the project evolves or the activities ofthe other players”. What are the links that the players maintain amongst themselves and how do they interact? The project can only be justified inthe eyes of its initiators if its cognitive production capacity exceeds that of its members considered in isolation. How then are "distributed" actions, conducted simultaneously by different players and each mobilizing a language and tools specific to a skill, and activities during which the stages of reasoning are shared out between different partners allotted? As innovation results increasingly from multiple activities, the players are forced to go beyond their original specialization to recombine their knowledge in hybrid domains, moving from the centre towards the outskirts of their skill and transgressing disciplinary boundaries towards the specialists of other skills.
IKASYS is a system consisting of hardware, software, strategies and curricular content created by the Basque Country Federation of Ikastolas (Basque schools) for pupils to acquire knowledge using a PC. Inthe 2008/09 academic year the IKASYS project was launched in an experimental manner in 19 schools inthe Basque Country. The goal being to apply the project to all the other schools within the Federation, a team of researchers at the University ofthe Basque Country was commissioned to evaluate this pilot project. In this article, besides explaining its content, the basic tenets and procedures ofthe IKASYS project as well as the methodology used for its evaluation are described. The system of methodological complementariness, integrating quantitative and qualitative procedures, was opted for. Finally, theresults obtained from the project and the general conclusions drawn -in general positive - are outlined.
Very few theories exist to guide the assessment of a translation; the basic tools presently applied to this matter are personal opinion and individual points of view. This situation causes numerous disagreements among the professional translators about how to define a good-quality translation, and thus, a solution is called for. The present final dissertation is aimed at rectifying the deficiency of a specific method ofevaluationin literary translation. For that purpose, we compare two different Spanish translations ofthe same literary work (The Adventures of Huckleberry Finn), according to the use they make of a selection of translation methods and techniques explained in this final dissertation. Theresults show that taking these techniques into account when comparing translations is useful and effective and we conclude that this system could help solve disagreements among the professional translators about literary translation assessment. Keywords: literary translation, assessment, translation techniques, The Adventures of Huckleberry Finn.
ViSH has the ability to be integrated with Moodle. This feature enables to use a ViSH instance to offer courses and deliver them by using a Moodle instance. A new type of object called ―Course‖ is incorporated to ViSH. These objects represent courses inside the ViSH web portal. When users access a course inthe ViSH web portal, they go to a page that shows basic metadata of that course (e.g. title, description and keywords). On this page, registered users can enrol inthe course. Courses can be open or private. Inthe case of private courses, users need a password to enrol. Once a user has enrolled in a course, a link is shown to enable the user to access the course inthe Moodle instance. ViSH supports single sign-on (SSO) using Central Authentication Service (CAS). Thereby, when users log in to ViSH they are automatically logged in to Moodle and vice versa. Thus, users are not required to enter their login credentials again to access a course in Moodle from ViSH, or to access ViSH from the Moodle instance. Authentication is performed against the ViSH database (i.e. with the ViSH credentials). The support ofthe SSO feature requires the use of a CAS server, and to specify inthe ViSH configuration file that this feature is going to be used as well as the settings ofthe CAS server. The SSO feature allows administrators to manage both the ViSH instance and the Moodle instance using the same account. Inthe current version, only administrators are allowed to create courses. Besides the implementation ofthe course object and the SSO for Moodle, no more features have been implemented with respect to the integration of ViSH with LMSs. The Learning Objects of ViSH are integrated into the Moodle courses by using the existing sharing and integration features (e.g. links, embeds, downloadable files and SCORM packages). More features will be developed in future versions (e.g. integrate data from the gradebooks ofthe Moodle instance into ViSH). At the time of writing, the course feature has not been deployed in http://vishub.org, but a Moodle instance is going to be set up to do so. Conversely, the course feature has been already used inthe EducaInternet platform to deliver SPOCs. Resultsof this experience are reported in chapter 9.
nections and ratios primarily characterize this (timely and locally defi ned) building stock represented inthe professional literature, however, with some specifi ca- tion they also typify the total construction output ofthe country. (Th e nature of architectural publications also aff ects the frequency of samples and hence theresultsofthe collection; for instance, the dominance of public buildings of primarily social interest is recog- nizable compared to dwellings of private property.) Th e main methods of inquiry were data collection, systemization, and detection of tendencies followed by their visualization. By surveying the gathered in- formation (architectural drawings, photos, descrip- tions) a database was created (in data management software Offi ce Access) that contained the relevant characteristics ofthe projects. By means ofthe charts, where all the data (designer, site and province, date ofthe design and the construction, original and present function) was collected, it was possible to detect diff e- rent tendencies. Th e software is also capable of visua- lizing theresults that highly facilitates the overview – these diagrams were used as illustrations in this article. By the help ofthe database several diff erent trends can be examined objectively, however, of these only the tendencies of functional transformations are introdu- ced here. To defi ne these changes, primal functional sections of similar signifi cance had to be specifi ed that are clearly distinguishable. After repeated expe- riments the following sections evolved: administra- tion (city halls, courts), commerce (shops, markets),
Inthe context ofthe traditional paradigm of physical measurement, objectivity and intersubjectivity are features embedded in measuring systems: in other words, measuring systems are designed, set up (in- cluding their calibration), and operated so to be able to produce in- formation with the expected degree of objectivity and intersubjectivity, i.e., able to produce measurement results with the expected measure- ment uncertainty This reinforces the point made previously that the public trust aﬀorded to measurement depends not only on knowing that the produced information is of high quality, but on knowing to what extent this is true. This also further highlights the pragmatic nature of measurement: what counts as high or low quality is relative to the purpose which motivates the measurement; if a comparatively lower quality instrument provides su ﬃ cient precision, cheaper measurements may be adopted. Notably, this characterization of measurement quality is independent of any physical condition, and therefore in principle admits realizations also for non-physical quantities (and also for entities that are algebraically weaker than quantities, such as ordinal and even nominal properties: we will not develop this possible extension here). In order to explore how objectivity and intersubjectivity could be assessed inthe information obtained intheevaluationof non-physical properties let us then abstract from all physical realizations and focus on the structural features ofthe measurement process. In reference to the conceptual hierarchy assumed by the VIM, the focus is not on the concrete process (the measurement), nor on the procedure (the detailed description of how the process should be performed), but on the method, the “ generic description of a logical organizationof operations used in a measurement” [, def. 2.5].
Inthe last century, the world has become an “urban world” and the cities began to concentrate a larger number of people (with over of 50% of global population living inthe cities). Currently, the social-environmental challenges that the cities face, drive new alternatives to the contemporary urban planning. In those conditions, it is expected than the cities become the centers of changes and they find new possibilities inthe urban planning field taking into account the concepts of resilience and sustainability during the elaboration of municipal policies. This case study research was conducted inthe city of Bogota, capital of Colombia, and evaluated the Master Plan - MP (as instrument of urban planning), and the commitment to this plan, with the construction of resilience in a highly susceptible city to climate change. Also included many challenges such as, population dynamics, sprawling around the rural areas, mobility problems and infrastructure deficiencies, each one of them with the necessity of attention from the planning point of view. The objective of this research is to know in a qualitative way, whether the Master Plan has an orientation and how can this contribute to the construction of urban resilience. The methodology was developed in a previous research by Lemos (2010) and involved categories of sustainability and resilience, with the possible impacts ofthe actions described inthe Plan. After the implementation ofthe methodology and the revision ofthe Plan, theresults shown that the Plan is targeted to the resilience. However, its contribution is fragile inthe definition of joint actions inthe different levels of political power.
The deliverable value of this research is to propose monitoring and eva- luation based on resultsinthe registration processes ofthe SUM-UNMSM, considering the institutional strategic plan 2017-2019 ofthe UNMSM, approved by Rectoral Resolution No. 001174-R-17 of January 13, 2017, which requires a coherent political leadership and a strong technical will, the opposite is to continue with routine actions that cause dissatisfaction in services to students and parents. The objective is to propose value-ba- sed procedures inthe monitoring and evaluationbased on resultsinthe enrollment processes ofthe SUM.
Speaking was assessed by the teacher through continuous evaluation. Teachers took into consideration the pupils’ participation in situations of communication related to the school (teamwork in groups, debates, class meetings, the teacher’s and other classmates’ expositions). They also took into account whether the participation was constructive (listening ability, respect for other pupils’ opinions, ability to agree, reasoned opinions…). Another indicator ofthe Speaking skill was the oral texts (tales, accounts, expositions and easy explanations…). Other factors assessed in Speaking include theorganizationof facts and ideas, the adequate use of forms in oral language, that is, pronunciation, intonation, rhythm, vocabulary, sentence structures inthe text. The scale used was the same as inthe previous cases: High/medium/ low, according to the teacher’s criteria and bearing in mind all these indicators.
smaller than 3 / 2 (or 0.87). In case of employing an incremental fitting (in which the span used inthe determination is progressively increased along the measurement), when just a few number of sampling points N is selected, the BFS estimation will be better inthe beginning utilizing the linear fit over the BPS profile. As the number of frequencies N is increased, the use ofthe quadratic fit over the BGS would become preferable. Figure 8 represents this ratio for the particular case of a constant sampling step of 1 MHz and a Brillouin linewidth of 56.7 MHz. It can be seen that the error ratio fits, broadly speaking, the expected decreasing tendency with the measured span. The experimental results included in Fig. 8 are for the particular case of using a frequency sampling step equal to 1 MHz. This situation determines that the transition between the two cases is produced when the spectral measurement span used inthe fitting is around 49 MHz, corresponding to about 86% ofthe gain FWHM. It is therefore evident that, depending on the application and the necessary spectral sweep performed, one or the other fitting procedure may be used more conveniently. Anyway, simply evaluating the expression given in Eq. (12) might be a simple way to determine which methodology is more appropriate. As a general tendency, considering that most of BOTDA applications need to perform a wide frequency sweep to cover a broad measurand range, a large value of ξ will normally be available, which benefits the quadratic fit. However, in some specific applications where small frequency sweeps could be feasible (homogeneous fibers, dynamic systems), the linear fit could be a better choice.
Background: The purpose of this study was to explore which ofthe outcomes attained by the application ofthe psychological program Intervención en Adolescentes con Fobia Social (Intervention in Adolescents with Social Phobia) can be attributed to the therapist’s competence. Method: The experimental study consists of three conditions: Waiting list control, Group treated by expert psychologists, and Group treated by inexperienced psychologists, with a sample of 110 Spanish adolescents whose mean age was 15.42 years (SD = 0.97, range: 14-18). All participants met the criteria for diagnosis of Generalized Social Phobia) and most of them were female (65.45%). Results: (i) The effect size attributable to the therapist was low compared to the effect size associated with the manual-based treatment program inthe dependent variables measured, and (ii) Expert therapists attained a much greater remission ofthe criteria for the diagnosis of Generalized Social Phobia among participants than did the inexperienced therapists. Conclusions: The IAFS Program was responsible for most ofthe change measured in participants.
Thecompetencyof college students is critical to their social development. Thecompetency-based supervision model offers a desirable way for competency improvement. This paper first sums up the relevant theories of supervision, competency and competency-based supervision model. Then, an experiment was designed to disclose the influence ofcompetency-based supervision model on competency. The experiment was conducted among civil engineering students from three colleges. Theresults show that the subjects performed well in 7 aspects ofcompetency before the experiment, and in all 11 aspects after the experiment; thecompetency-based supervision model improved thecompetency scores in 10 aspects by 0.08 ~ 0.1, and thecompetency score inthe remaining 1 aspect by more than 0.1, indicating that the model can greatly improve thecompetencyof college students. The research findings are of great significance to creative education reform for college students.
Message dissemination takes place as follows. Mobile devices have a mes- saging application that notifies and shows the user the received messages for the subscribed groups. Each node has a limited buffer where the messages in transit can be stored. When two nodes establish a pair-wise connection, they exchange the messages they have in their buffer, and check whether some ofthe
disminuir los índices de deserción estudiantil, posicionar las in- stituciones y carreras profesionales en altos estándares de calidad (Toro, 2012). Por su parte, el aprendizaje busca que el estudiante desarrolle competencias del ser, saber y hacer, triada que permite el desarrollo integral del profesional desde las actitudes, cono- cimientos y habilidades correspondientemente (Unigarro, 2017). En el modelo educativo por competencias, el incremento del rendimiento de los estudiantes resulta un desafío que ha sido abordado en este estudio a partir del análisis de sus estilos de aprendizaje, de ahí que se insiste en la necesidad de cambiar los estilos tradicionales de enseñanza, por una formación uni- versitaria centrada en el estudiante con participación activa del profesor como guía y acompañante del proceso (Martín- García & Rodríguez-Conde, 2009; Ortiz-Torres & Aguilera-Pupo, 2005), permitiendo que el alumno aprenda a aprender como requisito de una educación permanente. Una educación a lo largo de la vida (Biesta, 2015) por medio de un uso eficaz y eficiente de los estilos de aprendizaje, en el que interactúan las exigencias del contexto social con las características personales del estudiante (Aguilera-Pupo & Ortiz-Torres, 2009; Hung, 2012; Wei, Moreau, & Jennings, 2005).
This article presents the development of a model of intellectual capital to facilitate the profit ofthe organizational results and thus to hit inthe society. The evolution ofthe intellectual capital is a result ofthe human, structural and client capitals. In addition the importance of an harmonic joint is reinforced so that the changing organization is fortified and is able to reach the necessary levels of competitiveness and productiveness.