bluuebunny/crossref_metadata_2025 huggingface dataset:
Influence of Project Team Knowledge Diversity on Implementation of Building Construction Projects. A Case of Kajiado County, Kenya, Africa
Authors: Leyian Benson N. , Rambo Charles M. , Mulwa Angeline
Published: September 2021

Implementation of the building construction projects is done by workers with diverse knowledge. The knowledge diversity can either be beneficial or detrimental to the implementation process. Out of the 50 building construction projects implemented by Kajiado county government in the financial year 2016/2017, 24 were not successfully implemented. This study sought to determine the influence of project team knowledge diversity on the implementation of building construction projects. The study used a pragmatism paradigm as well as a correlational research design and a sample of 251 respondents. Data was collected using semi-structured questionnaires, interview guides, and observation. Quantitative data was analysed for means and standard deviation as well as inferential techniques for correlation and regression while hypothesis was tested using ANOVA. Qualitative data was thematically analysed and the results triangulated with the quantitative results for presentation. The results indicated the existence of a positive correlation (r=0.323)  between project team knowledge diversity and implementation of building construction projects. It was also established that 10.4% of the variations in implementation of the building construction projects are attributable to project team knowledge diversity R2=0.104 . The null hypothesis project team knowledge diversity has no significant influence on implementation of building construction projects was rejected based on F1,219=25.522, p=0.0000<0.05.  It was concluded that project team knowledge diversity has a significant influence on implementation of building construction projects. The study recommends that recruitment into project teams for implementation of building construction projects should consider people with diverse knowledge backgrounds since they complement each other’s competencies.
The spatial penetration of Airbnb in the main tourist cities of Spain: Extent and Determinants
Authors: Singh Garha Nachatter
Published: September 2021

Uneven spatial distribution of rented accommodation offered on Airbnb has potential to create spatial inequalities in host cities. In this regard, the claim of the proponents of Airbnb that ‘it increases spatial equality in the cities by creating opportunities for the house-owners in peripheral areas’ requires scientific analysis and empirical evidence. Using the data obtained from the Inside Airbnb website, 2011 census, the municipal register of Spain and OpenStreetMap, this article first measures the degree of penetration and spatial clustering (with LISA statistics) of the Airbnb listings in seven main tourist cities of Spain (Barcelona, Madrid, Valencia, Seville, Mallorca and Malaga). Second, it analyses (with multiple linear regression models) the spatial, socio-economic, demographic and cultural determinants of the spatial clustering of accommodation offered on Airbnb in the selected cities; and finally, it compares the growth of Airbnb and its impact on spatial inequalities in the selected cities.
Comparison of two adhesive systems of various polyetheretherketone (PEEK) composites on the shear bond strength
Authors: Demirci Fatih , Tekin Samet
Published: September 2021

Aim: In this in vitro study, the effect of two adhesive systems applied to surfaces of different polyether-ether-ketone (PEEK) composites on the shear bond strength (SBS) of a composite resin was compared.

Methodology: Eighty PEEK specimens were divided into four groups (n=20): Unfilled PEEK (UF), carbon-fiber-reinforced PEEK (CFR), glass-fiber-reinforced PEEK (GFR), and ceramic-reinforced PEEK (CR). Each group was further divided into two subgroups (n=10): Visio.link (VL) and Single Bond Universal (SB). The specimens with 8-mm diameter and 5-mm thickness were prepared. SBS was examined using a universal testing machine. Results were statistically analyzed by multivariate analysis of variance and Tukey’s post-hoc test. Failure modes were analyzed using a stereomicroscope at 20× magnification. Surface properties were examined by scanning electron microscopy. The surface properties of the specimens were examined by scanning electron microscopy (SEM). 

Results: Effect of different PEEK and adhesive systems on SBS was found to be statistically significant (p<0.05). SBS values for CFR-VL and UF-VL groups were statistically more significant than those for CFR-SB and UF-SB groups (p=0.001). SBS values for the GFR-VL group were statistically more significant than that for the UF-VL group (p=0.001). SBS values for the CF-SB group were statistically more significant than those for CFR-SB and CFR-SB groups (p=0.001). Failure modes were examined using a stereomicroscope at 20× magnification, and adhesive and mixed failure modes were observed.

Conclusion: PEEK composites with different contents and properties can be used in fixed prosthetic restorations. However, additional experimental and clinical studies are required to investigate different PEEK frameworks and composite veneers.

 

How to cite this article: Demirci F, Tekin S. Comparison of two adhesive systems of various polyetheretherketone (PEEK) composites on the shear bond strength. Int Dent Res 2021;11(2):54-61. https://doi.org/10.5577/intdentres.2021.vol11.no2.1

 

Linguistic Revision: The English in this manuscript has been checked by at least two professional editors, both native speakers of English.
10th EURIPA Rural Health Forum “Understanding our Patients - working closely together”. Abstract Book 23 - 25th September 2021
Authors: Gökdemir Özden , Jacquet Jean-Pierre , Petrazzuoli Ferdinando , Kurpas Donata , Ouvrard Patrick , Randall-Smith Jane
Published: September 2021

2021 is probably an important milestone to rural world. Lockdown, social distancing, pandemic, climate change, greenhouse effects, planetary health.... all these key words in the same pot. The consequences of these terrible circumstances are already alarming. We will have to work closely with our patients, working together, thinking together, not only as professionals but also as global citizens. Join us, in the most appropriate way, to share the present and build the future.
Jean Pierre Jacquet
President of EURIPA
Datenmacht
Authors: Deuring Simon
Published: September 2021

Data shifts the balance of power in the economy dramatically. However, digitisation also offers a multitude of opportunities: the development of new business areas, cost reductions and personalised offers. The increasing speed of technological development forces the legal system to tread on thin ice. Is the key in a regulated or free market? The book shows risks and opportunities of both options, as well as the strengths and weaknesses in European and national law. By using the latest case studies and entering new areas of the law, the book explores the question of how the Industry 4.0 should be designed.
Bioresonance Treatment of Intractable Corneal Ulcer
Authors: Imanzade Mehrdad , Shafaeizadeh Ahmad , Dadpay Mosoomeh , Keshvari Hamid , Taheri Yegane Hamidreza , Sadeghi Masoud , Zeialipour Mehran , Bahman Abadi Mostafa
Published: September 2021

Introduction: A bioresonance-based complementary treatment for corneal ulcers is described to determine whether an electromagnetic field can improve intractable corneal ulcers. Case Presentation: The patient was a 65-year-old man who was suffered from corneal ulcer. The wound was burned five times with laser surgery; however, there was no significant improvement in the patient's condition. He had been treated for a year with electromagnetic frequency complements. Conclusions: Since bioresonance therapy can heal the corneal ulcer in this patient, we advised patients to perform this treatment.
Conceptual Relationship Between Traditional Persian Medicine and Modern Nutrition in Middle Age Obesity
Authors: Nimrouzi Majid , Saffar Shahroodi Aniseh , Sharifi Mohammad Hossein , Daneshfard Babak
Published: September 2021

Context: Over the last decades, the prevalence of overweight (BMI > 25) and obesity (BMI > 30) is being the most important health challenge in urban populations. The relationship between obesity and the individual’s temperament has not been studied yet. Evidence Acquisition: This review aimed to study the causes of obesity, especially in middle-aged people, according to the new evidence of conventional medicine and findings of Traditional Persian Medicine (TPM) physicians cited in their books. Databases including PubMed, Scopus, and Iran Medex were also searched with keywords obesity and overweight for recent evidence in conventional medicine. Results: Based on the traditional Persian medicine findings, dystemprament or disequilibrium in Mizaj may promote obesity in middle-aged and elderly people. The attenuation of innate heat and intrinsic moisture in middle age could increase the chance of overweight and obesity. Recent studies in modern nutrition reveal a linear relationship between diminishing the basal metabolic rate and increasing age, especially in middle age. Accordingly, cold-wet-tempered people have more efficient energy homeostasis than hot-dry-tempered people that is similar to individuals with Firmicutes gut microbiota predominance. People living in high altitudes and cold-dry climates maintain their innate heat better than people living in wet climates. It is in accordance with the increasing brown adipose tissue thermogenesis in cold exposure, which decreases the chance of obesity. Conclusions: Based on traditional Persian medicine school, it is hypothesized that increasing age and diminishing innate heat besides the accumulation of phlegm (moisture) in the gastrointestinal tract of middle-aged individuals may be influential in altering gut microbiota and consequently obesity. It seems that there may be a correlation between cold/wet Mizaj and risk factors of obesity.
Coronawar: la docencia como espacio de resistencia
Authors: Ruiz Plaza Angela , Coca Leicher José de , Torrego Gómez Daniel
Published: September 2021

Cada año el proyecto Docente del Máster de Comunicación Arquitectónica MACA “enseña a enseñar” es un curso intensivo de dos semanas de duración estructurado como “matrioska docente”. Los profesores preparan a los alumnos de MACA que a su vez deben diseñar un curso rápido de una semana para el programa internacional ATHENS, un grupo de 30 alumnos extranjeros. Dos semanas intensas que este año vieron como se desmoronaban ante sus ojos en un confinamiento mundial. Doble salto mortal para reestructurar inmediatamente y sobre la marcha un curso que vio cómo se anulaba la primera matrioska, luego la segunda, y donde, la improvisación de la metamorfosis a la docencia online, en un curso de tan alta intensidad, tuvo unos resultados altamente satisfactorios y sorprendentes. Los alumnos estructurados en subgrupos se convirtieron en docentes de sus compañeros montando amplia variedad de cursos online con herramientas digitales docentes de gran complejidad e interés. 

Each year the Teaching project of the MACA Architectural Communication Master “teaches how to teach” is an intensive two-week course structured as a “teaching matrioska”. The teachers prepare MACA students who in turn must design an one week intense course for the international ATHENS program, a group of 30 foreign students. Two intense weeks that this year saw them crumble before their eyes in a global confinement. Double somersault to restructure immediately and on the fly a course that saw how the first matryoshka was canceled, then the second, and where the improvisation of metaphorphosis to online teaching, in a course of such high intensity, had highly satisfactory results and surprising. The students structured in subgroups became teachers of their peers by setting up a wide variety of online courses with highly complex and interesting digital teaching tools.
Narrativa gráfica: el aprendizaje comunicativo del dibujar
Authors: Salgado de la Rosa Maria Asunción , Raposo Grau Javier Francisco , Butragueño Díaz-Guerra Belén
Published: September 2021

El dibujo es una forma de comunicación no verbal que constituye la principal vía de transmisión de las ideas de los arquitectos a la sociedad. Su aprendizaje en cursos tempranos, resulta insuficiente para profundizar en los aspectos asociados a la comunicación. Buscando incentivar el aprendizaje comunicativo apoyado en el dibujo, se emprende una experiencia mediante una asignatura optativa de quinto curso de Grado en Fundamentos de la Arquitectura de la UPM, en la que se profundiza en el estudio de los nuevos lenguajes gráficos de la arquitectura, potenciando las habilidades comunicativas de los alumnos para enfrentar el desarrollo y la gestión de la información de todo tipo de proyectos. Este texto define la experiencia de esta práctica docente a lo largo de cuatro cursos, dejando constancia de sus resultados en el aprendizaje de la comunicación gráfica de las propias ideas.

Drawing is a form of non-verbal communication that constitutes the main way of transmission of architects' ideas to society. Its learning in early courses is insufficient to deepen the aspects associated with communication. Seeking to encourage communicative learning supported by drawing, we undertook an alternative experience in a Fifth-year optional Course of the Degree in Fundamentals of Architecture at UPM. This course deepens the study of the new graphic languages of architecture, promoting the communicative skills of the students to face the development and information management of all kinds of projects. This text defines the experience of this teaching practice throughout four courses, recording its results in the learning of graphic communication of their own ideas.
Docencia presencial con evaluación virtual: la adaptación del sistema de evaluación
Authors: Navarro Moreno David , Spina Vincenzina la , García Martínez Pedro , Jiménez Vicario Pedro Miguel
Published: September 2021

La comunicación pretende ser un compendio ilustrativo sobre las medidas llevadas a cabo en el Grado en Fundamentos de Arquitectura de la Universidad Politécnica de Cartagena para hacer frente a las dificultades de evaluación académica derivadas de la crisis de la Covid-19. La atención se centra en aquellas asignaturas que, habiendo realizado docencia presencial, se vieron obligadas a evaluar a sus estudiantes mediante pruebas no presenciales. El estudio es realizado sobre una selección de asignaturas de las áreas de Composición Arquitectónica, Construcciones Arquitectónicas, Expresión Gráfica Arquitectónica y Proyectos Arquitectónicos. Estas reflexiones pretenden constituir una aportación sintética sobre las modificaciones de los sistemas de evaluación en función de los criterios debatidos, elegidos y aprobados por el Consejo de Gobierno de la Universidad en consonancia con las directrices Estatales y Europeas.

This article aims to be an illustrative compendium on the measures implemented in the Degree in Fundamentals of Architecture of the Universidad Politécnica de Cartagena to face the difficulties of academic evaluation derived from the Covid-19 crisis. The focus is on those subjects that did face-to-face teaching during the first semester but were forced to evaluate through online exams, at the end of the course. The research project is done on a selection of subjects belonging to the areas of knowledge of Architectural Composition, Architectural Constructions, Architectural Graphic Expression and Design Study. These reflections aim to constitute a synthetic contribution on the modifications made of the evaluation systems based on the criteria discussed, chosen and approved by the University Council to adapt to the State and European guidelines.
Estrategias educativas innovadoras para la docencia teórica en Arquitectura
Authors: Lopez-De Asiain Maria , Díaz-García Vicente
Published: September 2021

Se documentan cuatro experiencias docentes realizadas en las asignaturas de teoría, historia y composición de la Escuela de Arquitectura de la Universidad de Las Palmas de Gran Canaria. Han sido desarrolladas durante el curso académico 2019-2020, y en ellas, se han experimentado diversas metodologías educativas innovadoras aplicadas al campo de la docencia teórica de la arquitectura: aprendizaje cooperativo, aprendizaje colaborativo, aprendizaje basado en proyectos, y aprendizaje servicio. El objetivo de la investigación desarrollada es comprobar, por un lado, la capacidad de adaptación potencial de dichas metodologías a asignaturas tradicionalmente basadas en contenidos teóricos y, por otro lado, comprobar la aceptación que las mismas tienen por parte de los alumnos y sus preferencias respecto a metodologías eminentemente tradicionales como las clases magistrales, mayoritariamente difundidas para este tipo de asignaturas teóricas.

Four teaching experiences carried out in the subjects of Theory, History and Composition of the School of Architecture of the University of Las Palmas de Gran Canaria are documented. They have been developed during the academic year 2019-2020, in which several innovative educational methodologies applied to the field of theoretical teaching of architecture have been experienced: cooperative learning, collaborative learning, project-based learning, and service learning. The objective of the research carried out is to verify, on the one hand, the potential adaptability of these methodologies to subjects traditionally based on theoretical content, and on the other hand, to check students' acceptance and preferences regarding mainly traditional methodologies such as master classes which are greatly widespread for this type of theoretical subjects.
Buildings 360º: un nuevo enfoque para la enseñanza en construcción
Authors: Sánchez-Aparicio Luis Javier , Sánchez-Guevara Sánchez Maria del Carmen , Gallego Sánchez-Torija Jorge , Olivieri Francesca
Published: September 2021

El presente trabajo tiene como objeto presentar el proyecto de innovación educativa Buildings 360º. Proyecto que toma el relevo de iniciativas educativas anteriores, pretendiendo desarrollar una novedosa plataforma inmersiva que permitirá consultar las obras de construcción a lo largo del tiempo. Plataforma que abogará por el uso de imágenes 360º en contraposición de enfoques más extendidos basados en costosos modelos 3D, dando lugar a un sistema de bajo coste, muy intuitivo, capaz de gestionar grandes bloques de información y fácil de implementar por usuarios no expertos. Este sistema se usará como complemento docente en la asignatura de Construcción I y Construcción II, permitiendo al alumnado consultar cada una de las fases de una obra, sus materiales y sistemas constructivos.

We present here the innovative education project Buildings 360⁰. This project follows previous educative initiatives. The project goal is to develop a novel immersive platform that will enable students to view real construction works along time. This platform will use 360 images in contrast to the widespread and expensive 3D models resulting into a low-cost system which is at the same time very intuitive, allows to manage large amounts of data and is easy to implement by non-expert users. This system will be used as a complementary material in the subjects of Construction I and II and will enable students to look up each of the phases of the construction work, the materials and the construction systems.
Asignaturas tecnológicas en Arquitectura en el confinamiento: hacia una enseñanza aplicada
Authors: Cornadó Bardón Còssima , Crespo Sánchez Eva , Martín García Estefanía
Published: September 2021

Las condiciones de confinamiento inducidas por la crisis sanitaria del Covid19 han tenido un impacto importante en la mayor parte de las actividades humanas. La docencia universitaria no ha sido una excepción, la situación ha obligado a reorganizar asignaturas y a repensar metodologías docentes a marchas forzadas. El presente artículo aporta la experiencia de adaptación y reflexión sobre cómo la docencia online ha influido en la enseñanza de dos asignaturas tecnológicas troncales del grado en Arquitectura que combinan la necesidad de asimilación de conceptos teóricos con la capacitación para la aplicación de los mismos mediante una enseñanza competencial. Se analizan los cambios adoptados reformulando la metodología docente original. Se aportan datos del seguimiento de las asignaturas mediante encuestas realizadas a los estudiantes y a los equipos docentes que permiten valorarlos e iniciar una reflexión necesaria sobre la docencia de las asignaturas tecnológicas en períodos de necesaria docencia no presencial.

The confinement conditions induced by the Covid19 health crisis have had a major impact on most human activities. University teaching has not been an exception, the situation has forced us to work against the clock reorganizing subjects and rethinking teaching methodologies. This article provides the experience of adaptation and reflection on how online teaching has influenced the teaching of two compulsory technological subjects of the degree in Architecture that combine the need to assimilate theoretical concepts with training for their application through teaching competence. The changes reformulating the original teaching methodology are analyzed. Subject monitoring data are provided through surveys conducted with students and teaching teams that allow the new methodology to be assessed and initiate a necessary reflection on the teaching of technological subjects in periods of necessary non-face-to-face teaching.
Pedagogía colaborativa y redes sociales: diseñar en cuarentena
Authors: Hernández Falagán David
Published: September 2021

Esta comunicación se enmarca en la propuesta temática ‘Docencia confinada: el aprendizaje remoto’. En ella se analiza la experiencia de la asignatura Design Culture: Architecture and Exhibition, que forma parte del programa del Master inter-universitario en estudios avanzados en diseño MBDesign (UPC+UB) que se imparte en Barcelona. La emergencia sanitaria y el consiguiente confinamiento -que ha exigido de docencia no presencial durante buena parte del calendario semestral- ha provocado la exploración de alternativas no solo pedagógicas, sino también en relación al propio contenido de la asignatura. El resultado permite analizar cualidades de la docencia relacionadas con el trabajo colaborativo y la disolución de jerarquías relacionadas con el espacio físico de aprendizaje.

This communication, framed in the thematic proposal 'Confined teaching: remote learning', analyzes the experience of the subject Design Culture: Architecture and Exhibition, which is part of the inter-university Master's program in design advanced studies MBDesign (UPC + UB) taught in Barcelona. The health emergency and the consequent confinement —which has required non-face-to-face teaching for most of the semester calendar— has led to the exploration of alternatives in relation to pedagogical methods, modifying in turn the contents of the subject. Collaborative online work and social networks have in this case become learning channels as an alternative to the face-to-face model. The result allows the analysis of teaching qualities related to collaborative activities and the dissolution of hierarchies related to the physical learning space.
De Vitruvio a Instagram: nuevas metodologías de análisis arquitectónico
Authors: Coeffé Boitano Beatriz
Published: September 2021

Ante el surgimiento y consolidación de diversas fuentes digitales de difusión de la arquitectura­, este curso plantea su incorporación al estudio de obras y proyectos. La aplicación de una metodología basada en el análisis de contenido visual y textual, colabora en la comprensión de la arquitectura como una construcción medial, en la que representaciones e interpretaciones influyen directamente en como apreciamos y valoramos el entorno construido. Esta herramienta se pone en práctica en el estudio de referentes posmodernos, con el objetivo de revertir su negativa reputación en comparación con las halagadas obras del movimiento moderno. La propuesta consistió en el estudio de casos organizado en tres fases que permitieron la comprensión integral de las obras desde el punto de vista teórico y académico, como también desde la percepción y experiencia de visitantes y usuarios que se expresan a través de diferentes plataformas digitales como Facebook, Instagram y YouTube.  

Given the emergence and consolidation of diverse digital sources of architecture dissemination, this course proposes the incorporation of these to the analysis of buildings and projects. The implementation of a methodology based on the analysis of visual and textual content, collaborates in the understanding of architecture as a medial construction in which representations and interpretations directly influence how we appreciate and value the built environment. This tool is put into practice in the study of postmodern referents, in an attempt to reverse their negative reputation in comparison with the flattered works of the modern movement. The proposal consisted of a case study organized in three phases that allowed the comprehensive understanding of the buildings from a theoretical and academic point of view, as well as from the perception and experience of visitors and users who express themselves through different platforms.
Estrategias transversales: el grano y la paja
Authors: Alfaya Luciano , Armada Carmen
Published: September 2021

El principal papel de arquitectura, y en especial del urbanismo, es resolver problemas. La experiencia que presentamos se centra en aprender a jerarquizarlos. En distinguir el grano de la paja. Durante un curso se puso en práctica una experiencia que buscaba el aprendizaje a través del proceso. Un taller vertical sirvió para articular reflexiones conjuntas, a través de seis materias, entorno a la Estrategia de desarrollo urbano (EDUSI) de un municipio. Este instrumento, presente en más de 200 ciudades, sirve para definir las principales actuaciones urbanas y arquitectónicas. Progresivamente otras disciplinas han acaparado la toma de decisiones de estos planes, relegando a arquitectos y arquitectas a la ejecución de decisiones ya tomadas. Mediante una metodología activa, fue posible desarrollar una estrategia transversal que expandió los márgenes de la disciplina y puso sobre la mesa la importancia de la arquitectura y el urbanismo como base de las políticas urbanas. 

The main role of architecture, and especially urban planning, is to resolve problems. The experience we are presenting focuses on learning to prioritise these problems. Separating the wheat from the chaff. During a course, an experience that sought learning through process was put into practice. A vertical workshop served for joint reflections, through six subjects, around the Urban Development Strategy (EDUSI) of a specific municipality. This tool, present in more than 200 cities, serves to define the main urban and architectural actions. Little by little other disciplines have monopolized the decision-making of these plans, relegating architects to the execution of decisions already made. Through an active methodology, it was possible to develop a transversal strategy that expanded the boundaries of the discipline and put on the table the importance of architecture and urbanism as a basis for urban police.
Sevilla: Ciudad Doméstica: experimentación y crítica urbana desde el Confinamiento
Authors: Carrascal Pérez María F. , Aguilar Alejandre María
Published: September 2021

Sevilla_Ciudad Doméstica es una actividad docente no presencial que se desarrolla durante la Pandemia en el marco de la asignatura de Urbanismo 1 en el Grado de Arquitectura de la Universidad de Sevilla. Aprovechaba el aula-casa-estudio y sus infinitas ventanas virtuales al mundo para la investigación de la ciudad presente y futura. Mediante herramientas TIC, combinaba metodologías activas de aprendizaje con mecanismos de comunicación y expresión artística para interrogar sobre este habitar confinado. Consistió en un ciclo internacional de conferencias en el que participaron profesionales fotógrafos, artistas, urbanistas, y arquitectos, que en un formato ágil de presentación y debate aportaban su visión sobre la ciudad contemporánea. El ciclo daba soporte intelectual a un proyecto fotográfico en el que cada estudiante debía elegir una o dos líneas temáticas y construir una serie. Estos trabajos formaron parte de una exposición colectiva a través de la red social Instagram, motivando la interacción con estudiantes de otras universidades.

Sevilla_Domestic City is a non-attendance teaching activity developed during the Pandemic in the framework of the course Urbanism 1, Architecture Program, University of Seville. It took advantage of the classroom-house-studio and its infinite virtual windows to the world for the investigation of the present and future city. Using ICT tools, it combined active learning methodologies with mechanisms of communication and artistic expression to question this confined inhabitance. It consisted of an international series of conferences in which professional photographers, artists, urban planners, and architects participated, who in an lively format of presentation and debate contributed with their vision of the contemporary city. The series gave intellectual support to a photographic project in which each student had to choose a thematic line and create a collection. These works were part of a collective exhibition published at the social network Instagram, motivating interaction with students from other universities.
Proyectos con Hormigón Visto: repensar la materialidad en tiempos de COVID-19
Authors: Lizondo Sevilla Laura , Bosch Roig Luis
Published: September 2021

La presente comunicación expone el trabajo desarrollado en dos asignaturas optativas pertenecientes al Grado en Fundamentos de la Arquitectura (ETSA-UPV) denominadas Proyectar con Hormigón Blanco y Materialización del Proyecto Arquitectónico. El objetivo principal de ambas es experimentar la condición material de la arquitectura de hormigón blanco visto, así como las implicaciones del proceso constructivo en la fase de proyecto. En el texto se analizan las bases pedagógicas, los contenidos docentes, la metodología, las herramientas y los resultados de las asignaturas, las cuales, a partir del estado de alarma han sido profundamente reformuladas, aunque persiguiendo la misma meta: que el alumno diseñe y construya maquetas de arquitecturas de hormigón visto. Por ello, se plantea una comparativa, antes y después del Covid-19, a fin de establecer conclusiones que no sólo vislumbren el futuro próximo, sino nuevos retos para la docencia online relativa a la enseñanza práctica del proyecto arquitectónico.

This communication explains the work developed in two optional subjects that are included in the Degree in Fundamentals of Architecture (ETSA-UPV) called Design Studio with White Concrete and Materialization of the Architectural Design. The main aim of these two subjects is to experience the material condition of exposed white concrete architecture as well as the implications of the building process in the design phase. The text analyses the pedagogy bases, the teaching contents, the methodology, the tools and outcomes of the subjects, which due to the state of alarm have been greatly re-formulised, although they share the same objective: students design and build models of exposed concrete architecture. To achieve this, a pre and post COVID-19 comparative is outlined in order to draw conclusions that not only anticipate a near future, but new challenges for on-line education relative to the practical teaching of architectural design.
El Database Driven Lab como modelo pedagógico
Authors: Juan Liñán Lluis , Rojo de Castro Luis
Published: September 2021

A través de una experiencia reciente que tomó La Manga del Mar Menor como objeto de investigación colectiva en el ámbito de la educación de posgrado en proyectos arquitectónicos, este artículo destila las implicaciones fundamentales del Database Driven Lab, un modelo pedagógico que trata de asumir las formas de construcción del conocimiento inscritas en la lógica estructurante de los medios digitales como forma de aproximación a la realidad urbana contemporánea. Se trata de un modelo, por tanto, que promueve la confrontación de la heterogeneidad de lo real con la conceptualización en diversos modelos por medio de la flexibilidad relacional propia de los formatos característicos del entorno digital. Ello se traduce en la adopción de distintos tipos de sitio web como mediadores de la investigación en todas sus fases y, también, en un tipo de aprendizaje que incide en la doble naturaleza, colectiva e individual, que caracteriza a la investigación contemporánea. 

This paper presents the main principles of the Database Driven Lab, a pedagogical model that assimilates the inherent logic of digital media in order to approach contemporary urban reality. It is a model that confronts the heterogeneous nature of the real with different conceptual models by leveraging the relational flexibility that characterizes a number of digital formats. Among those, the website –the format that most clearly reflects such logic– is designated as the main driver of a learning process that stresses the simultaneously individual and collective nature of contemporary research practices. A recent experience that took La Manga del Mar Menor as its subject of study will reveal the main potentials and constraints of the model.
La precisión en la elección y desarrollo de los trabajos fin de máster para una inserción laboral efectiva
Authors: Tapia Martin Carlos , Minguet Medina Jorge
Published: September 2021

La decisión de cursar un máster de especialización en arquitectura está marcado por la empleabilidad, ansiada por los estudiantes y por que se garantice por parte de las universidades. Las acciones que éstas articulan para su logro no cuentan en la etapa formativa con el potencial que supone que el Trabajo Fin de Máster (TFM) ya incorpore una capacidad real de transferencia que conlleve empleo asociado a la especificidad del egresado, en temática y habilidades. El máster Universitario en Ciudad y Arquitectura Sostenibles de la ETS Arquitectura de Sevilla ha creado un protocolo de innovación docente para la empleabilidad. Sus resultados, a pesar de ser aun un procedimiento novel, muestran su potencialidad, a combinar con las habituales, como prácticas de empresa, mentorización, emprendedurismo, etc. El perfil del arquitecto, hoy, tan desajustado en la sociedad, tiene en esta directriz en el seno de los TFMs, una posibilidad de afinar el papel que desempeña en ella.

The decision to study a master's degree in architecture is marked by the employability, desired by both the students and the universities. The actions that the universities articulate to achieve this do not have the potential during the training stage that the Final Master Thesis (FMT) already incorporates a real transfer capacity that entails employment associated with the specificity of the graduate, in terms of subject matter and skills. The University Master's Degree in Sustainable City and Architecture of the ETS Architecture of Seville has created a teaching innovation protocol for employability. Its results, despite being still a novel procedure, show its potential, to be combined with the usual ones, such as business practices, mentoring, entrepreneurship, etc. The profile of the architect, today, so unadjusted in society, has in this guideline within the FMTs, a possibility of refining the role it plays in it.
Sobre filtros aumentados transhumanos: HYPERFILTER, una pedagogía para la acción FOMO
Authors: Roig Segovia Eduardo
Published: September 2021

El impacto de la tecnología digital en el ser humano alimenta nuevas corporeizaciones del sujeto que superponen categorías físicas y digitales, como sucede en el caso de los filtros de Instragram. Los conceptos de extremofilia y computación planetaria, que vertebraron el Festival de Tecnologías Críticas y Aventuras Digitales TENTACULAR 2019, constituyeron la base teórica del proyecto de innovación docente HYPERFILTER desarrollado en el Módulo de Proyecto Virtual del Máster Universitario en Comunicación Arquitectónica MACA de la UPM, cuya pedagogía tuvo como objetivo el diseño e instalación de FOMO, acción de clausura del festival. La experiencia docente que se describe a continuación responde desde el formato de la realidad aumentada de las máscaras de Instagram a los dos conceptos clave explorados en el festival.

The impact of digital technology on the human being feeds new embodiments of the subject that overlaps physical and digital categories, as in the case of Instagram filters. The concepts of extremphilia and planetary computing, which formed the backbone of the Festival of Critical Technologies and Digital Adventures TENTACULAR 2019, constituted the theoretical basis of the HYPERFILTER teaching innovation project developed in the Virtual Project Module at MACA UPM University Master's Degree in Architectural Communication, whose pedagogy aimed at the design and installation of FOMO, the closing action of the festival. The teaching experience described below responds from the augmented reality format of Instagram masks to the two key concepts explored at the festival.
Poliesferas Pedagógicas: estudio analítico de las cosmologías locales del Covid-19
Authors: Espegel Alonso Carmen , Feliz Ricoy Sálvora , Buedo García Juan Andrés
Published: September 2021

Debido a la nueva realidad pandémica, nuestras aulas se han visto modificadas, pasando de un formato presencial al virtual. El fenómeno de compartir pantalla se ha convertido en el soporte de comunicación y expresión de vidas distintas que compartimos un mismo espacio virtual, separándonos físicamente tan sólo unos centímetros. Esta investigación observa la realidad experimentada y analiza la experiencia virtual de la la realidad espacial de nuestros nuevos entornos educativos. Para ello, se propone una metodología específica de análisis gráfico que permite examinar los espacios domésticos convertidos en docentes, ampliando el conocimiento sobre nuestras nuevas aulas físico-virtuales. El resultado es un atlas de poliesferas que recoge todos los objetos que nos acompañan virtualmente en nuestras pantallas, con el que se visibiliza la inversión de las estructuras clásicas de nuestras aulas, siendo ahora el mueble el centro de nuestra atención.

Due to the new pandemic reality, our classrooms have been modified, evolving from on-site to online format. The screen sharing phenomenon is now  the communication and expression medium of different lives which share the same virtual space, physically separated only by few centimeters. This research focuses on the experienced reality and analyzes the virtual experience of the spatial reality of our new educational environments. We propose an specific graphic analysis methodology which allows to examine the domestic spaces turned into academic spaces, expanding the knowledge about our new physical-virtual classrooms. The result is a polyspheres atlas that collects every object that we share virtually on our screens. This atlas visualizes the inversion of the classical structures of our classrooms, because the furniture or device is now the focus of our attention.
La docencia en arquitectura desde la comprensión tipológica compositiva
Authors: Cimadomo Guido
Published: September 2021

La experiencia docente de la asignatura Historia de la Arquitectura 2 en la Universidad de Málaga, se centra en el desarrollo de aspectos analíticos, formales y compositivos. La estructura docente se basa en los binomios forma-composición e imitación-abstracción, llevando a la utilización del concepto de tipo arquitectónico, que permite comprender las especificidades de cada solución realizada y su evolución, así como los significados últimos de las experimentaciones realizadas a lo largo del periodo histórico analizado. De este modo el alumno recibe una explicación sobre el porque del significado y evolución de las principales tipologías compositivas, así como sobre varios aspectos relacionados con la forma arquitectónica, las anomalías y contrastes presentes en las obras seleccionadas. Desde la experiencia de esta innovación docente se llega a una reflexión más amplia sobre la composición arquitectónica, la importancia de la capacidad de mirar, y la necesaria intersección entre teoría y práctica.

The teaching experience of History of Architecture 2 at the University of Malaga focuses on the development of analytical, formal and compositional aspects. The teaching structure is based on the form-composition and imitation-abstraction binomials, leading to the use of the concept of architectural type, which allows us to understand the specificities of each solution carried out and its evolution, as well as the ultimate meanings of the experiments carried out during the historical period analyzed. In this way the student receives an explanation about the reason for the meaning and evolution of the main compositional typologies, as well as about various aspects related to the architectural form, and the anomalies and contrasts present in the selected works. From the experience of this teaching innovation, a broader reflection on architectural composition, the importance of the ability to look, and the necessary intersection between theory and practice is reached.
Docencia Conversacional
Authors: Barrientos Turrión Laura
Published: September 2021

El concepto de docencia conversacional surgió de la aspiración de David Kolb de explorar un nuevo enfoque de la enseñanza y el aprendizaje basado en la teoría y la práctica experimental. Este artículo describela evolución desde las nociones tácitas e intuitivas de una conversación hasta la profundización en sus mecanismos para aplicarla como metodología en el aprendizaje del proyecto arquitectónico. La docencia conversacional, se produce en la asignatura de proyectos arquitectónicos 5 y 6 del tercer curso de la ETSAM-UPM. La metodología se aplica en tres formatos: conversación activa, conversación transcrita y conversación global, interpretándose como formatos provisionales. Así, se pretende cuestionar la eficacia de la enseñanza del diseño arquitectónico como un entorno de aprendizaje discursivo unidireccional para, a partir de esta diversidad de conversaciones, dotar al alumno de herramientas con las que pueda visibilizar e interactuar con su producción arquitectónica en diferentes entornos y con diferentes agentes.

The concept of conversational teaching arise from David Kolb's aspiration to explore a new approach to teaching and learning based on theory and experimental practice.  This article describes the journey from the tacit and intuitive notions of a conversation, elaborates on its mechanisms to apply it as a methodology in learning the architectural project.  This method is implemented in the Tuñón unit, in the subject of architectural projects 5-6, third year of the ETSAM-UPM.  The methodology is applied in three formats: active conversation, transcribed conversation and global conversation, interpreted as a provisional representation.  It is intended to question the effectiveness of the traditional design studio as a discursive learning environment, leading to based on this diversity of conversations, provide the student with tools to be able to visualize and interact with their architectural production in different environments and with different actors.
Mis climas cotidianos: didácticas para una arquitectura que cuida el clima y a las personas
Authors: Alba-Pérez-Rendón Cristina , Morales-Soler Eva , Martín-Ruíz Isabel
Published: September 2021

Ante la necesidad de un cambio de modelo urbano que apueste por poner en el centro el clima, las personas y los cuidados, vemos la necesidad de transformar el proceso de aprendizaje desde la edad temprana como momento de oportunidad para que este cambio sea posible y como lugar multiplicador a la comunidad educativa y los hogares. Esto nos lleva a repensar las didácticas en el aula y cómo estas pueden conllevar un replanteamiento de las vidas cotidianas, los entornos habitados y el impacto en el medio ambiente. Mis climas cotidianos desarrolla prácticas didácticas para la mejora de los entornos educativos desde dos enfoques climáticos (el científico y el social): El clima atmosférico y los climas de convivencia que se dan en el uso de los mismos, integrando principios de arquitectura ecológica e inclusiva a la docencia reglada en colegios públicos en la etapa de primaria.

Facing the need for a change in the urban model that puts climate, people and care at the centre, we see the need to transform the learning process from an early age as a moment of opportunity for this change to be possible and as a place multiplier for the educational community and homes. This leads us to rethink the teaching methods in the classroom and how these can lead to a rethinking of daily lives, living environments and the impact on the environment. My everyday climates develop didactic practices for the improvement of educational environments from two climatic approaches (scientific and social): The atmospheric climate and the climates of coexistence that occur in the use of them, integrating principles of ecological and inclusive architecture to the formal teaching in public schools at the primary stage.
Aprendizaje confinado: oportunidades y percepción de los estudiantes
Authors: Redondo Pérez María , Muñoz Cosme Alfonso
Published: September 2021

Este año, la implementación de las herramientas TIC para suplir la actividad presencial se ha realizado de manera abrupta, careciendo de un periodo adaptativo que permitiese la asimilación de las herramientas necesarias, o una adaptación de las dinámicas igual de planificada que la docencia presencial. Se busca describir la percepción de los estudiantes de proyectos arquitectónicos sobre la enseñanza on-line durante la crisis del Covid-19 y conocer si la enseñanza virtual puede reemplazar a la presencial en esta área. Para obtener los resultados se aplicó un cuestionario disponible para todos los estudiantes y docentes de proyectos de la escuela. Los resultados obtenidos mostraban que los estudiantes se sentían más estresados de lo habitual debido a la situación actual, haciendo hincapié en la imposibilidad de salir de casa, la carga extra de trabajo y la temática del Covid-19.

This year, the implementation of ICT tools to supply face-to-face activity has been carried out abruptly, lacking an adaptive period that would allow the assimilation of the necessary tools, or an adaptation of the dynamics as planned as face-to-face teaching. It seeks to describe the perception of students of architectural projects on online teaching during the Covid-19 crisis and to know if virtual teaching can replace face-to-face teaching in this area. To obtain the results, it was applied a questionnaire available to all students and teachers of architectural projects at the school. The results obtained showed that the students felt more stressed than usual due to the current situation, emphasizing the impossibility of going outside, the extra workload and the monothematic of Covid-19.