bluuebunny/crossref_metadata_2025_split huggingface dataset:
Playing the Game, or Not: Reframing Understandings of Children’s Digital Play
Authors: Magladry Madison , Willson Michele 
Published: December 2019

Abstract
Everybody seems to have an opinion about the value, risks and opportunities of children playing digital games. Popular media conveys messages to parents and the public alike of addicted, violent, desensitised, and anti-social children and of the privacy risk of back end data collection. Educationalists waver between seeing digital games as hindering more positive educational, social and physical activity, or as being a new way to engage students and improve learning outcomes. Parents are in fear of the ‘dangers’ of gaming and screen time yet enticed by the educational promise and the entertainment value of keeping their children occupied. Game developers see opportunities for data collection, surveillance and for nudging children’s behaviour and purchases. Many of these fears, hopes, and hype are replaying older tropes that circulate around any new technology, media forms and associated changes in practices, but are amplified further by having children as their central focus. Indeed, all of these stakeholders in children’s futures have particular understandings of what is good for children and what an ideal child should be. Yet children are not docile bodies who simply have things happen to them: they subvert, appropriate and innovate. This paper is a call for an exploration of what and how children’s digital gaming looks like from a child’s perspective and for a reframing of understanding children’s digital play as a result.
Painting “Out of the Lines”: The Aesthetics of Politics and Politics of Aesthetics in Children’s Art
Authors: Park Hayon 
Published: December 2019

Abstract
Historically, the study of children’s art has been predominantly constructed on developmental capacities, graphic sophistication, and particular styles conceived by adults. Although these theories of classification were developed with the best of intentions, fashioned for a better understanding of young people’s art, they often simplify and decontextualize the lives and works of children. Children’s art, however, is a complex matter, one that is entangled with both adults’ and children’s presumptions, practices, and expectations. Attending to this complexity, this article explores how young children engage in art as political subjects who participate in, disagree with, and negotiate between adults’ expectations and their own desires. In doing so, I draw on philosopher Jacques Rancière’s homologous yet differentiated ideas of “politics” and “aesthetics, “ along with a painting activity of two 5-year-old boys in a kindergarten classroom, where the tensions involved with “going out of the lines” were continuously communicated during the art making.
The Vertical and Horizontal Distributive Effects of Energy Taxes: A Case Study of a French Policy
Authors: Douenne Thomas 
Published: December 2019

This paper proposes a micro-simulation assessment of the distributional impacts of the French carbon tax. It shows that the policy is regressive, but could be made progressive by redistributing the revenue through flat-recycling. However, it would still generate large horizontal distributive effects and harm a significant share of low-income households. The determinants of the tax incidence are characterized precisely, and alternative targeted transfers are simulated on this basis. The paper shows that given the importance of unobserved heterogeneity in the determinants of energy consumption, horizontal distributive effects are much more difficult to tackle than vertical ones.
Een stok in het duister: boetes voor niet-tijdige inburgering en rechtszekerheid
Authors: Bierbach Jeremy 
Published: December 2019

A stick in the dark: financial penalties for not satisfying civic integration requirements and the principle of legal certainty
Since 2007, a statute has been in force in the Netherlands (the Wet inburgering or Act on Civic Integration) that provides for a system of fines that can be imposed on certain classes of immigrants for not passing the ‘civic integration exam’, testing knowledge of Dutch language and culture, by a certain deadline. However, the way in which the statute defines the precise obligations on immigrants, which classes of immigrants have those obligations, what the exact deadline is and when it can be extended leaves much to be desired in terms of legal certainty, especially considering the frequent changes that the legislature of the Netherlands makes to the statute. Morever, since a fine is imposed as a penalty for what is effectively a ‘criminal charge’ (in the sense of article 6 of the European Convention on Human Rights), what role does the establishment in a fair trial of the immigrant’s culpability play in the imposition of such a fine? For a completely different perspective on integration policy, the author discusses the 2015 decision P. and S. of the Court of Justice of the European Union, in which he was the legal representative of the plaintiffs. When an immigrant is a beneficiary of an EU directive providing for immigration rights for third-country nationals, the Court holds that it is permissible to impose fines in order to stimulate the immigrant’s integration in the society of the host member state, but that such a penalty may not go so far as to actively endanger the goal of aiding integration. In general, the Court is highly sceptical of the effectiveness and fairness of the system of fines provided for by the Act on Civic Integration. The author concludes that the Act, with its clear emphasis on punishment rather than promotion of civic integration, ultimately has the effect of criminalising entire classes of immigrants to the Netherlands.
VARIANCE OF THE ISOTROPIC UNIFORM SYSTEMATIC SAMPLING
Authors: Janacek Jiri , Jirak Daniel 
Published: December 2019

The integral of a smooth function with bounded support over a set with finite perimeter in Euclidean space ℝd is estimated using a periodic grid in an isotropic uniform random position.Extension term in the estimator variance is proportional to the integral of the squared modulus of the function over the object boundary and to the grid scaling factor raised to the power of d+1. Our result generalizes the Kendall-Hlawka-Matheron formula for the variance of the isotropic uniform systematic estimator of volume.
Performance Assessment of a High-Powered Boost Converter for Photovoltaic Residential Implementations
Authors: Ghaderi Davood , Bayrak Gokay 
Published: December 2019

This paper introduces a new boost converter operating in several duty cycles with a high powered and no transformer design for Photovoltaic residential implementations. The proposed converter is performed without any extra power switch by a voltage pre-amplifier unit between the input inductor and the power switch and is derived with a simple structure. The designed converter provides a voltage gain by 38 times for the operation of 90% of the duty cycle. This condition shows that the proposed converter has more efficient compared to the conventional boost converters. Besides, a higher amount of DC gain is possible by adding a cascade blocks connection of switched-capacitor (SC) in the converter’s output. The operational principles are evaluated to justify the utility of converter for residential PV systems in the study. Also, a 200 W powered prototype converter is implemented by applying a commercial PV panel in the laboratory. The experimental results confirm both the mathematical and simulation results.
Nuevas representaciones, Nuevas concepciones: “entender y hacer entender”. MBArch ETSAB
Authors: Zaragoza Isabel , Esquinas Dessy Jesús 
Published: December 2019

En el taller Nuevas Representaciones Nuevas Concepciones, el interés de la asignatura se ha centrado en la exploración del proceder de Enric Miralles, quien nos ha dejado un interesante legado de su quehacer arquitectónico en Barcelona. Una experiencia docente focalizada en el desarollo, investigación y/o redescubrimiento de instrumentos de representación gráfica que enriquecen el contenido y la riqueza visual de los proyectos, a través del estudio de cinco casos concretos. Mediante el empleo de una metodologia activa basada en la participación, los estudiantes promueven su propio conocimiento y lo comparten en diferentes formatos, apoyado por actividades dentro y fuera del aula. Todo ello conduce al aprendizaje de una nueva manera de “mirar”, potenciar las habilidades del dibujo creativo y desarrollar una producción gráfica significativa. Para contextualizar la comunicación, se apunta una “mirada” a los resultados gráficos de una experiencia docente contemporánea de la Universidad de Harvard.
The workshop New Representations New Conceptions, the subject's interest was focused on the exploration of the contemporary way of doing of Enric Miralles, who has bequeathed us an interesting legacy in Barcelona. It was centered on the development, research and / or rediscovery of graphic representation tools that enrich the content and visual richness of the projects, through the course of five study cases. Through the use of an active methodology based on participation, students promote their own knowledge and share it in different formats, supported by activities inside and outside the classroom. All this allows the learning of a new way of “looking”, enhancing the skills of creative drawing and developing a significant graphic production. To complete the communication and open pedagogical debate, a "look" is pointed to the graphic results of a recent experience at Harvard University.
Aprendiendo de Australia. El feminismo en la enseñanza y la práctica de la arquitectura
Authors: Pérez-Moreno Lucía Carmen , Amoroso Serafina 
Published: December 2019

Esta comunicación presenta los trabajos liderados por las arquitectas Naomi Stead y Janet McGaw desde varias Universidades australianas. En ellos el pensamiento feminista se incorpora a sus prácticas docentes e investigadoras fomentando con ello el debate sobre cómo la perspectiva de género fortalece las bases pedagógicas para una práctica docente y profesional más equitativa e inclusiva. Desde las Universidades de Queensland primero y Monash en la actualidad, Stead esta visibilizando la situación de desigualdad laboral de las arquitectas en el contexto australiano contemporáneo y propone soluciones a través de proyecto Parlour. Y, McGaw desarrolla talleres sobre ‘arquitecturas menores’ con planteamientos interdisciplinares y transversales afines al pensamiento eco-feminista y postcolonialista.
This communication presents the works led by the architects Naomi Stead and Janet McGaw, based at several Australian universities. They share feminist approaches to their teaching and research practices, which encourage a deep debate on how the gender perspective strengthens pedagogical bases for a most equitable and inclusive teaching and professional practice. Base in the Universities of Queensland firstly and Monash nowadays, Stead is making visible the inequalities that female architects have in the contemporary Australian architecture discipline. Therefore, she is proposing solutions through the Parlour project. McGaw has been developing different workshops on ‘minor architecture’ with an interdisciplinary and transversal approach close to eco-feminist and postcolonialist thinking.
El mapa y el territorio. Cartografías prospectivas para una enseñanza flexible y transversal
Authors: Bambó-Naya Raimundo , Sancho-Mir Miguel , Ezquerra Isabel 
Published: December 2019

Las áreas de Expresión Gráfica Arquitectónica y Urbanística y Ordenación del Territorio de la Escuela de Ingeniería y Arquitectura de la Universidad de Zaragoza imparten conjuntamente la asignatura optativa Mapping Urbanism en el quinto curso del Grado en Arquitectura. Complementando la transversalidad que define el Plan de Estudios de la titulación, en la que el proyecto actúa como eje e hilo conductor, esta asignatura propone un planteamiento colaborativo en el que el proyecto, si bien presente, no desempeña ese papel central. Esta comunicación expone esta experiencia docente planteada desde la transversalidad, en la que las dos áreas implicadas trabajan en paralelo, con una metodología flexible basada en el aprendizaje activo y cooperativo de los estudiantes, que emplea la cartografía prospectiva como herramienta proyectual y que incorpora herramientas TIC para un análisis crítico de la realidad urbana y territorial.
Graphic Architectural Expression and Urban and Territorial Planning areas of the School of Engineering and Architecture of the University of Zaragoza teach jointly the optional subject Mapping Urbanism in the fifth year of the Degree in Architecture. Complementing the transversality that defines the Degree Studies, in which the project acts as the axis, this subject proposes a collaborative approach in which the project, although present, does not play that central role. This paper exposes this teaching experience raised from transversality, in which the two areas involved work in parallel, with a flexible methodology based on the active and cooperative learning of students, which uses prospective cartography as a design tool and incorporates ICT tools for a critical analysis of urban and territorial reality.
Learn 2 teach, teach 2 learn. Aprendizaje-Servicio e intercambio de roles en Arquitectura
Authors: Carcelén González Ricardo , García Martín Fernando Miguel 
Published: December 2019

Introducción: learn 2 teach, teach 2 learn es una actividad docente complementaria de las Olimpiadas de Arquitectura de la Región de Murcia impulsada desde la Escuela Técnica Superior de Arquitectura y Edificación de la Universidad Politécnica de Cartagena. Método: la experiencia se sustenta en una metodología docente de Aprendizaje-Servicio poco habitual en Arquitectura y utiliza como herramienta de aprendizaje el intercambio de roles docente-discente para potenciar la adquisición de competencias propias de los estudios reglados de Arquitectura. Resultados: el trabajo presenta una valoración de los diferentes parámetros objeto de este estudio a través de la toma de datos mediante un formulario de respuesta anónima: herramientas, trabajo en equipo, metodología e intercambio de roles. Conclusiones y discusión: el estudio de los resultados revela la consecución de los dos objetivos planteados por la tarea L2T/T2L, evidenciándose su éxito en términos generales entre los estudiantes participantes.
Introduction: learn 2 teach, teach 2 learn is a complementary teaching activity of the “Olimpiadas de Arquitectura de la Región de Murcia” promoted by the “Escuela Técnica Superior de Arquitectura y Edificación” of the Universidad Politécnica de Cartagena. Method: the experience is based on a teaching methodology of Service-Learning unusual in Architecture and uses as a learning tool the change in roles (professor-student) to enhance the acquisition of competencies of the regulated studies of Architecture. Results: the work presents an analysis of the different parameters obtained through an anonymous response form about: tools, teamwork, methodology and change in roles. Conclusions and discussion: the results reveals the achievement of the two objectives set by the L2T/T2L task, evidencing its success in general terms among the participating students.
Los límites de la ciudad y el rol del arquitecto
Authors: Esguevillas Daniel , García Triviño Francisco , Psegiannaki Katerina 
Published: December 2019

Este artículo presenta una aproximación a la complejidad de los límites urbanos y su potencial en el debate sobre el rol del arquitecto en el diseño y gestión de ciudades contemporáneas. Específicamente, examina el proceso y producción de un curso integrado de Proyectos Arquitectónicos y Urbanos basado en aprendizaje-servicio, enriquecido mediante la oportunidad de colaboración con el promotor de una nueva actuación urbana al límite de Madrid y asociaciones de vecinos de una comunidad colindante. Los estudiantes se benefician de actividades de aprendizaje comprendidas en el convenio entre la universidad y la empresa promotora, incluyendo conferencias y talleres con expertos interdisciplinares. La interacción con el urbanismo participativo mejora sus competencias para comprender la dificultad de aunar en el planeamiento los requisitos empresariales y las necesidades ciudadanas. El impacto es alto en aprendizaje proyectual de los estudiantes, transferencia de conocimiento de la universidad –se publican los resultados– y responsabilidad social corporativa.
This paper provides an approach to the complexity of city limits and their potential to foster the debate on the architect’s role in the design and management of contemporary cities. Specifically, it examines the process and outcomes of an integrated course of Architectural and Urban Design that pursues service-learning, enriched through the opportunity of collaboration with the developer of a new urban area in the limits of Madrid and the neighborhood associations of a surrounding community. Students benefit from different learning activities covered by the agreement between the university and the developing company, including talks and workshops with cross-functional experts. The interaction with participatory urbanism enhances the students’ skills to understand the difficulty of meeting business requirements and citizen needs in planning. Impact is high on the students’ learning by doing, the university knowledge transfer—results are published—and the corporate social responsibility.
En busca del cuestionario necesario para el estudio de la didáctica de la arquitectura
Authors: Santalla Blanco Luis Manuel 
Published: December 2019

Esta comunicación se presenta en el ámbito de la tesis doctoral “Auditoría a la didáctica de la arquitectura” desarrollada por el autor en la Escuela Técnica Superior de Arquitectura de A Coruña, un trabajo que quiere ser una revisión de la enseñanza de arquitectura, en un momento en el que las universidades están lanzando al mercado profesionales formados con un nuevo plan de estudios, el Plan Bolonia. Con el cambio generacional que estamos viviendo parece oportuno comprobar los resultados de esta formación, pudiendo comparar con un mismo patrón las diferentes escuelas de arquitectura de la península ibérica. La parte principal de este trabajo es el desarrollo y puesta en práctica de un cuestionario, el cual se dirige en un primer momento al alumnado de una selección representativa de doce escuelas de arquitectura en España y Portugal.
This communication is presented in the scope of the doctoral thesis “Audit to the didactis of architecture” developed by the author at the Escuela Técnica Superior de Arquitectura de A Coruña, a work that wants to be a review of the teaching of architecture, in a moment when the universities are launching professionals trained in a new curriculum based in the Bologna Plan. We are living a generational change and it seems appropriate to check the results of this formation, being able to compare the different architecture schools of the Iberian Peninsula with the same pattern. The main part of this work is to develop and implement a questionnaire, whose target is the students of a representative selection of twelve architecture schools in Spain and Portugal.
Aprendiendo construcción mediante retos: despertando conciencias, construyendo intuiciones.
Authors: Barrios-Padura Ángela , Jiménez-Expósito Rosa Ana , Serrano-Jiménez Antonio José 
Published: December 2019

En la práctica profesional el arquitecto se enfrenta a retos en los que el análisis integrado, la creatividad y la toma de decisiones son habilidades esenciales. Conceptos, procedimientos, normativa y casos de estudio son fundamentales, pero siempre acompañados de la adquisición de destrezas y actitudes que garanticen su capacitación para responder a los desafíos que la sociedad demande. Esta comunicación presenta una experiencia de innovación docente a través del Modelo Metodológico “Aprendizaje basado en proyectos” con un “Reto Social” motivante realizada en la asignatura de Construcción de 2º curso de la ETSA de Sevilla con el objetivo de motivar a los estudiantes con el proyecto de una vivienda en un campo de refugiados, haciendoles entender el papel del arquitecto en relación a las condiciones de habitabilidad del entorno construido y en el trabajo con los recursos disponibles para garantizar la optimización de la envolvente.
In the professional practice, the architect faces challenges in which integrated analysis, creativity and decision making are essential skills. Concepts, procedures, regulations and case studies are essential, but always accompanied by the acquisition of skills and attitudes that guarantee their training to respond to the challenges that society demands. This communication presents an experience of teaching innovation through the Methodological Model "Proyect based Learning" with a motivating "Social Challenge" carried out in the subject Construction of the 2nd year of the degree in Architecture at the university of Seville with the aim of motivating students with the project of a house in a refugee camp, making the architect's role in relation to the habitability conditions of the built environment and at work with the resources available to modify the optimization of the envelope understood.
Metodología: “Aprende haciendo”, aplicado al área de Construcciones Arquitectónicas
Authors: Muñoz González Carmen María , Ruiz Jaramillo Jonathan , Alba Dorado María Isabel , Joyanes Díaz María Dolores 
Published: December 2019

En la actualidad, el mundo laboral demanda personas que sean capaces de desenvolverse en un contexto cambiante y de resolver problemas de forma reflexiva y planificada. La educación está cambiando de dirección y enfoques, para formar a personas que sean capaces de activar los conocimientos adquiridos, que puedan utilizar diferentes estrategias para dar respuesta a problemas y trabajar en equipo. Este trabajo, es un proyecto de innovación docente desarrollado por el Departamento de Arte y Arquitectura de la Universidad de Málaga, el cual pretende el desarrollo y fomento de los procesos de pensamiento creativo en la docencia universitaria. Se pretende acercar al alumnado a la vida laboral del arquitecto, a través de prácticas reales, donde se desarrollan las competencias propias de la profesión, enriqueciendo así el proceso de aprendizaje y facilitando la adquisición de capacidades profesionales vinculadas al proceso de diseño y construcción. Los resultados conseguidos, han puesto de manifiesto que el aprendizaje por la práctica, la ejercitación y la repetición conocida como aprender haciendo, mejora las habilidades, destreza y productividad del alumnado y de los docentes.
At present, people who are able to function in a changing environment and solve problems reflexively and planned are demanded in a work world. So, the education methodology must be changed to train people who are able to activate the knowledge acquired, who can use different strategies to respond to problems and work in teams. This research project aims to develop and promote creative thinking processes in university teaching. It is a teaching innovation project developed by the Department of Art and Architecture of the University of Malaga. It is intended to bring the student closer to the architect's working life, through real practices, where the competences of the profession are developed, thus enriching the learning process and facilitating the acquisition of professional skills linked to the design and construction process. The results achieved have shown that learning through practice, exercise, and repetition known as learning by doing improves the skills, dexterity, and productivity of students and professor.