bluuebunny/crossref_metadata_2025_split huggingface dataset:
¿Qué deberíamos enseñar? Reflexión en torno al Máster Habilitante en Arquitectura
Authors: Coll López Jaime 
Published: December 2019

Yuval Noah Harari propone Pensamiento Crítico, Comunicación, Colaboración y Creatividad como asuntos claves para la enseñanza en el siglo 21. El Master Habilitante de la ETSABarcelona, durante los 4 años de recorrido entre 2015 y 2019, ha tenido estos cuatro asuntos como eje vertebrador de la metodología implementada. El principio ha sido que no sólo ha de preparar a los futuros arquitectos para su homologación como profesionales independientes, sino que ha de comprobar el grado de madurez, la capacidad de esos alumnos en desenvolverse en situaciones complejas contemporáneas: la periferia de la ciudad de Barcelona, situaciones de frontera, nuevos usuarios, reprogramación de espacios industriales obsoletos, programas híbridos, etc.
Yuval Noah Harari proposes Critical Thinking, Communication, Collaboration and Creativity as key issues for teaching in the 21st century. The Professional Master of ETSABarcelona, during the 4 years between 2015 and 2019, has had these four issues as the backbone of the methodology implemented. The principle has been that not only does it have to prepare future architects for their approval as independent professionals, but it has to check the degree of maturity, the ability of these students to function in complex contemporary situations: the periphery of the city of Barcelona, border situations, new users, reprogramming of obsolete industrial spaces, hybrid programs, etc.
El Taller de Práctica: una oficina de arquitectura en el interior de la escuela
Authors: Jara Venegas Ana Eugenia , Pérez de la Cruz Elisa , Caralt David 
Published: December 2019

En el contexto de la colaboración universidad-sociedad, la Escuela de Arquitectura de la Universidad San Sebastián en Chile establece una asignatura planteada como oficina de arquitectura que elabora todas las etapas de un proyecto profesional, potencialmente construible y con vocación social. Esta asignatura se llama Taller de Práctica y se realiza en el quinto año de la carrera como única asignatura del semestre y requisito indispensable antes de empezar el ciclo de Titulación. El taller emplea la metodología Aprendizaje-Servicio, y contribuye al desarrollo de habilidades necesarias en el ejercicio profesional (comunicación, capacidad para resolver problemas complejos o trabajo en equipo). Este artículo presenta la metodología de trabajo de la asignatura, su relación con iniciativas similares nacionales e internacionales, y la explicación de dos proyectos concretos (el diseño y construcción del taller rehabilitado como espacio tipo oficina y el diseño de una vivienda rural), para discutir los beneficios pedagógicos de este modelo, sus proyecciones y oportunidades.
In the university – society collaboration context, the Universidad San Sebastian’s Architecture School establishes a course, concieved as an architecture office that develops every stage of a professional project, eventually buildable and focused on social needs. This course, called Practice Studio, is held in the fifth year of study as the only course of the semester and as an essential requirement for the degree cycle. The Studio employs Service Learning methodology and helps in the development of necessary professional skills (communication, capacity to solve complex problems or team work). This article presents the course’s working methodology, its relation with similar national and international initiatives and the explanation of two specifc projects (the design and refurbishment of the studio as an Architectural Office and the design of a rural house), to discuss the pedagogical benefits of this model, its projections and opportunities.
Arquitectura y paisaje: un entorno para el aprendizaje transversal, creativo y estratégico
Authors: Latasa Zaballos Itxaro , Gainza Barrencua Joseba 
Published: December 2019

La comunicación presenta los resultados de una experiencia docente que surgió de la colaboración interdisciplinar de un grupo de especialistas en paisaje. La aplicación de metodologías activas de enseñanza-aprendizaje (aprendizaje-servicio y aprendizaje basado en problemas) y la participación en el curso de agentes institucionales y sociales y de la población del área estudiada (urbanismo participativo) generaron un entorno docente próximo a la práctica real del oficio y produjeron resultados satisfactorios para todas las partes implicadas. Se combinaron herramientas conceptuales y metodológicas ya clásicas (la sostenibilidad o el aprendizaje por proyectos) con otras de más reciente aplicación en las aulas ( colaboración con otros agentes, participación ciudadana, aprendizaje-servicio). Esta combinación permitió conformar un universo didáctico transversal, creativo y estratégico. Los resultados, evaluados en base a los trabajos del alumnado y a encuestas de satisfacción, permiten hablar de una experiencia exitosa, a la vez que sugieren aspectos susceptibles de reflexión y mejora.
The paper sets out the results of a teaching experience that arose from the interdisciplinary collaboration of a group of landscape experts. The implementation of active teaching-learning methodologies (service-learning and problem-based learning) and the participation in the course of institutional and social agents adn the citizens of the studied area (participatory urbanism) generated a teaching environment close to the actual practice of the profession and produced satisfactory results for all parties involved. Conceptual and methodological tools already classic (sustainability or project learning) were combined with more recent tools in the classroom (collaboration with other agents, public participation, service-learning). This combination made it possible to form a transversal, creative and strategic didactic universe. The results, evaluated based on student work and satisfaction surveys, allow us to talk about a successful experience, while suggesting aspects that can be further thought and improved.
Re-antropizar el paisaje abandonado
Authors: Alonso Rohner Evelyn , Sosa Díaz Saavedra José Antonio 
Published: December 2019

La metodología docente que aquí se expone, persigue incrementar en el alumno de proyectos, la fase reflexiva previa al inicio del diseño. Se se analiza el enfoque docente propuesto basándose en un ejercicio concreto realizado sobre unos antiguos terrenos agrícolas ya abandonados. Y dónde se buscaba un arranque del trabajo alejado de lo que es el diseño directo de un paisaje y de los diferentes elementos construidos, a través del entendimiento previo de la actitud “paisajera” (en términos de Berque). Para lograrlo se plantearon preguntas del tipo: ¿Cómo volver a lograr paisajes productivos que sean una alternativa global y sostenible a través innovación tecnológica? Y ¿cómo hacerlo sin perder la óptica y visión crítica del arquitecto, hoy en día, en que esta relación se hace más compleja, al considerar sobre el paisaje el factor de la sostenibilidad, el cambio climático, y de la potenciación de economía circular?
The teaching methodology proposed, aims to increment a reflexive phase prior to the start of the design projects. The proposed teaching approach is analysed based on a specific exercise carried out on a former agricultural land already abandoned. Trying to avoid a approach straight from design analysis of a landscape and the different elements to be built, instead approaching the project from a deep understanding of a “landscape” attitude (in terms of Berque). To achieve this, questions were raised like: How to return to productive landscapes through technological innovation that are can be a global and sustainable alternative? And how to do it without losing the perspective and critical vision associated to architects, when nowadays, this relationship has become more complex, and needs to consider sustainability, climate change, and the empowerment of circular economies as landscape design parameters?
Aprender construcción analizando fotografías de edificios
Authors: Fontàs Serrat Joan , Estebanell Minguell Meritxell 
Published: December 2019

Seguramente coincidiremos en lo interesante que podría ser aprender construcción visitando y analizando obras reconocidas de arquitectura. No obstante, resulta complejo localizar edificios cercanos visitables dentro del periodo académico y cuyo interés dé respuesta a los contenidos de la asignatura. Ahí es cuando nos planteamos el posible aprendizaje a través del uso de fotografías del edifico aportadas por los mismos estudiantes a través de un foro virtual. En el contexto del desarrollo de la tesis "El aprendizaje de la construcción a través de las imágenes" la hipótesis es que, con este método participativo, el conocimiento se va consolidando progresivamente a través de la observación y análisis de las fotografías. Las encuestas realizadas entre los estudiantes pretenden determinar su percepción sobre el aprendizaje obtenido. El análisis de los resultados confirma que ha aumentado la motivación de los estudiantes para saber cómo están construidos los edificios y el aprendizaje es bastante significativo.
Surely, one could agree on how interesting it could be to learn construction by visiting and analyzing recognized works of architecture. However, it is complex to locate nearby buildings that can be visited within the academic period and whose interest responds to the contents of the subject. That is when we consider possible learning with photographs of the building, which are provided by the students themselves through a virtual forum. In the context of the development of the thesis "Learning from Construction through Images", the hypothesis is that, with this participatory method, knowledge is gradually consolidated through the observation and analysis of photographs. Surveys conducted among students aim to determine their perception of the learning obtained. The analysis of the results confirms that have increased the students’ motivation to know how the buildings are constructed and their learning is quite significant.
Incorporación del blended learning al taller de proyectos arquitectónicos
Authors: Nicolau-Corbacho Alberto , Verdú Vázquez Amparo , Gil López Tomás 
Published: December 2019

El blended learning (BL) puede resultar muy útil para mejorar la enseñanza en los tradicionales talleres de Proyectos Arquitectónicos que se imparten en las escuelas públicas españolas. El taller constituye el núcleo educativo de todas las disciplinas vinculadas al diseño en general y a la arquitectura en particular. En la Escuela de Arquitectura de Madrid se utiliza este sistema en todas las unidades docentes del Departamento de Proyectos Arquitectónicos. Sin embargo, que un modelo funcione no implica que no pueda mejorarse. De hecho, tanto los resultados de desempeño académico como las opiniones mostradas por alumnos y docentes indican que algunos aspectos deberían mejorarse. Por otra parte, la irrupción masiva de las tecnologías de la información y la comunicación (TIC) ofrece verdaderas oportunidades de mejora. Este estudio analiza las ventajas y dificultades que plantea una aplicación concreta de blended learning, utilizando Facebook para ampliar las capacidades docentes del tradicional taller de proyectos.
Blended learning (BL) can be very useful to improve teaching in standard Architectural design-studios currently taught in Spanish public universities. Studios are the teaching core of all disciplines related to design in general and architecture in particular. At the School of Architecture of Madrid this system is used by all units in the Department of Architectural Projects. However, the fact that a model Works well does not mean there is no room for improvement left. In fact, both the academic performance results and the opinions shown by students and teachers indicate that some aspects should be improved. On the other hand, the massive emergence of information and communication technologies (ICT) offers new opportunities for improvement. This study analyzes the advantages and difficulties posed by a specific format of blended learning, using Facebook to expand the teaching capacities of the traditional design-studio.
El taller de arquitectura más allá del enfoque tradicional de Donald Schön
Authors: Arentsen Morales Eric 
Published: December 2019

La enseñanza de la arquitectura no estuvo teorizada hasta los aportes hechos por Donald Schön en los años ’80, desde entonces sus ideas pedagógicas sobre teoría y práctica del aprendizaje han sido dominante en la formación de profesionales. Sin embargo, el modelo ha tenido durante la última década severas críticas especialmente por presentar al estudiante como un observador pasivo, más que un aprendiz activo. La presente propuesta indaga en los estilos de aprendizaje, como una forma de comprender los rasgos individuales que influyen en el aprendizaje de nuestros estudiantes y presenta una investigación acción conducente a una didáctica donde los estudiantes transitan en forma autónoma por el proceso proyectual. Estas didácticas que incorporan al cuerpo (kinestésicas) dirigidas a estudiantes con preferencias de estilo de aprendizaje activo y sensitivo, han sido una buena puerta de entrada a los conceptos y lenguaje que forman a un arquitecto. También, se ha revertido la tendencia que demostraba la dificultad del grupo activo en el desempeño de taller.
The architectural education was not theorized until the contributions made by Donald Schön in the 1980s, since then his pedagogical ideas on learning theory and practice have been dominant in the training of professionals. However, the model has suffered severe criticism over the last decade, especially for presenting the student as a passive observer, rather than an active learner. The present proposal investigates learning styles, as a way of understanding the individual characteristics that influence the learning of our students and presents an action research that leads to a didactic where students autonomously travel through the project process. These didactics that incorporate the body (kinesthetic) aimed at students with active and sensing learning style preferences, have been a good gateway to the concepts on the architect training. Also, the tendency that demonstrates the difficulty of the active group on the architecture studio performance has been reversed.
La construcción del Centro social de Cañada Real como medio de formación e integración
Authors: Núñez-Martí Paz , Goycoolea-Prado Roberto 
Published: December 2019

La comunicación resume el uso innovador del proceso de construcción de un equipamiento social público como instrumento de formación en temas relacionados con la producción social del hábitat. El equipamiento es el Centro socio-comunitario de Cañada, construido por Recetas Urbanas y promovido por el Comisionado para Cañada Real Galiana del Ayuntamiento de Madrid. Durante el proceso de construcción (octubre 2018 – junio 2019) se programaron diversas actividades académicas con alumnos de arquitectura de la Universidad de Alcalá siguiendo los objetivos del Aprendizaje-Servicio (ApS). La experiencia nos parece reseñable por tres aspectos: (1) la vinculación positiva entre la universidad pública con actores sociales, técnicos y políticos; (2) el desarrollo de una iniciativa ApS con fines formativos y sociales y (3) la dinamización y formación social generada en el ámbito de la arquitectura en colectivos sin relación aparente con la disciplina.
The paper outlines the innovative use of the construction process of a public social equipment as a training tool on issues related to the social production of habitat. The equipment is the center for social and community of Cañada, built by Recipes Urban Areas and promoted by the Commissioner for the Cañada Real Galiana of Madrid City Council. During the construction process (October 2018 – June 2019) various academic activities were scheduled with architectural students of the University of Alcalá following the objectives of Learning-Service (ApS). An experience that we find noteworthy three aspects: Positive linkage between a public university with social, technical and political actors; Development of an ApS initiative with formative and social ends; Dynamization and social education generated in the field of architecture in collectives unrelated to discipline.
Striking a Regulatory Bargain. The Legal Profession, Associations and the State in South Africa
Authors: Bonnin Debby 
Published: December 2019

This article examines the regulation of the legal profession in South Africa from colonial times, through apartheid and into the post-apartheid period. It narrates the changing relationship between professional associations and the state, locating these events within the debates on professional self-regulation. Taking the view that professional self-regulation is as a result of ‘an arrangement’ between professions and the state it explores the regulatory bargain struck between associations and the state. The paper demonstrates that during the apartheid period the profession utilised apartheid legislation to exclude black legal professionals. However, in the post-apartheid period, when the state proposed legislative interventions in order to enable access to both the profession and justice, a new regulatory bargain had to be negotiated.
Cellular components in tumor microenvironment of neuroblastoma and the prognostic value
Authors: Zhong Xiaodan , Zhang Yutong , Wang Linyu , Zhang Hao , Liu Haiming , Liu Yuanning 
Published: December 2019

Background
Tumor microenvironment (TME) contributes to tumor development, progression, and treatment response. In this study, we detailed the cell composition of the TME in neuroblastoma (NB) and constructed a cell risk score model to predict the prognosis of NB.

Methods
xCell score was calculated through transcriptomic data from the datasets GSE49711 and GSE45480 based on the xCell algorithm. The random forest method was employed to select important features and the coefficient was obtained via multivariate cox regression analysis to construct a prognostic model, and the performance was validated in another two independent datasets, GSE16476 and TARGET-NBL.

Results
We found that both immune and non-immune cells varies significantly in different prognostic groups, and were correlated with survival time. The proposed prognostic cell risk score (pCRS) model we constructed can be an independent prognostic indicator for overall survival (OS) and event-free survival (EFS) (training: OS, HR 1.579, EFS, HR 1.563; validation: OS, HR 1.665, 3.848, EFS, HR 2.203, all p-values < 0.01) and only independent prognostic factor in International Neuroblastoma Risk Group high risk patients (HR 1.339, 3.631; p-value 1.76e–2, 3.71e–5), rather than MYCN amplification. Besides, pCRS model showed good performance in grouping, in discriminating MYCN status, the area under the curve (AUC) was 0.889, 0.933, and 0.861 in GSE49711, GSE45480, and GSE16476, respectively. In separating high risk groups, the AUC was 0.904 in GSE49711.

Conclusion
This study details the cellular components in the TME of NB through gene expression data, the proposed pCRS model might provide a basis for treatment selection of high risk patients or targeting cellular components of TME in NB.
Extremely Ice‐Detached Array of Pine Needle‐Inspired Concave‐Cone Pillars
Authors: Guo Zhenyu , Peng Bo , Liu Yufang , Li Jinghui , Pei Wenle , Li Qunyang , Zheng Yongmei 
Published: December 2019

AbstractInspired by the features of natural pine needle, a superhydrophobic concave‐cone pillar surface (CCPS) is designed by using polymer via soft lithography and printing methods. CCPS has the characterizes of unique flexible performance and concave conical geometry to lower adhesion between liquid/ice–solid interfaces, thus as‐frozen ice droplet can be easily detached by tilting or a slight shear flow. Comparing to normal cone pillar surface, CCPS achieves excellent deicing ability, attributed to unique antipinning effect between ice and concave‐cone pillars, which is demonstrated by force characterization. This finding offers an insight into design of novel icephobic/anti‐icing surfaces and materials that can be extended into some applied realms for solving icing problems, e.g., transmission line, traffic road, aircraft wing, etc.
Cp*Co(III)‐Catalyzed o‐Amidation of Benzaldehydes with Dioxazolones Using Transient Directing Group Strategy
Authors: Khan Bhuttu , Dwivedi Vikas , Sundararaju Basker 
Published: December 2019

AbstractTransition metal‐catalyzed ortho‐selective C(sp2)−H amidation of weakly coordinating aldehydes remains limited to precious metals such as Ir, Rh, Ru, etc. Herein, we put forward a novel report on ortho‐amidation of benzaldehydes employing user‐friendly dioxazolones under cost‐effective and air‐stable Cp*Co(III) catalysis. This catalytic transformation involves transient directing group strategy to enhance the ligating capability of weakly chelating aldehydes.magnified image
Three‐Component Reaction of p‐Quinone Monoacetals, Amines and Diarylphosphine Oxides to Afford m‐(Phosphinyl)anilides
Authors: Shen Ruwei , Wang Xin , Zhang Shunlin , Dong Chao , Zhu Dunru , Han Li‐Biao 
Published: December 2019

AbstractThe three‐component reaction of p‐quinone monoacetals, amines and diarylphosphine oxides is developed to afford m‐(diarylphosphinyl)anilides in moderate to high yields. The reaction may proceed via a process involving phospha‐nucleophilic addition to an iminoquinone acetal intermediate and/or carbonyl‐amine condensation with a phosphinyl enone intermediate.magnified image
Unraveling the Intra and Intercycle Interfacial Evolution of Li6PS5Cl‐Based All‐Solid‐State Lithium Batteries
Authors: Zhang Jun , Zheng Chao , Li Lujie , Xia Yang , Huang Hui , Gan Yongping , Liang Chu , He Xinping , Tao Xinyong , Zhang Wenkui 
Published: December 2019

AbstractHigh‐performance rechargeable all‐solid‐state lithium metal batteries with high energy density and enhanced safety are attractive for applications like portable electronic devices and electric vehicles. Among the various solid electrolytes, argyrodite Li6PS5Cl with high ionic conductivity and easy processability is of great interest. However, the low interface compatibility between sulfide solid electrolytes and high capacity cathodes like nickel‐rich layered oxides requires many thorny issues to be resolved, such as the space charge layer (SCL) and interfacial reactions. In this work, in situ electrochemical impedance spectroscopy and in situ Raman spectroscopy measurements are performed to monitor the detailed interface evolutions in a LiNi0.8Co0.1Mn0.1O2 (NCM)/Li6PS5Cl/Li cell. Combining with ex situ characterizations including scanning electron microscopy and X‐ray photoelectron spectroscopy, the evolution of the SCL and the chemical bond vibration at NCM/Li6PS5Cl interface during the early cycles is elaborated. It is found that the Li+ ion migration, which varies with the potential change, is a very significant cause of these interface behaviors. For the long‐term cycling, the SCL, interfacial reactions, lithium dendrites, and chemo‐mechanical failure have an integrated effect on interfaces, further deteriorating the interfacial structure and electrochemical performance. This research provides a new insight on intra and intercycle interfacial evolution of solid‐state batteries.