bluuebunny/crossref_metadata_2025_split huggingface dataset:
camp_us: co-diseñando universidad y ciudad: Pamplona, 2020
Authors: Acilu Aitor , Larripa Adrián 
Published: September 2021

El proyecto camp_us explora nuevos vínculos de rica convivencia, actividad cultural, participación e integración ciudadana entre el campus de la Universidad de Navarra y la ciudad de Pamplona, a través un proceso diseño sistémico y holístico. Para ello los equipos de estudiantes siguen el proceso de diseño de Design Thinking, para explorar, estudiar e identificar oportunidades y necesidades de mejora en tres campos de trabajo interconectados: el espacio, las conexiones y el tiempo. El desarrollo de estas propuestas contará con la participación activa de los agentes más relevantes y los usuarios del ecosistema, haciéndolos coparticipes de los planteamientos, a trevés de soluciones integradoras, inclusivas y coherentes con las necesidades actuales a nivel local y global. Este articulo se expone como un paso más en el caminar hacia el aprendizaje de proceso de diseño más resilientes.
The camp_us project explores new links for a rich coexistence, cultural activity, participation and citizen integration between the campus of the University of Navarra and the city of Pamplona, through a systemic and holistic design process. To this end, student teams follow the Design Thinking process, in order to explore, study and identify insights and opportunities for improvement, exploring three interconnected work fields: space, connections and time. The development of these proposals will include in the design process the active participation of the most relevant agents and users of the ecosystem, making them co-participants in the approaches, achiving integrated, inclusive and coherent solutions to the current needs, at a local and global level. This article is presented as a further step in the journey towards learning more resilient design processes.
Convertir la experiencia en experimento: la vida confinada como escuela de futuro
Authors: Nanclares da Veiga Alberto 
Published: September 2021

Con el cierre de las escuelas por la crisis del Covid-19, todas las clases se convirtieron súbitamente en e-learning. Toda la población europea quedó confinada, los estudiantes de intercambio volvieron a casa y los españoles estuvieron encerrados en casa durante unas 18 semanas. Muchas situaciones hasta entonces inconcebibles se convirtieron en imprescindibles para superar la crisis, creando caos, ansidedad y depresión entre profesores y estudiantes. Migramos nuestro curso de espacio público de sus clases callejeras para convertirlo en una comunidad internacional on-line, donde cuidarnos de los desórdenes por los que tuvimos que atravesar, aprovechando el florecimiento de iniciativas ciudadanas del que fuimos testigos. Pusimos como ejercicio de curso el análisis y desarrollo de iniciativas propias de cuidado, alivio del encierro y apoyo social, en escalas doméstica, edificio, barrio y ciudad. Estos trabajos permitieron a los estudiantes mejorar sus crisis personales mientras que producían conocimiento a partir del mayor experimento del siglo XXI.
When schools closed due to the COVID-19 crisis, all courses went suddenly online. Most population in Europe was locked down, Erasmus students came back home, and spanish students were severely confined for at least 8 weeks. Many situations that were inconceivable, became the must for overcoming the crisis, causing havoc, anxiety and depression among students and teachers. From the subject “Informal public spaces”, we transformed our street course into an international online community that took care of the different disorders students went through, taking advantage of the flourishment of civic initiatives Europe witnessed: As the goal of the course, students developed, analysed and studied their own experiences and initiatives for caring, easing the lockdown, and social help, both in domestic, city and neighbourhood scales, which in turn helped them to ease their personal crisis and allow them to extract knowledge out of the biggest social experiment of the XXI century.
Urbanismo acción: enfoque sostenible aplicado a la movilidad urbana en centros históricos
Authors: Manchego Huaquipaco Edith Gabriela , Butrón Revilla Cinthya Lady 
Published: September 2021

Este artículo muestra una experiencia de innovación docente desarrollada con 70 estudiantes de pre grado universitario en la asignatura “Urbanismo 1”, perteneciente, es de naturaleza teorico y practica, sus logros aportan a la competencia especifica de Planificar donde desarrolla la capacidad de interpretar los principios y criterios de planificación de la ciudad y el territorio y lo demuestra través de la realización de proyectos y/o planes que la sociedad le demanda. Por lo tanto, el objetivo general de este trabajo académico consiste en pensar, hacer, observar y sentír, los conceptos del enfoque sustentable urbano en la estructura de la ciudad bajo un problema real y especifico, asi como la proyección de este, hacia la transformación de la realidad local. La metodología aplicada corresponde al Aprendizaje-Servicio (ApS), a la cual se le incorpora el método denominado, “Aproximaciones del experimentar el aprendizaje” para lo cual se emplearon los siguientes instrumentos: Investigación Formativa, Relevamiento de Informacion y Responsabilidad Social.
This article shows an experience of teaching innovation developed with 70 undergraduate university students in the subject "Urbanism 1", belonging, it is theoretical and practical in nature, its achievements contribute to the specific competence of Planning where it develops the ability to interpret the principles and planning criteria of the city and the territory and demonstrates it through the realization of projects and / or plans that society demands. Therefore, the general objective of this academic work consists of thinking, doing, observing and feeling, the concepts of the urban sustainable approach in the structure of the city under a real and specific problem, as well as the projection of this, towards the transformation of the local reality. The applied methodology corresponds to Service-Learning (ApS), to which is incorporated the method called, "Approaches to experiencing learning" for which the following instruments were used: Formative Research, Information Survey and Social Responsibility.
Arquitectura Descalza: proyectar y construir en contextos frágiles y complejos
Authors: López-Osorio José Manuel , Muñoz-González Carmen , Ruiz-Jaramillo Jonathan , Gutiérrez-Martín Alfonso 
Published: September 2021

El máster habilitante para el ejercicio profesional de la arquitectura tiene como objetivo aportar conocimientos complementarios y avanzados a las enseñanzas recibidas en el grado. En este contexto se desarrolla el Taller TFM: “Materia y Lugar” del Máster en Arquitectura de la eAM’, donde partiendo de contextos reales de implementación, se propone una interacción entre el proyecto, la tecnología y los espacios sociales, ambientales y económicos. El objetivo del Taller es el diseño y construcción de un prototipo a escala 1:1 que sea capaz de integrar todas las fases del proceso, desde los primeros análisis del lugar hasta la definición material y constructiva del elemento arquitectónico. Los trabajos se llevaron a cabo en la Reserva Natural Concertada “Charca de Suárez”, situada en Motril (Granada). Un espacio frágil y complejo pero que resulta adecuado para desarrollar diseños arquitectónicos basados en técnicas de bio-construcción con enfoque fundamentalmente ecológico.
The qualifying master's degree for the professional practice of architecture, aims to provide complementary and advanced knowledge to the teachings received in the degree. In this context, the final master's work workshop: "Matter and Place" is developed in the Master of Architecture taught at the Escuela Técnica Superior de Arquitectura de Málaga. It is a project, with a real location and an interaction between the project, technology and social, environmental, and economic spaces is proposed. The main objective of the workshop is the design and construction of a 1:1 scale prototype, which can integrate all the phases of the process, from the first analysis of the place to the material definition and finally, the construction of the architectural element. The works were carried out in the "Charcha Suarez" Concerted Natural Reserve, located in Motril (Granada). A fragile and complex space, but one that was suitable for developing architectural designs based on bio-construction techniques with a fundamentally ecological approach.
Role-Play como estrategia docente en el aprendizaje de la construcción
Authors: Pérez Gálvez Filomena , Pedreño Rojas Manuel Alejandro , Morales Conde María Jesús , Rubio de Hita Paloma 
Published: September 2021

La experiencia docente que se presenta se enmarca dentro de la asignatura de Construcción 6, del Grado en Fundamentos de Arquitectura de la Universidad de Sevilla. Hasta el momento, en la parte teórica de la materia se seguía un procedimiento de clase magistral mediante la forma tradicional. Sin embargo, y con el objetivo de romper un poco con la monotonía de clases magistrales imperante, se opta por sustituir una de las sesiones teóricas por un role-play titulado “simulacro de juicio de responsabilidad civil”. Con él se consigue acercar de una manera amena y atractiva al alumnado al conocimiento de una situación real de la profesión así como facilitarle la comprensión de los papeles de los distintos agentes en él intervienen. Los estudiantes han hecho una valoración muy positiva de esta metodología, incluso negando la capacidad de obtener este aprendizaje con el modelo tradicional.
The presented teaching experience is framed within the subject of “Construcción 6”, of the Degree in Architecture of the University of Seville. Until now, the theoretical part of the subject followed a master class procedure using the traditional way. However, and with the aim of breaking a bit with the prevailing monotony of classes, it is decided to replace one of the theoretical sessions with a role-play entitled "civil liability judgement trial". With it, it was possible to bring students closer to the knowledge of a real situation of the profession in a pleasant and attractive way, as well as to facilitate their understanding of the roles of the different agents involved. Students have made a very positive assessment of this methodology, even denying the ability to obtain this learning by the traditional model.
Taller vertical y juego de roles en el aprendizaje de programas arquitectónicos emergentes
Authors: Castellano-Pulido Francisco Javier , Gavilanes Vélaz de Medrano Juan , Minguet Medina Jorge , Carrasco Rodríguez Francisco 
Published: September 2021

Esta experiencia educativa describe la utilización de estrategias de aprendizaje cooperativo en taller vertical para solventar algunos de los problemas detectados en la docencia de las asignaturas de Proyectos Arquitectónicos para abordar programas complejos emergentes de hábitat colectivo. El problema principal consiste en la carencia de “puentes conceptuales” entre los distintos programas académicos que a menudo limitan las posibilidades de intercambio entre ellos. Experiencias previas, que sincronizaban la docencia de asignaturas de distintos niveles, mostraron las virtudes de este tipo de estrategias para incentivar el aprendizaje entre alumnos pero desvelaron dificultades para su desarrollo dentro de la estructura horizontal actual de la docencia en Europa. El proceso de innovación docente aquí descrito muestra cómo la introducción del “juego de roles” permite atenuar ciertos problemas del trabajo en equipo del taller vertical, acelerando la toma de decisiones y mejorando los resultados.
This educational experience describes the use of cooperative learning strategies in a vertical workshop to solve some of the problems detected in the teaching of Architectural Projects subjects to address complex emerging programs of collective habitat. The main problem is found in the lack of “conceptual bridges" between the different academic programs that often limit the possibilities of exchange between them. Previous teaching experiences, synchronizing different levels of subjects, showed the strengths of this kind of strategies to encourage learning among students but revealed difficulties for development within the current horizontal structure of teaching in Europe. The teaching innovation experience described shows how the introduction of “role play” allows mitigating certain issues of teamwork in vertical workshops, speeding up decision-making and improving results.
Un extraño caso de árbol tenedor: Madrid y Ahmedabad: aula coopera [Spain/in/India]
Authors: Montoro Coso Ricardo , Sonntag Franca Alexandra 
Published: September 2021

Tras la experiencia acumulada de varios años en el desarrollo de Proyectos Fin de Carrera de Cooperación, durante el mentalmente lejano verano de 2019 se llevaron a cabo dos cursos siameses, uno en España y otro en India. Ambos fueron organizados por el aula coopera [Spain/in/India] inscrita en el Grupo de investigación Cultura del Hábitat del DPA ETSAM UPM. Urban Consdensers. Updating heritage áreas brotaron de un mismo tronco conceptual con dos injertos pro-activos y complementarios de la cooperación en estrecha colaboración con la ONG Brihati Foundation. Una vía alternativa de acometer los procesos de enseñanza-aprendizaje en proyectos arquitectónicos operando desde la experiencia in situ de habitar en la cultura y las áreas de intervención. Un proceso secuencial progresivo y acumulativo -observar, analizar, actuar- para el desarrollo de propuestas viables y adecuadas que promuevan el progreso social. Un extraño caso de árbol tenedor.
After several years of experience in the development of Cooperation Final Projects, during the mentally distant summer of 2019 two Siamese courses were held, one in Spain and the other in India. Both were organized by the aula coopera [Spain/in/India] registered in the Research Group Cultura del Hábitat of the DPA ETSAM UPM. Urban Consdensers. Updating heritage areas sprouted from the same conceptual trunk with two pro-active and complementary cooperation grafts in close collaboration with the NGO Brihati Foundation. An alternative way to undertake the teaching-learning processes in architectural projects operating from the in situ experience of inhabiting the culture and the areas of intervention. A progressive and cumulative sequential process - observe, analyze, act - for the development of viable and adequate proposals that promote social progress. A curious case of fork tree.
La docencia de la arquitectura durante el confinamiento: el caso de la Escuela de Valencia
Authors: Cabrera i Fausto Ivan , Fenollosa Forner Ernesto 
Published: September 2021

El presente trabajo expone y analiza la situación vivida en las escuelas de arquitectura de España durante el confinamiento de la primavera de 2020, que supuso la inesperada y rápida implantación de docencia no presencial en todos sus planes de estudios. Utilizando como caso de estudio la Escuela Técnica Superior de Arquitectura de la Universitat Politècnica de València, se hace un repaso de las condiciones en las que se implantó la virtualidad, las variadas circunstancias a las que hicieron frente los distintos tipos de asignatura y las lecciones aprendidas de aquella experiencia que, sin duda, invitan a una reflexión sobre la docencia actual de la arquitectura que debe aprovechar los impredecibles hallazgos de este peculiar periodo.
The present work sets out and analyses the situation experienced in the Spanish schools of architecture in the time of the stay-at-home order during the spring of 2020, which meant the unexpected and immediate implementation of online teaching in all CVs. Using the Higher Technical School of Architecture of the Polytechnic University of Valencia as case study, a thorough review of the conditions under which non face-to-face teaching was established and the varied circumstances faced by the different type of courses is performed. Lessons learned during that experience do invite to a reflection on nowadays teaching which should take advantage of the unforeseen findings of this peculiar period.
Risk Assessment of Hospitalized Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2)–Infected Patients Using Laboratory Data and Immune Cell Morphologic Assessment
Authors: Kubik Thane , Hou Mary , Traverse Tammie , Lareau Mireille , Jenei Veronika , Oberding Lisa , Pillai Dylan R. , Gillrie Mark , Suryanarayan Deepa , Sidhu Davinder Singh , Vergara-Lluri Maria , Nakashima Megan O. , Mahe Etienne 
Published: September 2021

Context.—
The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is a highly infectious agent, with the propensity to cause severe illness. While vaccine uptake has been increasing in recent months, many regions remain at risk of significant coronavirus disease 19 (COVID-19)–related health care burden. Health systems will continue to benefit from the availability of a variety of clinical and laboratory models when other triaging models are equivocal.

Objective.—
To validate previously reported clinical laboratory abnormalities seen in COVID-19 patients and identify what laboratory parameters might be outcome predictive.

Design.—
We undertook an observational study of hospital-admitted COVID-19 patients (n = 113), looking at a broad selection of clinical, laboratory, peripheral blood smear, and outcome data during discrete discovery and validation periods from March 2020 to November 2020.

Results.—
We confirmed the findings of previous studies noting derangement of a variety of laboratory parameters in COVID-19 patients, including peripheral blood morphologic changes. We also devised a simple-to-use decision tree by which patients could be risk stratified on the basis of red blood cell count, creatinine, urea, and atypical plasmacytoid lymphocyte (“covidocyte”) count. This outcome classifier performed comparably to the World Health Organization clinical classifier and the neutrophil-lymphocyte ratio.

Conclusions.—
Our data add to the increasing number of studies cataloguing laboratory changes in COVID-19 and support the clinical utility of incorporating blood morphologic assessment in the workup of hospitalized COVID-19 patients.
Vascular Endothelial Growth Factor, Pigment Epithelium-derived Factor, and Renal Function Determinants in Type 2 Diabetics in Kaduna, Northern Nigeria: A Case–Control Study
Authors: Unung Paulinus Jimmy , Bassey Iya Eze , Alhassan Mahmoud B , Akwiwu Euphoria C. , Effa Faith A. , Etukudo Maisie Henrietta , Udoh Alphonsus Ekpe 
Published: September 2021

Context: the role of vascular endothelial growth factor (VEGF) and pigment epithelium-derived factor (PEDF) on renal function of diabetics is unclear.
Objective: This study investigated the relationship between VEGF, PEDF and urea, creatinine and estimated glomerular filtration rate (eGFR) in type 2 diabetics.
Materials and Methods: 100 type 2 diabetics and 50 controls were recruited into this case-control study. Analytes were determined by standard methods. Statistical significance was set at p<0.05 and 95% Confidence interval.

Results: VEGF, PEDF (p=0.0001), urea (p=0.024) and creatinine (p=0.026) were significantly higher in diabetics than controls but eGFR was comparable (p>0.05) in both groups. VEGF and PEDF were comparable (p>0.05) in the diabetics with eGFR<60 ml/min and >60 ml/min. Renal function parameters did not correlate with either VEGF or PEDF.
Conclusion: plasma VEGF and PEDF are higher in diabetics but there seem to be no association between renal function determinants and either VEGF and PEDF.
SMA-miRs (miR-181a-5p, -324-5p, and -451a) are overexpressed in spinal muscular atrophy skeletal muscle and serum samples
Authors: Abiusi Emanuela , Infante Paola , Cagnoli Cinzia , Lospinoso Severini Ludovica , Pane Marika , Coratti Giorgia , Pera Maria Carmela , D'Amico Adele , Diano Federica , Novelli Agnese , Spartano Serena , Fiori Stefania , Baranello Giovanni , Moroni Isabella , Mora Marina , Pasanisi Maria Barbara , Pocino Krizia , Le Pera Loredana , D'Amico Davide , Travaglini Lorena , Ria Francesco , Bruno Claudio , Locatelli Denise , Bertini Enrico Silvio , Morandi Lucia Ovidia , Mercuri Eugenio , Di Marcotullio Lucia , Tiziano Francesco Danilo 
Published: September 2021

Background:Spinal muscular atrophy (SMA) is a neuromuscular disorder characterized by the degeneration of the second motor neuron. The phenotype ranges from very severe to very mild forms. All patients have the homozygous loss of the SMN1 gene and a variable number of SMN2 (generally 2–4 copies), inversely related to the severity. The amazing results of the available treatments have made compelling the need of prognostic biomarkers to predict the progression trajectories of patients. Besides the SMN2 products, few other biomarkers have been evaluated so far, including some miRs.Methods:We performed whole miRNome analysis of muscle samples of patients and controls (14 biopsies and 9 cultures). The levels of muscle differentially expressed miRs were evaluated in serum samples (51 patients and 37 controls) and integrated with SMN2 copies, SMN2 full-length transcript levels in blood and age (SMA-score).Results:Over 100 miRs were differentially expressed in SMA muscle; 3 of them (hsa-miR-181a-5p, -324-5p, -451a; SMA-miRs) were significantly upregulated in the serum of patients. The severity predicted by the SMA-score was related to that of the clinical classification at a correlation coefficient of 0.87 (p<10-5).Conclusions:miRNome analyses suggest the primary involvement of skeletal muscle in SMA pathogenesis. The SMA-miRs are likely actively released in the blood flow; their function and target cells require to be elucidated. The accuracy of the SMA-score needs to be verified in replicative studies: if confirmed, its use could be crucial for the routine prognostic assessment, also in presymptomatic patients.Funding:Telethon Italia (grant #GGP12116).
Modeling time series by aggregating multiple fuzzy cognitive maps
Authors: Yu Tianming , Gan Qunfeng , Feng Guoliang 
Published: September 2021

Background
The real time series is affected by various combinations of influences, consequently, it has a variety of variation modality. It is hard to reflect the variation characteristic of the time series accurately when simulating time series only by a single model. Most of the existing methods focused on numerical prediction of time series. Also, the forecast uncertainty of time series is resolved by the interval prediction. However, few researches focus on making the model interpretable and easily comprehended by humans.

Methods
To overcome this limitation, a new prediction modelling methodology based on fuzzy cognitive maps is proposed. The bootstrap method is adopted to select multiple sub-sequences at first. As a result, the variation modality are contained in these sub-sequences. Then, the fuzzy cognitive maps are constructed in terms of these sub-sequences, respectively. Furthermore, these fuzzy cognitive maps models are merged by means of granular computing. The established model not only performs well in numerical and interval predictions but also has better interpretability.

Results
Experimental studies involving both synthetic and real-life datasets demonstrate the usefulness and satisfactory efficiency of the proposed approach.