bluuebunny/crossref_metadata_2025_split huggingface dataset:
¿Autómatas o autónomas? Juegos emocionales para el empoderamiento alineado y no alienado
Authors: Ruiz Plaza Angela 
Published: December 2021

The pedagogy of the "contagion" of ecological and humanistic consciousness proposes to motivate to use our biology for decision-making according to ecological balance through neuroscientific tools applied to teaching. In a discipline such as architecture where complexity and rigor are combined with creativity and humanism, the focus on biology and the connection with nature from intuition allow an approach based on regenerative design, where it is incorporated into design. perceptual, sensory and emotional issues. The pedagogical challenge is based on a simulation with random conditions in relation to the human (humanistic approach) and the natural (biological approach), where the student is motivated and empowered to create a proposal from the connection with their own intuition more instinctive, from the phenomenology of perception and through play as a tool for connecting with the unconscious.
La pedagogía del “contagio“ de la conciencia ecológica y humanista propone motivar para utilizar nuestra biología para la toma de decisiones acorde al equilibrio ecológico a través de herramientas neurocientíficas aplicadas a la docencia. En una disciplina como la arquitectura donde la complejidad y el rigor se unen a la creatividad y el humanismo, el centramiento en la biología y en la conexión con la naturaleza desde la intuición permiten un planteamiento basado en el diseño regenerativo, donde se incorpora al diseño cuestiones perceptivas, sensoriales y emocionales. El reto pedagógico se basa en un simulacro con condiciones aleatorias en relación a lo humano (enfoque humanista) y a lo natural (enfoque biológico), donde al alumno/a se le motiva y empodera para crear una propuesta desde la conexión con su propia intuición más instintiva, desde la fenomenología de la percepción y a través del juego como herramienta de conexión con el inconsciente.
Habitar 3.0: una estrategia para (re)pensar la arquitectura
Authors: González Ortiz Juan Carlos 
Published: December 2021

What are the new game rules that the pandemic leaves us as learning to create healthy habitats with sensitive and participatory spaces? What is the role of architecture in this post-pandemic scenario? What are the challenges to redirect learning in architecture schools? The Architectural and Urban Design Workshop III of the Faculty of Architecture, Design and Arts (FADA) of the Pontificia Universidad Católica del Ecuador (PUCE) enters the debate and provides some ideas for discussion through two experiences of gamification as a didactic method posing design challenges of the domestic space in this context. Three conditions mark the beginning of the game: introduce alternative active methods for meaningful learning, encourage critical reflection on architecture in the post-pandemic context, and enhance virtual environments for remote learning that were used in confinement.
¿Cuáles son las nuevas reglas del juego que nos deja como aprendizaje la pandemia para crear hábitats sanos con espacios sensibles y participativos? ¿Cuál es el rol de la arquitectura en este escenario pospandemia? ¿Cuáles son los retos para redirigir el aprendizaje en las escuelas de arquitectura? El Taller de Diseño Arquitectónico y Urbano III de la Facultad de Arquitectura, Diseño y Artes (FADA) de la Pontificia Universidad Católica del Ecuador (PUCE) entra en el debate y aporta algunas ideas para la discusión a través de dos experiencias de gamificación como método didáctico planteando retos de diseño del espacio doméstico en este contexto. Tres condiciones marcan el inicio de la partida: introducir métodos activos alternativos para un aprendizaje significativo, fomentar una reflexión crítica de la arquitectura en el contexto pospandemia, y potenciar los entornos virtuales para el aprendizaje remoto que se usaron en el confinamiento.
Urbanismo táctico como herramienta docente para transitar hacia una ciudad cuidadora
Authors: Telleria-Andueza Koldo , Otamendi-Irizar Irati 
Published: December 2021

Moving towards a caring city requires transforming the starting point in urban design. To introduce this concept in teaching in public space and urban facilities, we work on a case study with a methodology based on Participatory Action Research, developing an action of tactical urbanism. In this action, both students and citizens reflect and generate knowledge so that the future is directed towards a city based on care. Moreover, designing, building and living a transformation of urban space and the relationship that this path offers to all the agents involved, gives rise to possibility of changing the hierarchies of use of public space in our cities. Thus, these reflections and collective creative processes present opportunities for dialogue and negotiation of power in the use of urban space, which must prioritize reproductive uses over current productive ones.
Transitar hacia una ciudad cuidadora requiere transformar el punto de partida en el diseño urbano. Para introducir este concepto en la docencia sobre espacio público y equipamientos urbanos se trabaja, partiendo de una metodología basada en la Investigación Acción Participativa, en un caso de estudio, desarrollando una acción de urbanismo táctico. En esta acción, tanto el estudiantado como la ciudadanía reflexiona y genera conocimiento para que el futuro se encamine hacia una ciudad basada en los cuidados. Además, el diseñar, construir y vivir una trasformación del espacio urbano y la relación que este camino ofrece a todos los agentes implicados, da pie a poder cambiar las jerarquías de uso del espacio público de nuestras ciudades. Así, estas reflexiones y procesos creativos colectivos ofrecen oportunidades para el diálogo y la negociación del poder en el uso del espacio urbano, que debe priorizar los usos reproductivos sobre los productivos actuales.
Acciones
Authors: Gamarra Sampén Agustin , Perleche Amaya José Luis 
Published: December 2021

The pedagogical program of the first architecture workshop arises from an interdisciplinary approach focused on the "3c's" of educational innovation: creativity, curiosity and critical thinking. Where the main objective is to develop the initial skills and knowledge of the students through the exchange of theoretical and critical experiences that manage to empower them, generate a more organic assimilation of the contents, and whose autonomous work decants into direct manipulations on the matter. Uniting, digging, folding, tying, moving, shaping, walking, warping, are almost primitive actions used as projection resources that are juxtaposed with references from art, architecture and crafts, both contemporary and cultural acestral. Where mud-stone, cotton-wool, metal-wood, glass-plastic would complete the action-matter binomial, resulting in projects with stimulating abstract design processes and construction systems with real materials in scale models.
El programa pedagógico del primer taller de arquitectura se plantea desde la interdisciplinaridad centrada en las “3c” de la innovación educativa: creatividad, curiosidad y pensamiento crítico. Donde el objeto principal es desarrollar las competencias y saberes iniciales de los estudiantes a través del intercambio de experiencias teóricas y críticas que logren empoderarlos, generen una asimilación más orgánica de los contenidos, y cuyo trabajo autónomo decante en manipulaciones directas sobre la materia. Unir, cavar, plegar, amarrar, desplazar, moldear, andar, urdir, son acciones casi primitivas utilizadas como recursos de proyectacción que se yuxtaponen con referencias del arte, la arquitectura y oficios, tanto contemporáneos como de culturales acestrales. Donde barro-piedra, algodón-lana, metal-madera, vidrio-plástico completarían el binomio acción-materia, dando como resultado unos proyectos con estimulantes procesos proyectuales abstractos y sistemas constructivos con materiales reales en modelos a escala.
Dibujar a través de una pantalla: la enseñanza de la arquitectura en un mundo digital
Authors: Alonso Rodríguez Marta , Álvarez Arce Raquel 
Published: December 2021

The architect’s profession has been acquiring very varied nuances over the years. Along with traditional education, which is still necessary, the future architects have been asked to develop skills related to the digital world, which are always changing. Through our subject, we intend to provide students with the necessary tools for them to begin to develop in this new environment, making them lose their fear of the new tools. Through a guided teaching of the BIM (Building Information Modeling) methodology, we provide the students with the necessary skills that will make them able to carry on their own. In this article we will address the teaching system used, establishing the advantages and deficiencies that it entails in order to propose improvements. Also, we will carry out an analysis of the results obtained throughout the course during these years.
La profesión de arquitecto ha ido adquiriendo con el tiempo matices muy variados. Junto con la formación tradicional, que sigue siendo necesaria, se ha comenzado a demandar en los futuros arquitectos de unos conocimientos, sobre todo referidos al mundo digital, muy cambiantes. A través de nuestra asignatura, pretendemos dotar a los alumnos de los medios necesarios para poder comenzar a desenvolverse en estos medios, haciéndoles perder el miedo a lo nuevo a través de una docencia guiada que les dota de las pautas necesarias para continuar por sí mismos, iniciándoles en la metodología BIM (Building Information Modelling). En este artículo abordaremos el sistema de enseñanza empleado para ello, estableciendo las ventajas y deficiencias que conlleva con el fin de proponer mejoras y realizaremos un análisis de los resultados obtenidos a lo largo de estos años.
Hyper-connected hybrid educational models for distributed learning through prototyping
Authors: Chamorro Martin Eduardo , Chadha Kunaljit 
Published: December 2021

The emergence of virtual classrooms has deeply impacted and transformed the educational methodologies and protocols, in particular since the dawn of the COVID19 pandemic. This sudden change from on-campus to virtual learning spaces has also presented a unique opportunity to teach locally and reach globally. The following paper aims to present a pilot educational framework stimulating distributed learning through prototyping using remotely controlled mechanical systems, not only as a transitory state of educational programs moving to online programs due to the current pandemic but as a viable alternative.
La aparición de las aulas virtuales ha impactado profundamente y ha transformado las metodologías y protocolos educativos, siendo esta transformación acelerada debido a la pandemia de COVID19. Este cambio repentino de espacios de aprendizaje en el campus a virtuales también ha presentado una oportunidad única para enseñar a nivel local y llegar a nivel mundial. El siguiente artículo tiene como objetivo presentar un marco educativo piloto que estimula el aprendizaje distribuido a través de la creación de prototipos utilizando sistemas mecánicos controlados a distancia, no sólo como un estado transitorio de los programas educativos que se trasladan a los programas en línea debido a la pandemia actual, sino como una alternativa viable.
Los proyectos colaborativos como estrategia docente
Authors: Vodanovic Undurraga Drago , Fonseca Alvarado Maritza Carolina , Noguera Errázuriz Cristobal , Bustamante Bustamante Teresita Paz 
Published: December 2021

Service-based learning, project-based and collaborative learning today are integrated into the collaborative-project development experience carried out by the architecture career at the San Sebastian University. Today, the Relation with the Environment institutional policy guidelines are materialized in a series of collaborative-projects developments experiences initiated in the practice studio, which have triggered funds achievements for innovation and the creation of the Territorial Milestone Program Más Parques. This constitutes the frame under which the university and the architecture carrer manage and develop collaborative-projects learning experiences through co-construction and bi-directionality strategies, with the belief of promoting a more complex education and the firm interest in contributing to the life quality improvement and the sustainable development of the Los Lagos Region in Chile.
El aprendizaje basado en servicio, en proyectos y el aprendizaje colaborativo se integran en la experiencia de desarrollo de proyectos colaborativos llevado adelante por la carrera de arquitectura de la Universidad San Sebastian. Los lineamientos de la política institucional de vinculación con el medio actualmente se ven materializados en una serie de experiencias de desarrollo de proyectos colaborativos iniciados en el taller de práctica y que han desencadenado la consecución de fondos para la innovación y la creación del Programa Territorial Hito Más Parques. Este constituye el paraguas bajo el cual la universidad y la carrera de arquitectura gestionan y desarrollan experiencias de aprendizaje a través de proyectos mediante estrategias de co-construcción y bi-direccionalidad, con la convicción de propiciar una formación más compleja y el firme interés de aportar al mejoramiento de la calidad de vida y desarrollo sustentable de la Región de Los Lagos en Chile.
Punto de encuentro interdisciplinar: el Museo Universitario de la Universidad de Navarra
Authors: Tabera Roldán Andrés , Velasco Pérez Álvaro , Alonso Pedrero Fernando 
Published: December 2021

The Museum of the University of Navarra (MUN) is a centre dedicated to the dissemination of contemporary art through exhibitions, events, programmes, multidisciplinary research and education. Furthermore, as a university museum, its three primary foundations are creation, research and the dissemination of contemporary art and culture. Currently, the MUN has, among its challenges, the need of enabling the university students to get to know its collection. The project presented in this paper was born with an interdisciplinary spirit shared by the MUN and the Design degree of the School of Architecture —the latter recently awarded first prize in the ‘Interdisciplinary Education Models’ category of the ‘New Bauhaus Prizes’. It proposes strengthening the relationship between the MUN and the students revealing a hybrid pedagogy by means of two projects —distinct though complementary— carried out by Second year students during Term 2 of the 2020-21 academic year.
El Museo de la Universidad de Navarra (MUN) es un centro dedicado a la difusión del arte contemporáneo a través de exposiciones, eventos, programas, investigación multidisciplinar y enseñanza. Además, como museo universitario, sus tres pilares fundamentales son la creación, la investigación y la diseminación del arte y la cultura contemporánea. Actualmente, el MUN tiene entre uno de sus retos el de dar a conocer su legado a los estudiantes universitarios. El proyecto aquí planteado nace del espíritu interdisciplinar compartido entre el MUN y el Grado en Diseño de la Escuela de Arquitectura -recientemente reconocido este último con el primer premio en la categoría “Interdisciplinary Education Models” en “New European Bauhaus Prizes”. Se propone profundizar (y mejorar) la relación entre el MUN y los estudiantes del campus desvelando una experiencia docente híbrida a través de dos proyectos diferentes pero complementarios, realizados en el segundo semestre del curso 20-21 por estudiantes de 2º curso.
Advanced Child Tax Credit Monthly Payments and Substance Use Among US Parents
Authors: Donahoe J. Travis , Brown-Podgorski Brittany L. , Gaire Sabin , Krans Elizabeth E. , Jarlenski Marian 
Published: January 2025

Importance2021 Advance child tax credit (ACTC) monthly payments were associated with reduced US child poverty rates; however, policymakers have expressed concerns that permanent adoption would increase parental substance use.ObjectiveTo assess whether 2021 ACTC monthly payments were temporally associated with changes in substance use among parents compared with adults without children.Design, Setting, and ParticipantsThe primary sample included adults aged 18 to 64 years who responded to the National Survey on Drug Use and Health in 2021. Difference-in-differences models were used to test whether substance use changed for parents compared with adults without children after ACTC monthly payments went into effect. Additional National Survey on Drug Use and Health data from 2018 to 2020 were used to assess pretrends in substance use for parents and adults without children. Analyses were survey weighted and conducted from September 2023 to November 2024. The treatment group was defined as adults with dependent children in the home who would have been eligible for the tax credit from July to December 2021. Adults without children, who would not have been eligible for the tax credit, comprised the comparison group.Main Outcomes and MeasuresOutcomes included binary measures of any self-reported use of tobacco, alcohol, cannabis, and illicit substances (eg, cocaine, opioids, or other stimulants or sedatives) during the previous 30 days; counts of the number of days of use of tobacco, alcohol, cannabis, and illicit substances during the previous 30 days among people who used these substances; and counts of the number of cigarettes and alcoholic beverages consumed during the previous 30 days among people who used these substances.ResultsOf 41 853 adults, 17 308 were parents and 24 545 were adults without children. ACTC monthly payment implementation was associated with a −4.3–percentage point (95% CI, −6.6 to −2.0) decline in the probability of using tobacco during the previous 30 days for parents compared with adults without children. Among parents who smoked, payments were associated with a −46.8–percentage point (95% CI, −93.1 to −0.5) decline in the number of cigarettes smoked during the previous 30 days. Estimated changes in the probability, frequency, and quantity of other substance use (alcohol, cannabis, and illicit substances) for parents were null and not significant.ConclusionsThe study results suggest that 2021 ACTC monthly payments were not associated with increased parental substance use.
Digital Health Technology Research Funded by the National Institutes of Health
Authors: Cure Pablo , Radman Thomas , Doyle Jamie Mihoko , Atienza Audie A. , Fessel Joshua P. , Hartshorn Christopher M. 
Published: January 2025

ImportanceDigital health in biomedical research and its expanding list of potential clinical applications are rapidly evolving. A combination of new digital health technologies (DHTs), novel uses of existing DHTs through artificial intelligence– and machine learning–based algorithms, and improved integration and analysis of data from multiple sources has enabled broader use and delivery of these tools for research and health care purposes. The aim of this study was to assess the growth and overall trajectory of DHT funding through a National Institutes of Health (NIH)–wide grant portfolio analysis.ObservationsThis study used 21 preselected DHT search terms to identify the funding allocations in DHT research across a 9-year period between fiscal year 2015 and fiscal year 2023. A subset of grants were manually curated to confirm the search terms’ accuracy and ascertain the stage of development, focus, and types of tools or approaches. To understand the translation of DHTs from biomedical research to clinical application, common measures, such as digital health publications and clinical trials were included. The DHT portfolio represented 2.8% (US $7 628 967 500) of the overall NIH grants funded from 2015 to 2023. DHT research funding increased during this period from $348 725 600 to $1 533 281 000. DHT research publications and clinical trials using the same search terms increased from 3714 to 14 786 and from 89 to 240, respectively. More DHT research funding was used for research and development purposes (59.3%) than for clinical or regulatory purposes (41.0%) based on manual, second-level data curation.Conclusions and RelevanceThis study found that investments in DHT research at the NIH has increased over the past 9 years and that this increase has been steady since 2015, including during and even after the COVID-19 pandemic. Increased use of DHTs is expected to continue as these technologies become a more integral part of the biomedical research ecosystem.
Trends in Screening for Social Risk in US Physician Practices
Authors: Brewster Amanda L. , Rodriguez Hector P. , Murray Genevra F. , Lewis Valerie A. , Schifferdecker Karen E. , Fisher Elliott S. 
Published: January 2025

ImportanceA wealth of research on screening for social risks in health care has emerged, but evidence is lacking on how social risk screening among physician practices has changed over time.ObjectivesTo evaluate trends in screening for social risks among US physician practices and examine practice characteristics associated with adoption of social risk screening.Design, Setting, and ParticipantsThe main analysis used a repeated cross-sectional design to analyze results from US physician practices that completed the National Survey of Healthcare Organizations and Systems, a nationally representative survey of physician practices, in 2017 and 2022. Sensitivity analysis tested robustness in a cohort of practices that completed surveys in both years.ExposuresSurvey year and characteristics of physician practices.Main Outcomes and MeasuresWhether physician practices systematically screened patients for 5 common social risks: food, housing, utilities, interpersonal violence, and transportation.ResultsIn this cross-sectional study, 3442 practice survey responses were studied. Weighted results showed that in 2022, 27% (95% CI, 23%-32%) of practices reported screening for all 5 of the social risks, an increase from 15% (95% CI, 13%-18%) of practices in 2017 (P &amp;lt; .001). Unadjusted results showed a significant increase in the mean number of social risks screened per practice, from 1.71 (95% CI, 1.60-1.82) in 2017 to 2.34 (95% CI, 2.12-2.55) in 2022. Practice characteristics associated with screening for more social risks remained consistent between 2017 and 2022; these included being a federally qualified health center (incidence rate ratio [IRR], 1.550 [95% CI, 1.336-1.799]) and having higher innovation culture scores (IRR, 1.012 [95% CI, 1.010-1.015]), higher advanced information system scores (IRR, 1.003 [95% CI, 1.001-1.005]), and higher payment reform exposure scores (IRR, 1.002 [95% CI, 1.000-1.003]).Conclusions and RelevanceIn this survey-based cross-sectional study of US physician practices, social risk screening increased substantially from 2017 to 2022, although still less than one-third of practices systematically screened for a set of 5 common social risks. What remains to be seen is whether practices use these data to help improve patient health by adjusting health care or referring patients for assistance with social needs. As policies and incentives increasingly emphasize social risk screening, it will be important to assess the association of screening and referrals with patient outcomes.