bluuebunny/crossref_metadata_2025_split huggingface dataset:
La docencia no reglada: el valor de la actitud en el aprendizaje del proyecto arquitectónico
Authors: Labarta Carlos 
Published: November 2017

El aprendizaje del proyecto arquitectónico implica el desarrollo en el alumno de una determinada actitud que le impulse a la búsqueda permanente. No se trata
únicamente de obtener una serie de aptitudes definidas en una docencia reglada. Desde el Departamento de Arquitectura de la Universidad de Zaragoza se planifican toda una serie de actividades paralelas con el fin de alimentar en el alumno la inquietud investigadora. La enseñanza se basa, de este modo, en el estímulo de la actitud –y ello implica la no obligatoriedad-, sobre todo en el ámbito del proyecto arquitectónico en el que únicamente es posible producir el conocimiento desde la experiencia continuada. Una experiencia que trasciende
al estricto horario y que anima al alumno a la gratuidad, es decir, al aprendizaje gozoso más allá de las obligaciones. Este valor de la experimentación personal
permitirá forjar paulatinamente en el alumno el talante necesario para ser un buen profesional.
The learning process in architectural design implies the development in students of a certain attitude that drives them to a constant search. The aim is not only to
obtain a defined set of skills in a formal teaching. A number o parallel events are planned at the Department of Architecture of the University of Zaragoza in order
to feed the research students´concerns. Thus the teaching process is based on the stimulation of the attitude –what implies the fact of non being mandatory especially in the field of architectural design in which knowledge can be only be produced from the continuing experience. An experience that transcends the strict schedule and encourages students to a generous behaviour, that is, to the joyful learning beyond obligations. This value of personal experimentation will
gradually build in students the required mood to be a good professional.
El urbanismo de las matemáticas
Authors: Rivera Rafael , Trujillo Macarena 
Published: November 2017

Los estudiantes de arquitectura participan en el aprendizaje de ciencias sociales y exactas sin que se llegue a definir con precisión su compatibilización. Las
asignaturas suelen ser compartimentos estancos, con lo que se pierde gran parte de la magia que supone la interdisciplinariedad. Sin embargo, nuestra sociedad requiere conocimientos basados en relaciones, que entiendan las vinculaciones entre áreas de conocimiento compañeras dentro de la globalidad de una profesión.
En esta comunicación presentamos El urbanismo de las matemáticas, una asignatura optativa basada en las relaciones entre matemáticas y urbanismo. El objetivo de esta asignatura es explicitar la compatibilidad entre estas disciplinas y subrayar aspectos en los que se complementen, se necesiten y se desarrollen. En definitiva, tratar de situar al urbanismo y a las matemáticas en un rango de disciplinas cuyo aprendizaje conjunto no solo puede mejorar su comprensión y
facilitar su práctica, sino que cada una refuerza la identidad de la otra.
Architecture students take part in the learning of social and exact sciences without the knowledge of their compatibility. Subjects are usually closed compartment, which do not allow cross much of the magic that multidisciplinarity involves. However, our society requires knowledge based on relationships, which understand the close links between the expertise areas belonging to the same profession.
In this communication we present The urbanism of maths, a subject based on the relationships and links between maths and urbanism. The objective of this subject is to explicit the compatibility between these disciplines and emphasize the aspects that complement and enrich them. The subject sets urbanism and mathematics in a discipline range whose joint learning can improve their comprehension and facilitate their use. The interaction between urbanism and maths exists and is a powerful tool in which each discipline reinforces the other.
Evaluación formativa y compartida en el aprendizaje de la Arquitectura
Authors: Alba-Dorado María Isabel 
Published: November 2017

Nowadays, we have an scenario marked by an increasingly complex and timeconsuming formative model, which differs considerably from that which has been used until now. These changes make it necessary to rethink the existing evaluation
processes, which are going to be affected by strong changes. They are determined not only by the passage of the traditional emphasis put on the teacher and the education, to the importance that is given today to the learning and to the student as the centre of this learning process; but it also changes the purpose of evaluation, moving from the acquisition of a series of academic knowledge to the development of skills and gaining basic and more complex applied knowledge; but above all, it changes the role that evaluation has in improving these learning processes.
En la actualidad nos encontramos con un escenario marcado por un modelo formativo cada vez más complejo y extenso en el tiempo, que difiere considerablemente del que se ha venido realizando hasta ahora. Esto hace necesario repensar los actuales procesos de evaluación, los cuales se van a ver afectados por fuertes cambios. Éstos vienen determinados no sólo por el paso del tradicional énfasis puesto en la enseñanza y en el docente, a la importancia que se le asigna en la actualidad al aprendizaje y al alumno como centro de este proceso de aprendizaje; sino que también cambia el objeto de evaluación, al pasar de la adquisición de una serie de conocimientos académicos al desarrollo de unas competencias y la obtención de unos conocimientos básicos y aplicados más complejos; pero, sobre todo, cambia el papel que la evaluación tiene en la mejora de dichos procesos de aprendizaje.
Un parque, un juego y dos cartones pluma
Authors: Gutiérrez-Calderón Pablo Jesús 
Published: November 2017

Create an ephemeral installation using only two foam-boards in a park near the School of Architecture was the argument to put into practice the teaching technique called Project-Oriented Learning (POL). This article describes the purpose of the
exercise, methodology and discussion of results with the students
Realizar una instalación efímera en un parque cercano a la Escuela de Arquitectura usando sólo dos cartones pluma fue el argumento para desarrollar una técnica didáctica de Aprendizaje basado en Proyectos (POL) en el curso inicial de la asignatura de Proyectos Arquitectónicos. Este artículo describe los propósitos del ejercicio, su metodología y la discusión de resultados obtenidos con los alumnos.
El “Taller” como herramienta docente en el ámbito del Proyecto Arquitectónico
Authors: López-Bahut Emma 
Published: November 2017

The proposal is to analyse critically the development of the Workshop, an educational space shared by several subjects in the Architecture Degree, during the first five years of implementation in the Escuela Técnica Superior de Arquitectura de la Universidade da Coruña (ETSAC). Specifically focused in the second course and from the point of view of the Architecture Project subjects, has the Workshop improved the training of the project? An analysis of the different
teaching methodologies implemented is carried out, as well as of the diverse approaches of the student’s works, of the internal functioning and the management of the teaching staff, of the variations in the contribution of all the subjects involved, of the connections and overlapping with the own subject’s workshop, of the student learning and academic performance obtained. The difference between what is stated in the Study Plan and what is happening in the classroom day by day.
Se propone realizar un análisis critico del desarrollo del Taller, un espacio de enseñanza compartido por varias asignaturas, en el Grado en Arquitectura durante sus cinco primeros años de funcionamiento en la Escuela Técnica Superior de Arquitectura de la Universidade da Coruña (ETSAC). Específicamente centrado en el segundo curso, y desde la perspectiva de las asignaturas de Proyectos Arquitectónicos, ¿el Taller ha mejorado la enseñanza del proyecto? Se analizan las diferentes metodologías docentes empleadas, los enfoques de los trabajos desarrollados por el alumnado, el funcionamiento interno y gestión de los diferentes equipos docentes, variaciones en el aporte de cada una de las asignaturas implicadas, conexiones y solapamientos con el taller propio de cada asignatura, el aprendizaje del alumnado y los resultados académicos obtenidos.
Se visibilizará la diferencia entre lo escrito en el Plan de Estudios y aquello que
sucede en el día a día del aula.
Despieces de Espacios: el fragmento como cita
Authors: Palacios-Aguilar José del Carmen 
Published: November 2017

The pieces of spaces, so try -of experimentally build new readings based on an architectural fragment; such fragments are shown in section. Thus the haunting, seductive, inclusive and kaleidoscopic ability of project spaces is displayed. Citing a fragment (piece of a project) helps us understand housing space in all its dimensions, tries to formulate an imaginary plant and decipher his tours inside. Students must construct the fragment and thus reveal what each stay home. Each fragment corresponds to an existing and inhabited dwelling. The resulting homefrom fragmento- maintains the spatial structure, the new use and reveals the multiplicity of spatial relationships. The fragment guides and leads them to find unexpected results, listed organized: the story that precedes the fragment is not known for them, study and propose that inhabits this is a new activity.
Despieces de Espacios intenta –de manera experimental- construir nuevas lecturas partiendo de un fragmento arquitectónico; dichos fragmentos se presentan en sección, de esa manera se exhibe la capacidad evocadora, seductora, integradora y caleidoscópica de los espacios del proyecto citado. Citar un fragmento (trozo de un proyecto) ayuda a comprender el espacio de la vivienda en todas sus dimensiones, formulando una planta imaginaria y descifrando sus recorridos al interior. Los estudiantes deben de construir el fragmento y con ello revelar lo que alberga cada estancia. Cada fragmento entregado corresponde a una vivienda existente y habitada. La vivienda resultante –a partir del fragmentomantiene la estructura espacial, el nuevo uso y revela esa multiplicidad de relaciones. El fragmento los guía y los conduce hasta hallar resultados inesperados, enlistados, organizados: la historia que precede al fragmento no es conocida por ellos, estudiarlo y proponer que habita en ello es una actividad nueva.
Projecte de Classe Inversa i modelització amb Mathematica per a la didàctica de les Matemàtiques a l’ETSAV
Authors: Peris Manguillot Alfred , Rodenas Escribá Francisco 
Published: November 2017

Maths constitute a key tool in order to learn different subjects in the studies of Architecture. In contrast, the students tend to believe that maths are an independent box with little connection with other subjects of their studies and their future professional life. In this communication we want to present the experience that we implemented in the subject “Matemàtiques 2” in one specific group of second course in the studies of Architecture at the UPV, consisting in applying the methodology known as “flip teaching”, with the purpose that the students had more participation in their learning process.
On the other hand, in order that the students can experience the applied character of the contents given in “Matemàtiques 2”, we gave them as a work in groups the mathematical modelling of different pieces in Architecture by using the software
Mathematica of Wolfram.
Les matemàtiques constitueixen una eina fonamental per a l'aprenentatge de les diferents assignatures en els estudis d'Arquitectura. No obstant això, els estudiants tendeixen a percebre aquestes com un compartiment independent amb poca connexió amb la resta d'assignatures i amb la seua posterior vida laboral. En aquesta comunicació volem presentar l'experiència duta a terme a l'assignatura de Matemàtiques 2 en un dels grups de segon curs del grau de Fonaments a
l'Arquitectura de la UPV, en què hem implementat la metodologia denominada "docència inversa" o "flip teaching" amb el propòsit que els alumnes tinguen un major protagonisme en el seu aprenentatge.
Per altra banda, per tal de que els alumnes puguen experimentar el caràcter aplicat dels continguts de l'assignatura Matemàtiques 2, els proposem com a treball la modelització de diferents obres arquitectòniques utilitzant el programari
Mathematica de Wolfram.
Narratives of Modern Architecture: learning at the intersection of cross-historical constructions
Authors: Vela Castillo José 
Published: November 2017

This paper presents the results of experimental course work in 2015 with secondyear students at IE School of Architecture and Design under the auspices of Culture and Theory in Architecture I. The subject of the course is History of Modern Architecture. Importantly, this is the first contact IE students have with theory and history of architecture. One of the goals was to allow students to understand that history is not a monolithic object that stands before us ready-made, but a set multiple constructions in narrative form, hence necessarily a representation: a collection of stories, instead only one history. To accomplish this goal, the students were instructed to write their own particular narrative of a significative moment (building, design, event) in modern architecture.
Este artículo muestra los resultados obtenidos en la docencia del curso de Cultura y Teoria en Arquitectura I durante el año 2015 en IE School of Architecture and Design. Este curso es el primer contacto de los alumnos con la teoría y la historia de la arquitectura, y su contenido principal fue la historia de la arquitectura moderna. Uno de los objetivos del curso ha sido hacer comprender a los aumnos que la historia no es un objecto monolítico que se encuentra ahí delante de nosotros para poder observarlo, sino un conjunto de múltiples construcciones que necesariamente tiene la forma de una narración. Es por tanto una representación. Para conseguir esto, se pidió a los alumnos que escribieran su propia historia de un momento significativo (un edificio, un proyecto, un acontecimiento) de la arquitectura moderna.
Análisis de la calidad docente en asignaturas de proyectos: el caso de la urbanística
Authors: Vigil-de-Insausti Adolfo , Sánchez-Gómez Santiago , Pardo-Conejero José 
Published: November 2017

The classes of Urban Planning of the ETSA are organized by four independent workshops in which teaching is not organized equitably, and each of them is free to mark both its aims and its methodologies. In order to know the differences on the part of the students, it has been decided to make a survey to the students of last course, who have
been immersed in the program of flip teaching.
All these affirmations encompass in a common denominator. This common denominator is the lack of motivation on the part of student body stressed by the absenteeism because of the theoretical lessons, which carry a difficulty added for the assimilation of the concepts. During the course different measures have been carried out to attack these problems. Adopting methods like the partial delivery, presentation or debates.
Las clases de Urbanística de la ETSA se organizan a través de cuatro talleres independientes en los que la docencia no está organizada equitativamente, y cada uno de ellos es libre para marcar tanto sus objetivos como sus metodologías. Para conocer las diferencias por parte de los alumnos, se ha decidido realizar una encuesta a los alumnos de último curso, los cuales han estado inmersos en el programa de docencia inversa.
Tras analizar los resultados se puede afirmar que el mayor problema viene englobado en un denominador común, la falta de motivación por parte de alumnado, recalcado por el absentismo en gran parte de las clases teóricas, lo cual conlleva una dificultad añadida para la asimilación de los conceptos. Durante el curso se han realizado diferentes
medidas para atacar estos problemas. Adoptando métodos como la entrega parcial, presentación o debates.
An Explorative Study on the Efficacy and Feasibility of the Use of Motivational Interviewing to Improve Footwear Adherence in Persons with Diabetes at High Risk for Foot Ulceration
Authors: Keukenkamp Renske , Merkx Maarten J. , Busch-Westbroek Tessa E. , Bus Sicco A. 
Published: November 2017

Background:In this explorative study, we assessed the effect and feasibility of using motivational interviewing to improve footwear adherence in persons with diabetes who are at high risk for foot ulceration and show low adherence to wearing prescribed custom-made footwear.Methods:Thirteen individuals with diabetes, ulcer history, and low footwear adherence (ie, &lt;80% of steps taken in prescription footwear) were randomly assigned to standard education (ie, verbal and written instructions) or to standard education plus two 45-min sessions of motivational interviewing. Adherence was objectively measured over 7 days using ankle- and shoe-worn sensors and was calculated as the percentage of total steps that prescribed footwear was worn. Adherence was assessed at home and away from home at baseline and 1 week and 3 months after the intervention. Feasibility was assessed for interviewer proficiency to apply motivational interviewing and for protocol executability.Results:Median (range) baseline, 1-week, and 3-month adherence at home was 49% (6%–63%), 84% (5%–98%), and 40% (4%–80%), respectively, in the motivational interviewing group and 35% (13%–64%), 33% (15%–55%), and 31% (3%–66%), respectively, in the standard education group. Baseline, 1-week, and 3-month adherence away from home was 91% (79%–100%), 97% (62%–99%) and 92% (86%–98%), respectively, in the motivational interviewing group and 78% (32%–97%), 91% (28%–98%), and 93% (57%–100%), respectively, in the standard education group. None of the differences were statistically significant. Interviewer proficiency was good, and the protocol could be successfully executed in the given time frame.Conclusions:Footwear adherence at home increases 1 week after motivational interviewing to clinically relevant but not statistically significant levels (ie, 80%) but then returns over time to baseline levels. Away from home, adherence is already sufficient at baseline and remains so over time. The use of motivational interviewing seems feasible for the given purpose and patient group. These findings provide input to larger trials and provisionally suggest that additional or adjunctive therapy may be needed to better preserve adherence.
Molecular Genetics of Schwannomatosis
Authors: Hulsebos Theo JM 
Published: November 2017

Abstract

Schwannomatosis is characterised by the development of multiple schwannomas, and in some cases meningiomas, but without the involvement of bilateral vestibular schwannomas, the latter being the hallmark of neurofibromatosis type 2 (NF2). Severe pain is the most important clinical symptom in patients. Germ line mutations in
SMARCB1
or
LZTR1
on chromosome 22 predispose to the development of schwannomas in schwannomatosis. These genes explain 86% of the familial but only 40% of the sporadic cases. Independent somatic mutations in
NF2
, which is also on chromosome 22, are found in the schwannomas of patients, but not in their germ line. Most mutations in
SMARCB1
are hypomorphic mutations, giving rise to a SMARCB1 protein with modified activity. Many mutations in
LZTR1
are loss‐of‐function mutations, resulting in the absence of LZTR1 protein. Unilateral vestibular schwannomas may occur in
LZTR1
‐associated schwannomatosis. Overlap exists of the clinical symptoms of schwannomatosis and mosaic NF2. Comprehensive testing of the genes involved in blood and tumours of the patient may help in the clinical diagnosis of schwannomatosis. Identification of additional genes and pathways involved should be performed to identify possible targets for therapy and relief of pain.

Key Concepts

Schwannomatosis patients develop multiple schwannomatosis, but not bilateral vestibular schwannomas, the latter being characteristic for neurofibromatosis type 2 (NF2).

Pain is the most important clinical symptom in schwannomatosis. It often persists after removal of the schwannoma.

The tumour suppressor genes
SMARCB1
and
LZTR1
are predisposing genes in schwannomatosis. These genes explain many, but not all, sporadic and familial cases.

Most germ line
SMARCB1
mutations in schwannomatosis are hypomorphic mutations, resulting in the synthesis of a protein with modified activity.

Many germ line
LZTR1
mutations are loss‐of‐function mutations, resulting in the absence of protein.

Independent somatically acquired
NF2
mutations are found in the multiple schwannomas of schwannomatosis patients.

Unilateral vestibular schwannoma may occur in
LZTR1
‐associated schwannomatosis. Bilateral vestibular schwannomas have not been reported in schwannomatosis patients.

The similarities in clinical phenotype between schwannomatosis and mosaic NF2 may cause diagnostic confusion.
Subextraction
Authors: Corver Norbert 
Published: November 2017

AbstractSubextraction is the phenomenon that occurs when a constituent is movedout ofa larger phrase in which it is embedded. The question arises of when subextraction is possible and when it is not. Furthermore, the question of what accounts for the (im)possibility of subextraction should be answered. These questions are addressed for the nominal domain. Issues that are discussed include the (im)possibility of subextraction of left branch constituents, the (im)possibility of subextraction of right branch constituents, cross‐linguistic variation in subextraction behavior, and the role that the syntactic position of the noun phrase plays for subextraction.
VOSLanguages: Some of Their Properties
Authors: Chung Sandra 
Published: November 2017

AbstractLanguages in which clauses have Verb Object Subject as their dominant word order are calledVOS languages. Such languages, which are typologically rare, raise a set of challenging issues for syntactic theory. Kayne (1995) proposed that VOS clauses are derived from SVO clauses by movement. This chapter surveys the types of arguments that have been brought to bear on movement analyses of VOS clauses, drawing on evidence from VOS languages as well as languages of other word order types which have VOS clauses. The conclusion reached is that a movement analysis is appropriate for VOS clauses in some languages, but not all. The idea that there are multiple routes to VOS‐hood is in harmony with the more general claim that there are multiple routes to verb‐initial word order.
Asymmetric Coordination
Authors: Mayr Clemens , Schmitt Viola 
Published: November 2017

AbstractThis chapter discusses asymmetric coordination, starting with a general discussion and then zooming in on a particular instance thereof found in German and other V2 languages. This latter construction resists a straightforward analysis in terms of subordination, yet lacks some of the symptoms of coordinate structures – namely, the requirement that movement has to happen across‐the‐board. It therefore represents an interesting data set for the investigation of the nature of the symptoms of coordinate structures, or, more precisely, the Coordinate Structure Constraint. In particular, the construction reveals that one of the defining features of coordinate structures – namely that each coordinate must be individually licensed when substituted for the whole coordination – must play a crucial role in the formulation of the latter.