bluuebunny/crossref_metadata_2025_split huggingface dataset:
Ser cámara: (des) montando el interior
Authors: Martinez-Millana Elena 
Published: November 2017

In the academic framework of the teaching of architectural projects, this article discusses the relevance of studying the historical and social significance of the emergence -in the second half of the nineteenth century and early twentieth
century- of new techniques for the production of images that transform perception, the medias: photography and cinematography. The camera becomes an organ of vision or prosthetic eye. From the origins of photography, figures like Baudelaire are critical to its usefulness. Later, Benjamin, utilises film to establish key concepts for understanding the contemporary perception -the montage, the dialectical image, shock, etc.-. In this framework, it is possible to rethink with a critical attitude an architecture that redefines itself with time, and figures as Le Corbusier and Koolhaas exemplify, from production to reproduction, they pose transfers between disciplines. It demonstrates its own usefulness for the teaching of architectural projects.
En el marco académico de la docencia en proyectos arquitectónicos, este artículo plantea la pertinencia de estudiar el significado histórico y social de la aparición - en la segunda mitad del siglo XIX y principios del siglo XX- de unas nuevas
técnicas de producción de imágenes que transforman la percepción, los media: fotografía y cinematografía. La cámara pasa a ser un órgano de la visión o prótesis del ojo. Desde los orígenes de la fotografía figuras como Baudelaire son críticos con su utilidad. Posteriormente Benjamin, a través de la cinematografía establece conceptos clave para comprender la percepción contemporánea -el montaje, la imagen dialéctica, el shock, etc.-. En este marco teórico es posible replantear con actitud crítica una arquitectura que al tiempo se redefine y que figuras como Le Corbusier y Koolhaas ejemplifican, desde la producción a la reproducción plantean las transferencias entre disciplinas. Se expone su utilidad en el aprendizaje proyectual.
Leer a contrapelo: una breve propuesta para la crítica arquitectónica
Authors: Mielgo Bregazzi Daniel 
Published: November 2017

It is increasingly evident that arguments derived from the architectural profession are often unconvincing in accounting for the real implications of many current interventions. It could well be argued that we have reached a point in which an
unbiased assessment of many schemes runs against the professional, political and economic interests of those who promote and publicly justify them. This brief paper is offered as a modest effort in scrutinising the justifications so often aduced by renowned architects relating to issues as relevant as sustainability, contemporary cities, growth or politics. The paper wishes to illustrate that it is of prime importance to refer to a wide range of sources in order to understand the true environmental and political implications of the architect’s work and that it is equally relevant to incorporate such sources into any teaching syllabus.
Resulta cada vez más evidente que las legitimaciones arquitectónicas provenientes del propio gremio profesional son a menudo poco convincentes para dar cuenta de la verdadera trascendencia de tantas intervenciones actuales. Podría argüirse que hemos llegado a un punto en el que la objetividad crítica de muchos edificios y proyectos urbanísticos está directamente enfrentada a los intereses profesionales, políticos y económicos de quienes los promueven y de quienes los justifican públicamente. Esta breve presentación se ofrece como un modesto intento de escrutar las justificaciones aducidas por célebres arquitectos en asuntos tan importantes como la ciudad contemporánea, la sostenibilidad, el
crecimiento o la política. Se pretende hacer ver que hoy más que nunca es indispensable acudir a un amplio abanico de fuentes alternativas para comprender las verdaderas repercusiones medioambientales y políticas de la labor del
arquitecto, y que es igualmente relevante incorporar dichas a cualquier programa docente.
Dibujar, proyectar: fomento del talento en el ámbito universitario
Authors: Raposo J , Salgado M , Butragueño B 
Published: November 2017

The main objective of this article is to establish the parallelism between the learning processes of artistic creation related to the act of projecting architecture and the discovery of talent to develop it. The dynamics of spatial configuration as a series of open processes based on graphical actions are devised. Imagination is established as the origin and act of
volition of projection, meanwhile the images are defined as schemas of contents' configuration of imagination. It is discussed to convert that first mental image, as imaginary trigger, in an architecturally productive image. The experience developed in the subjects of Drawing, Analysis and Ideation 1 and 2 the teaching at the beginning of the projection, highlighting the work of graphics in the processes of architectural creation. Dynamics of teamwork between teachers
and students which allow for talent discovery in all the phases of learning.
El objetivo fundamental del artículo es establecer el paralelismo existente entre el aprendizaje de los procesos de creación artística relacionados con el acto de proyectar arquitectura y la detección del talento necesario para su desarrollo. Se plantea la dinámica de configuración espacial como una serie de procesos abiertos basados en acciones gráficas. Se establece la imaginación como origen y acto de voluntad del proyectar, y se definen las imágenes como esquemas de configuración de los contenidos de la imaginación. Se argumenta la necesidad de convertir esa primera imagen mental, de desencadenante imaginario, en imagen productiva arquitectónicamente.
La experiencia desarrollada en las asignaturas de Dibujo, Análisis e Ideación 1 y 2 enmarca su docencia en el inicio del proyectar, evidenciando la labor del grafismo en los procesos de creación arquitectónica. Una dinámica de trabajo colectivo entre profesores y alumnos que permite la detección del talento en todas las fases del aprendizaje.
Un cambio de perspectiva: el reto de enseñar en las Escuelas de Arquitectura con una metodología participativa y creativa
Authors: Rey-Pérez Julia , Millán-Millán Pablo Manuel 
Published: November 2017

Modernity has proposed replacing the discourse of architecture by science and technology, but not least is that this discourse has been fragmented by many other knowledge outside the logic of architecture. Raised the counterculture craftsman, an approach that involves establishing a critical positioning based on the analysis time (perspective on immediacy), history (trajectory versus spontaneity) and place (specificity versus generality). It is not giving up anything or limitation established, it is depth knowledge discipline from the immediacy which involves the creation of student classwork. Only in this way will not be diluted in an interdisciplinary discourse. The student, gradually, will choose one, nothing far from reality, a complexity that makes you daily thinking about the place, history and time, but always applied pragmatic complexity.
La modernidad ha propuesto la sustitución del discurso de la arquitectura por el de la ciencia y la técnica, pero no menos lo es que este discurso ha sido atomizado por otros muchos saberes ajenos a la lógica de la arquitectura.
Planteamos la contracultura del artesano, un planteamiento que pasa por establecer un posicionamiento crítico fundamentado en el análisis del tiempo (perspectiva frente a la inmediatez), la historia (trayectoria frente a la espontaneidad) y el lugar (concreción frente a la generalidad). No se trata de renunciar a nada ni establecerse límite alguno, se trata de conocer a fondo la disciplina desde la inmediatez que supone la creación del alumno en el trabajo de
clase. El alumno, poco a poco, optará por una complejidad pragmática, nada alejada de la realidad, una complejidad que le hace estar a diario pensando sobre el lugar, la historia y el tiempo, pero siempre aplicada.
Definición de la competencia transversal sobre “creatividad, innovación y resolución de problemas”
Authors: Solà-Morales Serra Pau de , Àvila-Martorell Glòria , García Maria Ercilia , Rabassa Noemí , Romeu Marta 
Published: November 2017

The Rovira i Virgili University (URV), a public university based in Tarragona, made in 2003 a commitment toward the improvement within the EHEA, which culminated in the Strategic Plan of Education that defined a student-centered teaching and competence model, structured in three levels: “specific”, “transversal” and “nuclear” competences. From 2003 to the present, the University worked to integrate the competence model in the degrees and assess its quality, a process which has shown inadequacies and the need to simplify and update the model. Thus, a revision project has been proposed, which includes the specific competences of each degree and a few transversal competences: seven for bachelor and eight for masters. One of these competences is called CT3 and attempts to define aspects of “creativity, innovation and problem solving”, which have been grouped into a single container. This competence is central to the learning of architecture: it is one of the most important skills in the architectural studio work, and one of the principal skills that an architect should posses. The CT3 group has been working on the definition of this competence, and this communication explains the result of this process.
La Universidad Rovira i Virgili (URV), universidad pública con sede en Tarragona, hizo en 2003 una apuesta hacia la mejora en el marco del EEES, que se concretó en el Plan Estratégico de Docencia que definió un modelo docente centrado en el estudiante y un modelo de competencias estructurado en competencias “específicas”, “transversales" y
"nucleares". Desde 2003 hasta la actualidad se ha trabajado para integrar el modelo de competencias en las titulaciones y evaluar su calidad. Proceso que ha evidenciado la necesidad de simplificar y actualidad el modelo. Actualmente se propone un modelo concretado en competencias específicas de cada titulación y competencias transversales de la URV: siete para grados y ocho para másters. Una de estas competencias se denominará CT3 y trata de definir los aspectos relativos a la creatividad, la innovación y la resolución de problemas, que se han agrupado en un solo contenedor. Esta competencia es central en el aprendizaje de la arquitectura: es una de las competencias más importantes que se trabajan en el taller de arquitectura y una de las principales que debe poseer un arquitecto. El grupo de trabajo del CT3 ha estado trabajando en la definición de esta competencia, y esta comunicación explica el resultado de este proceso.
Gestionar la entropía en proyectos arquitectónicos: asumiendo compromisos y ordenando la diversidad
Authors: Alonso García E , Sierra Morillo V 
Published: November 2017

It was primary to transfer to the student the importance of his own responsibility on the project, transcending the usual condition of mere academic practice in the school. Their projects are already real actions to transform the reality from the
moment in which are the product of a responsible and critical thinking. To the regular development of the Subject of Architectural Projects with theoretical classes and collective corrections in Workshop of Projects, it was incorporated a
series of methodologies to activate the individual and collective learning.
The project critically acts on city model, proposes an architectural intervention with transformative will and the classroom becomes a social space where individual engagements and collective engagements are added. This dialectic with reality was concluded with the exhibition of projects, which the students explained to the neighbours as the end of the course, first in school and finally in their civic center.
Fue primordial transferir al estudiante la importancia de su propia responsabilidad sobre el proyecto, trascendiendo la habitual condición de mera práctica escolar en la Escuela. Sus proyectos son ya verdaderas acciones para transformar la realidad desde el momento mismo en que son el producto de un pensamiento crítico y responsable. Al desarrollo habitual de la Asignatura de Proyectos Arquitectónicos con clases teóricas y correcciones colectivas en Taller de Proyectos se incorporan una serie de metodologías para activar individual y colectivamente el aprendizaje.
El proyecto actúa críticamente sobre el modelo de ciudad, propone una intervención arquitectónica con voluntad transformadora y el aula se convierte en un espacio social donde se suman compromisos individuales y compromisos
colectivos. Esta dialéctica con la realidad se concluyó con la exposición de los proyectos realizados, que los estudiantes explicaron ante los vecinos del barrio como final de curso, en la Escuela y en su Centro Cívico.
Ring/Shell Ion Distributions at Geosynchronous Orbit
Authors: Thomsen M. F. , Denton M. H. , Gary S. P. , Liu Kaijun , Min Kyungguk 
Published: November 2017

AbstractOne year's worth of plasma observations from geosynchronous orbit is examined for ion distributions that may simultaneously be subject to the ion Bernstein (IB) instability (generating fast magnetosonic waves) and the Alfvén cyclotron (AC) instability (generating electromagnetic ion cyclotron waves). Confirming past analyses, distributions with robust ∂fp(v⊥)/∂v⊥ > 0 near v|| = 0, which we denote as “ring/shell” distributions, are commonly found primarily on the dayside of the magnetosphere. A new approach to high‐fidelity representation of the observed ring/shell distribution functions in a form readily suited to both analytical moment calculation and linear dispersion analysis is presented, which allows statistical analysis of the ring/shell properties. The ring/shell temperature anisotropy is found to have a clear upper limit that depends on the parallel beta of the ring/shell (β||r) in a manner that is diagnostic of the operation of the AC instability. This upper limit is only reached in the postnoon events, which are primarily produced by the energy‐ and pitch angle‐dependent magnetic drifts of substorm‐injected ions. Further, it is primarily the leading edge of such injections, where the distribution is strongly ring‐like, that the AC instability appears to be operating. By contrast, the ratio of the ring energy to the Alfvén energy remains well within the range of 0.25–4.0 suitable for IB instability throughout essentially all of the events, except those that occur in denser cold plasma of the outer plasmasphere.
Extreme Threshold Failures Within a Heterogeneous Elastic Thin Sheet and the Spatial‐Temporal Development of Induced Seismicity Within the Groningen Gas Field
Authors: Bourne S. J. , Oates S. J. 
Published: November 2017

AbstractMeasurements of the strains and earthquakes induced by fluid extraction from a subsurface reservoir reveal a transient, exponential‐like increase in seismicity relative to the volume of fluids extracted. If the frictional strength of these reactivating faults is heterogeneously and randomly distributed, then progressive failures of the weakest fault patches account in a general manner for this initial exponential‐like trend. Allowing for the observable elastic and geometric heterogeneity of the reservoir, the spatiotemporal evolution of induced seismicity over 5 years is predictable without significant bias using a statistical physics model of poroelastic reservoir deformations inducing extreme threshold frictional failures of previously inactive faults. This model is used to forecast the temporal and spatial probability density of earthquakes within the Groningen natural gas reservoir, conditional on future gas production plans. Probabilistic seismic hazard and risk assessments based on these forecasts inform the current gas production policy and building strengthening plans.
OMI Satellite and Ground‐Based Pandora Observations and Their Application to Surface NO2 Estimations at Terrestrial and Marine Sites
Authors: Kollonige Debra E. , Thompson Anne M. , Josipovic Miroslav , Tzortziou Maria , Beukes Johan P. , Burger Roelof , Martins Douglas K. , van Zyl Pieter G. , Vakkari Ville , Laakso Lauri 
Published: November 2017

AbstractThe Pandora spectrometer that uses direct‐Sun measurements to derive total column amounts of gases provides an approach for (1) validation of satellite instruments and (2) monitoring of total column (TC) ozone (O3) and nitrogen dioxide (NO2). We use for the first time Pandora and Ozone Monitoring Instrument (OMI) observations to estimate surface NO2 over marine and terrestrial sites downwind of urban pollution and compared with in situ measurements during campaigns in contrasting regions: (1) the South African Highveld (at Welgegund, 26°34′10″S, 26°56′21″E, 1,480 m asl, ~120 km southwest of the Johannesburg‐Pretoria megacity) and (2) shipboard U.S. mid‐Atlantic coast during the 2014 Deposition of Atmospheric Nitrogen to Coastal Ecosystems (DANCE) cruise. In both cases, there were no local NOx sources but intermittent regional pollution influences. For TC NO2, OMI and Pandora difference is ~20%, with Pandora higher most times. Surface NO2 values estimated from OMI and Pandora columns are compared to in situ NO2 for both locations. For Welgegund, the planetary boundary layer (PBL) height, used in converting column to surface NO2 value, has been estimated by three methods: co‐located Atmospheric Infrared Sounder (AIRS) observations; a model simulation; and radiosonde data from Irene, 150 km northeast of the site. AIRS PBL heights agree within 10% of radiosonde‐derived values. Absolute differences between Pandora‐ and OMI‐estimated surface NO2 and the in situ data are better at the terrestrial site (~0.5 ppbv and ~1 ppbv or greater, respectively) than under clean marine air conditions, with differences usually >3 ppbv. Cloud cover and PBL variability influence these estimations.
Transient Traceability Analysis of Land Carbon Storage Dynamics: Procedures and Its Application to Two Forest Ecosystems
Authors: Jiang Lifen , Shi Zheng , Xia Jianyang , Liang Junyi , Lu Xingjie , Wang Ying , Luo Yiqi 
Published: November 2017

AbstractUptake of anthropogenically emitted carbon (C) dioxide by terrestrial ecosystem is critical for determining future climate. However, Earth system models project large uncertainties in future C storage. To help identify sources of uncertainties in model predictions, this study develops a transient traceability framework to trace components of C storage dynamics. Transient C storage (X) can be decomposed into two components, C storage capacity (Xc) and C storage potential (Xp). Xc is the maximum C amount that an ecosystem can potentially store and Xp represents the internal capacity of an ecosystem to equilibrate C input and output for a network of pools. Xc is codetermined by net primary production (NPP) and residence time (τN), with the latter being determined by allocation coefficients, transfer coefficients, environmental scalar, and exit rate. Xp is the product of redistribution matrix (τch) and net ecosystem exchange. We applied this framework to two contrasting ecosystems, Duke Forest and Harvard Forest with an ecosystem model. This framework helps identify the mechanisms underlying the responses of carbon cycling in the two forests to climate change. The temporal trajectories of X are similar between the two ecosystems. Using this framework, we found that different mechanisms lead to a similar trajectory between the two ecosystems. This framework has potential to reveal mechanisms behind transient C storage in response to various global change factors. It can also identify sources of uncertainties in predicted transient C storage across models and can therefore be useful for model intercomparison.
Evaluation and Enhancement of Permafrost Modeling With the NASA Catchment Land Surface Model
Authors: Tao Jing , Reichle Rolf H. , Koster Randal D. , Forman Barton A. , Xue Yuan 
Published: November 2017

AbstractBesides soil hydrology and snow processes, the NASA Catchment Land Surface Model (CLSM) simulates soil temperature in six layers from the surface down to 13 m depth. In this study, to examine CLSM's treatment of subsurface thermodynamics, a baseline simulation produced subsurface temperatures for 1980–2014 across Alaska at 9 km resolution. The results were evaluated using in situ observations from permafrost sites across Alaska. The baseline simulation was found to capture the broad features of interannual and intraannual variations in soil temperature. Additional model experiments revealed that (i) the representativeness of local meteorological forcing limits the model's ability to accurately reproduce soil temperature and (ii) vegetation heterogeneity has a profound influence on subsurface thermodynamics via impacts on the snow physics and energy exchange at surface. Specifically, the profile‐average RMSE for soil temperature was reduced from 2.96 to 2.10°C at one site and from 2.38 to 2.25°C at another by using local forcing and land cover, respectively. Moreover, accounting for the influence of soil organic carbon on the soil thermal properties in CLSM leads to further improvements in profile‐average soil temperature RMSE, with reductions of 16%–56% across the different study sites. The mean bias of climatological active layer thickness is reduced by 36%–89%, and the RMSE is reduced by 11%–47%. Finally, results reveal that at some sites it may be essential to include a purely organic soil layer to obtain, in conjunction with vegetation and snow effects, a realistic “buffer zone” between the atmospheric forcing and soil thermal processes.
Budding Yeast

S
accharomyces Cerevisiae

as a Model Genetic Organism
Authors: Burgess Sean M , Powers Ted , Mell Joshua Chang 
Published: November 2017

Abstract

Budding yeast has served as an experimental organism for genetic research for over 50 years. The yeast shares a common cell division cycle and cellular architecture with other eukaryotes, and as a microorganism, it is easily propagated and manipulated in the laboratory. An intense focus on the central dogma, the cell cycle and sexual reproduction unleashed new fields including gene silencing, homologous recombination and differential gene expression, among others. The ease of genetic analysis allowed researchers to study processes to a degree not seen for other model organisms. As was often the case, new techniques were developed in yeast that are now broadly used. Budding yeast was the first eukaryote to be sequenced, which, in turn, led to genome‐wide analyses to map gene networks common to all life. Research on yeast has also informed us on the molecular basis of human diseases from birth defects to neurodegenerative disorders.

Key Concepts

Budding yeast is nonpathogenic, easy to grow and amenable to genetic analysis.

Core cellular functions and cell architecture are highly conserved with other eukaryotes.

Genes from other species can be expressed in yeast and function in place of the homologous yeast gene.

Sexual reproduction allows for genetic recombination and recovery of haploid yeasts expressing recessive phenotypes.

Homologous recombination is used to facilitate genome engineering.

Many tools used in molecular biology were developed in yeast (e.g. yeast two‐hybrid assay).

Budding yeast was the first eukaryote to have its entire genome sequenced.

A vast amount of yeast information has been catalogued in the
Saccharomyces
Genome Database (SGD) and is readily accessible to anyone.

The yeast knockout collection has been used for genome‐wide studies of gene function.