Results of different methodologies in the teaching of occupational risk prevention for adults in vocational training

[EN] Training in the prevention of occupational risks plays a very important role in prevention, especially if it is aimed at disadvantaged groups, who may compromise their access to the labor market in conditions of safety and psycho-physical comfort. In the last years the implementation of Basic Occupational Risk Prevention Courses within the vocational training programs for work-linked employment (in Spain ETCOTE), which are aimed at these groups, has been made compulsory. In this study, which gathers the conclusions of the first part of the research, some training experiences in ORP carried out in employment workshops are analyzed, evaluating their results in the medium term, and the new trends in training for adults are reviewed. From the research carried out it becomes evident that a traditional or academic methodological approach (Direct Instruction) does not achieve an effective learning, obtaining better results in the long term in the cases of more practical methodologies, active and based on students' previous knowledge. In the same way, positive results or at least a better learning environment, motivation and student participation are related to the use of gamification techniques in teaching. The analytical methodology proposed is a first step towards a study, on a larger sample, of the results of training in occupational risk prevention that allows establishing, in a second phase, methodological guidelines for teachers of this training that take into account the profile of the students, the specialties of the professional certificates that are offered, the organization and management of the works and services that are offered in these types of programs.De Dato, P.; Hernández Navarro, Y. (2020). Results of different methodologies in the teaching of occupational risk prevention for adults in vocational training. IATED Academy. 5096-5103. https://doi.org/10.21125/edulearn.2020.1326S5096510

II Simposio de Patrimonio Cultural ICOMOS España

Las actas recogen los trabajos expuestos en la Universidad Politécnica de Cartagena, sede principal del Simposio, por especialistas que generosamente compartieron su tiempo y conocimiento con más de 250 profesionales y personas estudiosas del patrimonio cultural que pudieron reunirse e intercambiar experiencias durante los tres días de duración del encuentro. Los 119 trabajos que conforman estas actas fueron cuidadosamente examinados por un Comité Científico formado exclusivamente por miembros de ICOMOS-España, personas expertas del más alto nivel en los diversos ámbitos del patrimonio cultural, que realizaron las tareas de supervisión de las comunicaciones de forma completamente voluntaria y altruista para garantizar su interés, vigencia y calidad. Los miembros de ICOMOS-España que la componen establecieron con gran acierto y sensibilidad unas líneas conceptuales transversales que, siempre respetando la diversidad temática de los trabajos presentados, sirvieran para poner de manifiesto las principales problemáticas que el patrimonio cultural afronta en la actualidad: éxitos y retos de la Convención del Patrimonio Mundial tras el 50 aniversario de andadura y los 40 de su adopción en España, energías renovables y cambio climático, patrimonios que merecen una atención especial como el agrícola o el industrial, etcHernández Navarro, Y. (2023). II Simposio de Patrimonio Cultural ICOMOS España. Editorial Universitat Politècnica de València. https://doi.org/10.4995/icomos2022.2022.1685

ESPAI OBERT. Mustidisciplinary cooperative learning experience

[EN] ESPAI OBERT is a pilot experiment to improve team-based collaborative learning that aims to promote transversal knowledge through developing skills and attitudes for effective performance of functions in work environments. To achieve this objective, the participants of the simulated work experience are organized into work teams and must respond to a challenge in the form of an open and contextualized problem, which requires learning and a functional use of knowledge. The challenge is to propose an artistic space in an uncultivated field of the Valencian Orchard (This project is part of the framework of the Cooperation and Development Project [P]Horta Oberta. Meeting place of participation for sustainable alternatives, selected by the Programme of activities of solidarity and social participation (GLOCAL 2020) of the Universitat Politècnica de València. Specifically, the activity is motivated by the participation of the proposals in the ideas competition Espai Obert. Sustainable ephemeral spaces, which aims to encourage creativity in the context of the ephemeral from an artistic perspective. The six-week experience is tested on a small group of students coming from the Higher Technical School of Architecture and the Faculty of Fine Arts. These students are either enrolled in the subject of Architectural Composition, 4th Degree in Fundamentals of Architecture or Project Methodology, 3rd Degree Fine Arts. The participating collective are structured into multidisciplinary teams. The methodology used for this experiment is Direct Instruction, a common practice based on two learning approaches: Experiential Learning and Inquiry Learning and the Project-Based Learning Method. Techniques such as the Whirlwind of Ideas will be used in the initial phase, while Structured Debate will be used in the final phase. Cooperative learning will be tested throughout the process using techniques such as Spontaneous Mentoring. In consideration of this six-week experience, the results, which are expected to motivate the repetition of the action and/or its improvement, are: 1. An improvement of teamwork skills, 2. Easy acquisition of flexible and contextualized knowledge, 3. Promotion of critical thinking and self-regulation skills, 4. Encouragement of positive interdependence between students and 5. An improvement of motivation to learn.Hernández Navarro, Y.; Dato, P.; Esteve Sendra, C.; Puerta Gómez, MF. (2020). ESPAI OBERT. Mustidisciplinary cooperative learning experience. IATED Academy. 5149-5156. https://doi.org/10.21125/edulearn.2020.1340S5149515

Diseño de un biofiltro para disminuir la concentración de H2S de un reactor anaerobiodede flujo a pistón (rap)

A biotechnological process using bacteria of the Thiobacillus sort was considered like an alternative in order to reduce the H2S concentration of the two fase Anaerobic Reactor (RAP) effuent of the Universidad Pontifcia Bolivariana - Bucaramanga (UPB). Initially a stock of microorganisms was isolated and the total sulphide removal capacity of the RAP's effuent was determined. Later the formation of a bioflm on a guadua support and the total sulphide removal capacity were evaluated. On a laboratory scale, the formation of the Thiobacillus bioflm on guadua, capable to remove 99% of the total liquid sulphide in a period of two hours was achieved. Finally, the design parameters of two parallel bioflters were defned, in order to treat 10% of the RAP's affuent at the Universidad Pontifcia Bolivariana - Bucaramanga.Como alternativa para reducir la concentración de H2S presente en el efuente del Reactor Anaerobio de Flujo a Pistón (RAP) de la Universidad Pontificia Bolivariana- (UPB) Seccional Bucaramanga, se planteó un proceso biotecnológico utilizando bacterias del género Thiobacillus. Inicialmente se aisló una cepa de microorganismos de este género, y se determinó su capacidad de remoción de sulfuros totales en el efuente del RAP. Posteriormente se evaluó la formación de biopelícula, del microorganismo, sobre un soporte tipo guadua y la capacidad de remoción de los sulfuros totales. A escala de laboratorio se consiguió formar una biopelícula, de microorganismos del género Thiobacillus sp.,sobre guadua capaz de remover el 99% de los sulfuros totales presentes en fase líquida en un tiempo de dos horas. Finalmente, se definieron los parámetros de diseño de dos biofiltros, con operación en paralelo, para el tratamiento del 10% del caudal afluente al RAP de la Universidad Pontificia Bolivariana- Seccional Bucaramanga

Ferromagnetismo en manganitas sustituidas con plata de estructura perovskita.

Se prepararon por primera vez una serie de óxidos mixtos de fórmula general Sm1−xAgxMnO3 con estructura perovskita en un intervalo de composición 0.1 ≤ x ≤ 0.5 por reacción convencional en estado s ´ olido. Se estudia la estructura, morfología y magnetismo de las muestras sintetizadas. Los patrones de difracción de rayos-X muestran que para x = 0.1 se tiene la presencia de una sola fase con estructura perovskita, mientras que para x ≥ 0.2 las muestras consisten de una fase perovskita ferromagnética y dos fases no magnéticas correspondientes a Ag metálica y Ag 1.8Mn8O16. El análisis de x= 0.1 por SEM revela que la morfología y tamaño de las partículas es aleatorio, resultado del método de preparación. Las muestras de Sm1−xAgxMnO3 de x entre 0.1 y 0.5 muestran, que aplicando campos de 10 Teslas, estas no alcanzan un ´ valor de saturación. El comportamiento ferromagnético de Sm1−xAgxMnO3 se ve disminuido por el aumento de la composición de Ag

El hórreo asturiano. Cultura constructiva y arte popular

[ES] En el norte de la península Ibérica y más densamente en el área conocida como orla cantábrica (Galicia, Asturias, León, Cantabria, País Vasco y Navarra), se localizan pequeñas construcciones aisladas sobre columnas, de madera o piedra, que surgieron por la necesidad de guardar granos y otros productos agrícolas en un lugar seco, ventilado y fuera del alcance de las alimañas. Son los llamados hórreos, también conocidos como horrios, horrus, hurrus, orros, garaixes, garais, espigueiros, canastros, palleiros, cabaceiros, etc. Además, de su finalidad funcional, atendiendo a su tamaño y decoración, tenían una función social, representar el poder económico y el estatus social de la familia propietaria. Su morfología responde a la cultura constructiva local, es decir, a un intangible saber-hacer que toma como premisa el uso de materiales del lugar, resultando así una arquitectura vernácula sostenible tanto en su construcción y mantenimiento como en su uso tradicional. Pese a que el hórreo como granero ya fue reconocido en época clásica por Marco Terencio Varrón y Marco Vitruvio Polión, los casos más antiguos, en Asturias, datan de los siglos XIII y XIV y su obsolescencia y desaparición comenzó en el siglo XVII debido a cambios en el sistema económico productivo.  Se calcula una pérdida de ejemplares en torno al 90% entre los siglos XVIII y XX, según datos del catastro del Marqués de la Ensenada y Catastro Inmobiliario del s. XX. El presente artículo muestra el resultado del estudio realizado sobre el hórreo en Asturias, basado en un análisis constructivo. Se concluye subrayando el valor de los hórreos en general y los asturianos en particular, como testigos que documentan una cultura constructiva local y esconden en su ser valores intangibles de los oficios desarrollados por los artesanos que los obraron.Hernández Navarro, Y.; Gallardo García, M.; De Dato, P. (2023). El hórreo asturiano. Cultura constructiva y arte popular. Editorial Universitat Politècnica de València. 871-879. https://doi.org/10.4995/Icomos2022.2022.1401087187

Educational innovation project: critical architecture

[EN] The cross-disciplinary skill of critical thinking is essential to all levels of architectural training. However, it has been established that at present students are not always able to make solid architectural critical thinking. This paper presents the development of an action protocol proposed to consciously contribute to exercising this cross-disciplinary skill among students participating in the educational innovation project: ¿Critical architecture. Development of a methodology to work on the cross-disciplinary skill of critical thinking among architecture students¿. The research proposed is developed as part of different subjects of the Architecture degree of the UPV Higher Technical School of Architecture: two obligatory 4th-year subjects and an obligatory 5th-year subject. This proposal has also incorporated an elective subject from the Master¿s in Architecture and two subjects from the Official Master¿s in Conservation of Architectural Heritage. The educational innovation project therefore covers six different subjects in total: three from the degree (4th and 5th year) (skill level II) and three from the master¿s (skill level III). The main aim of the project is to carry out different learning actions (adapted to each of the subjects covered by the project) in order to structure a work methodology designed to improve and develop the cross-disciplinary skill of critical thinking among students at different levels. Work will also be carried out to improve students¿ awareness of their ability in this skill. This innovation project is also geared towards improving student learning in the specific curriculum for each subject included in the project. Therefore, if this methodology yields positive results, it could be adapted to other skill levels as yet undeveloped, such as skill level 1 in 2nd and 3rd year subjects.This research was funded through a UPV Educational Innovation and Improvement Project (PIME) in the modality of projects for curricular innovation in subjects.García-Soriano, L.; Diodato, M.; Cristini, V.; Hernández Navarro, Y.; Mileto, C.; Vegas López-Manzanares, F. (2020). Educational innovation project: critical architecture. IATED Academy. 4508-4512. https://doi.org/10.21125/edulearn.2020.1189S4508451

A virtual classroom for architectural composition subject: a reflection about opportunities and limits

[EN] This text aims to be a general reflection about the implementation of a virtual classroom, for the subject of Architectural Composition, as a compulsory subject in the framework of "Architecture Degree", teached in the Higher Technical School of Architecture, Polytechnic University of Valencia, Spain. Considering the general circumstancies (caused by Coronavirus, above all starting from spring 2020) the experience can be understood as an interesting tool to help others theorical subjects involved in the same framework. In this context, the text proposes to carry out a synthesis of details and methods structured in the subject 's dynamics because of the sanitary circustancies . In this frame the subject's program has been modified to to fit with specific mechanisms of remote teaching. In a scenario of a real " moment of crisis", the subject has been fully adapted and organized to new teaching frameworks. In this context, the text describes the methodological guidelines developed for the creation of a virtual classroom and, at the same time, the text proposes to figure out the tools used to achieve f teaching and learning objectives with the help new technologies. This adaptation has implied a series of limitations and difficulties, as well as a whole range of opportunities and pedagogical resources to be used in a new way. In addition, there are several common aspects between face-to-face teaching and on line strategies that the paper tries to define and clarify.This text is part of the Project for Educational Innovation and Improvement ARQUITECTURA CRÍTICA. Desarrollo de una metodología para trabajar la competencia transversal de Pensamiento crítico en estudiantes de arquitectura, main researcher: C. Mileto, funded by the Institute of Education Sciences of the Universitat Politècnica de València.Cristini, V.; García-Soriano, L.; Hernández Navarro, Y.; Baró Zarzo, JL.; Diodato, M.; Vegas López-Manzanares, F. (2021). A virtual classroom for architectural composition subject: a reflection about opportunities and limits. IATED. 6441-6445. https://doi.org/10.21125/inted.2021.1288S6441644

"WITH YOUR HANDS" EDUCATIONAL INNOVATION PROJECT AT UPV (SPAIN): RESPONSE, ACCEPTANCE AND RESULTS

[Otros] This text presents the results obtained from an experimental educational innovation project implementing new learning methodologies in three subjects from the School of Architecture of the Universitat Politècnica de València (UPV). The main aim of this project is to bring earthen architecture closer to students in a more active and direct manner through practical construction experiences using earth. These activities were carried out as part of experimental work sessions during which different practical workshops were held. The experiments and active methodologies proposed allow students to closely observe earth and different earthen constructive techniques, while learning about alternative techniques and promoting the valorisation of these constructive systems. In order to obtain the desired objective feedback on the response, and the immediate and mediumterm development and impact of these activities among students, a survey was drawn up for students taking part (experimental group) as well as for students who were not (control group), and the data set obtained was analysed to establish whether this experience was positive for student learning. This direct feedback from students is crucial in the consolidation of the activity and to ascertain whether it answers the initial objectives set correctly or requires any adjustments, variations or changes.This text is part of the Project in educational innovation and improvement ¿WITH YOUR HANDS. Earth as a material for developing creative and constructive skills¿ (¿CON LAS MANOS. La tierra como material para el desarrollo de las capacidades creativas y constructivas¿) (code A06, 2016-2017 academic year, main teacher: Camilla Mileto), funded by the Vice-Rectorate for Studies, Quality and Accreditation of Universitat Politècnica de València.Mileto, C.; Vegas López-Manzanares, F.; García-Soriano, L.; Cristini, V.; Songel Gonzalez, JM.; Hernández Navarro, Y. (2017). "WITH YOUR HANDS" EDUCATIONAL INNOVATION PROJECT AT UPV (SPAIN): RESPONSE, ACCEPTANCE AND RESULTS. IATED. 7717-7723. http://hdl.handle.net/10251/167802S7717772

Lung Function sequelae in COVID-19 Patients 3 Months After Hospital Discharge

About 20% of patients infected by the SARS-CoV-2 virus develop Coronavirus Disease 2019 (COVID-19) pneumonia and require hospitalization.1 Some recent reports have shown that some of them may present lung function abnormalities at discharge, or soon afterwards.Here, we: (1) describe the presence and characteristics of lung function abnormalities 3 months after hospital discharge in a large prospective cohort of well characterized patients hospitalized because of COVID-19 in our institution; and, (2) explore potential clinical predictors these short-term lung function sequelae