La noción de libertad como "causa sui" en Tomás de Aquino

Entre el uso escolástico y el uso moderno del sintagma "causa sui" hay una diferencia esencial. Para Tomás de Aquino, siguiendo la construcción final griega aristotélica, lo libre es αὑτoυ έυεκα, “por causa de sí mismo”. En el Aquinate la expresión es "causa sui" o "sui causa", sin contenido positivo a nivel ontológico (pues la causa precede ontológica y temporalmente al efecto) pero sí a nivel operativo, y en particular en el ámbito antropológico, puesto que el ser humano es aquella particular realidad que con su obrar determina (si bien no constituye) su ser. Definir la libertad desde la causalidad, y recuperar la definición del hombre como "causa sui", permite rescatar el sentido de finalidad de esta, el cual ha quedado postergado frente al de eficiencia en la antropología moderna y contemporánea.Freedom as 'causa sui' in Thomas Aquinas. There is an essential difference between the Modern and the Scholastic use of the syntagm ‘causa sui’. For Thomas Aquinas, following the last Greek construction, the ‘free’ is what is αὑτoυ έυεκα, “by reason/ cause of itself”. In Aquinas, the expression is ‘causa sui’ or ‘sui causa’; it has no positive content at an ontological level (for the cause precedes the effect, ontologically and temporally), but rather at an operational level, particularly in the case of anthropology, for the human being is that particular reality whose operations determine (even if they do not constitute) it’s being. Defining freedom from causality, and recovering a definition of man as ‘causa sui’, allows us to also recover the sense of finality that has also been relegated before efficiency in modern and contemporary anthropology.peerReviewe

STEAM education at Master level

[EN] This work presents the Innovation and Improvement Learning Project ¿Applying STEAM strategies in the Social Sciences and Arts areas by means of a Service-learning methodology¿ that aims to facilitate the acquisition of the Science, Technology, Engineering, Arts and Maths competences of Master students in the Universitat Politécnica de València (UPV) by means of a service-learning focus. An interdisciplinary group of seven lecturers work in an own model that latter could be also applied to other Master and Bachelor Programs. By now, we have developed a competence sheet for each STEAM competence that could be applied in any subject that would like to work on it. To achieve these competences by a holistic approach, we also relate them to the UPV transversal competences and to the United Nations Sustainable Development Goals. The final objective is that any program could cover all the STEAM competences to add value to the students¿ learning. The first results show that, putting all these concepts together, we compel the students to propose creative solutions that could help organizations as well as individuals.This work has been developed within the project ¿Applying STEAM strategies in the Social Sciences and Arts areas by means of a Service-learning methodology¿, conducted by Professor María de Miguel Molina, and with the support of the Universitat Politécnica de València (Science Education Institute, ICE).De-Miguel-Molina, M.; Catalá-Pérez, D.; Peiró Signes, A.; Segarra-Oña, M. (2020). STEAM education at Master level. Iated. 1260-1264. https://doi.org/10.21125/inted.2020.04281260126

Interferences in Locally Resonant Sonic Metamaterials Formed from Helmholtz Resonators

[EN] The emergence of materials artificially designed to control the transmission of waves, generally called metamaterials, has been a hot topic in the field of acoustics for several years. The design of these metamaterials is usually carried out by overlapping different wave control mechanisms. An example of this trend is the so-called Locally Resonant Sonic Materials, being one of them the Phononic Crystals with a local resonant structure. These metamaterials are formed by sets of isolated resonators in such a way that the control of the waves is carried out by resonances and by the existence of Bragg bandgaps, which appear due to the ordered distribution of the resonators. Their use is based on the creation of resonance peaks to form additional nontransmission bands mainly in the low frequency regime, usually below the first Bragg frequency. The coupling of both gaps has been made in some cases, but it is not always so. In this work, using a periodic structure formed by Helmholtz resonators, we report the existence of interferences between the resonances and the Bragg bandgaps when they are working in nearby frequency ranges, so that they prevent the coupling of both gaps. We explain their physical principles and present possible solutions to mitigate them. To this end, we have developed numerical models based on the finite element method, and the results have been verified by means of accurate experimental results obtained under controlled conditions. Published under license by AIP Publishing.M.P.P.T. is grateful for the support of pre-doctoral Grant by the "Ministerio de Economia y Competitividad" of Spain through reference No. DI-15-08100.Peiró-Torres, MDP.; Castiñeira Ibáñez, S.; Redondo, J.; Sánchez Pérez, JV. (2019). Interferences in Locally Resonant Sonic Metamaterials Formed from Helmholtz Resonators. Applied Physics Letters. 114(17):1-4. https://doi.org/10.1063/1.5092375S1411417Fok, L., Ambati, M., & Zhang, X. (2008). Acoustic Metamaterials. MRS Bulletin, 33(10), 931-934. doi:10.1557/mrs2008.202Christensen, J., Romero-García, V., Picó, R., Cebrecos, A., de Abajo, F. J. G., Mortensen, N. A., … Sánchez-Morcillo, V. J. (2014). Extraordinary absorption of sound in porous lamella-crystals. Scientific Reports, 4(1). doi:10.1038/srep04674Liang, Z., Willatzen, M., Li, J., & Christensen, J. (2012). Tunable acoustic double negativity metamaterial. Scientific Reports, 2(1). doi:10.1038/srep00859Mei, J., Ma, G., Yang, M., Yang, Z., Wen, W., & Sheng, P. (2012). Dark acoustic metamaterials as super absorbers for low-frequency sound. Nature Communications, 3(1). doi:10.1038/ncomms1758Lee, S. H., Park, C. M., Seo, Y. M., Wang, Z. G., & Kim, C. K. (2010). Composite Acoustic Medium with Simultaneously Negative Density and Modulus. Physical Review Letters, 104(5). doi:10.1103/physrevlett.104.054301Fleury, R., Sounas, D. L., Sieck, C. F., Haberman, M. R., & Alù, A. (2014). Sound Isolation and Giant Linear Nonreciprocity in a Compact Acoustic Circulator. Science, 343(6170), 516-519. doi:10.1126/science.1246957Cheng, Y., Xu, J. Y., & Liu, X. J. (2008). One-dimensional structured ultrasonic metamaterials with simultaneously negative dynamic density and modulus. Physical Review B, 77(4). doi:10.1103/physrevb.77.045134Cheng, Y., Yang, F., Xu, J. Y., & Liu, X. J. (2008). A multilayer structured acoustic cloak with homogeneous isotropic materials. Applied Physics Letters, 92(15), 151913. doi:10.1063/1.2903500Sanchis, L., García-Chocano, V. M., Llopis-Pontiveros, R., Climente, A., Martínez-Pastor, J., Cervera, F., & Sánchez-Dehesa, J. (2013). Three-Dimensional Axisymmetric Cloak Based on the Cancellation of Acoustic Scattering from a Sphere. Physical Review Letters, 110(12). doi:10.1103/physrevlett.110.124301Farhat, M., Chen, P.-Y., Bağcı, H., Enoch, S., Guenneau, S., & Alù, A. (2014). Platonic Scattering Cancellation for Bending Waves in a Thin Plate. Scientific Reports, 4(1). doi:10.1038/srep04644Fang, N., Xi, D., Xu, J., Ambati, M., Srituravanich, W., Sun, C., & Zhang, X. (2006). Ultrasonic metamaterials with negative modulus. Nature Materials, 5(6), 452-456. doi:10.1038/nmat1644Shen, C., Xu, J., Fang, N. X., & Jing, Y. (2014). Anisotropic Complementary Acoustic Metamaterial for Canceling out Aberrating Layers. Physical Review X, 4(4). doi:10.1103/physrevx.4.041033Li, Y., Liang, B., Zou, X., & Cheng, J. (2013). Extraordinary acoustic transmission through ultrathin acoustic metamaterials by coiling up space. Applied Physics Letters, 103(6), 063509. doi:10.1063/1.4817925Tang, K., Qiu, C., Lu, J., Ke, M., & Liu, Z. (2015). Focusing and directional beaming effects of airborne sound through a planar lens with zigzag slits. Journal of Applied Physics, 117(2), 024503. doi:10.1063/1.4905910Cai, X., Guo, Q., Hu, G., & Yang, J. (2014). Ultrathin low-frequency sound absorbing panels based on coplanar spiral tubes or coplanar Helmholtz resonators. Applied Physics Letters, 105(12), 121901. doi:10.1063/1.4895617Leroy, V., Strybulevych, A., Lanoy, M., Lemoult, F., Tourin, A., & Page, J. H. (2015). Superabsorption of acoustic waves with bubble metascreens. Physical Review B, 91(2). doi:10.1103/physrevb.91.020301Hu, X., Chan, C. T., & Zi, J. (2005). Two-dimensional sonic crystals with Helmholtz resonators. Physical Review E, 71(5). doi:10.1103/physreve.71.055601Karimi, M., Croaker, P., & Kessissoglou, N. (2017). Acoustic scattering for 3D multi-directional periodic structures using the boundary element method. The Journal of the Acoustical Society of America, 141(1), 313-323. doi:10.1121/1.4973908Yang, X. W., Lee, J. S., & Kim, Y. Y. (2016). Effective mass density based topology optimization of locally resonant acoustic metamaterials for bandgap maximization. Journal of Sound and Vibration, 383, 89-107. doi:10.1016/j.jsv.2016.07.022Chen, Y., & Wang, L. (2014). Periodic co-continuous acoustic metamaterials with overlapping locally resonant and Bragg band gaps. Applied Physics Letters, 105(19), 191907. doi:10.1063/1.4902129Theocharis, G., Richoux, O., García, V. R., Merkel, A., & Tournat, V. (2014). Limits of slow sound propagation and transparency in lossy, locally resonant periodic structures. New Journal of Physics, 16(9), 093017. doi:10.1088/1367-2630/16/9/093017Lardeau, A., Groby, J.-P., & Romero-García, V. (2016). Broadband Transmission Loss Using the Overlap of Resonances in 3D Sonic Crystals. Crystals, 6(5), 51. doi:10.3390/cryst6050051Liu, Z., Zhang, X., Mao, Y., Zhu, Y. Y., Yang, Z., Chan, C. T., & Sheng, P. (2000). Locally Resonant Sonic Materials. 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Comparative study of simulation methods for the quantification of the acoustic insulation provided by periodic structures

[EN] Nowadays there are different available methods to perform simulations in acoustics. The suitability of them strongly depends on the system studied in each case. In the present work, a comparison between different methods (Multiple Scattering, Finite Elements Method and Finite Difference Time Domain) is carried out particularized to the quantification of the isolation provided by periodic structures (Sonic crystals). It has been considered a systematic study about computational time, precision and computational cost.[ES] Actualmente existen diferentes métodos para realizar simulaciones acústicas. La conveniencia de utilizar un método u otro depende del sistema que se estudia en cada caso. En este trabajo se realiza una comparativa entre diferentes métodos (Múltiple Scattering, Método de Elementos Finitos y Método de Diferencias Finitas en el Dominio del Tiempo) aplicados a la cuantificación del aislamiento proporcionado por estructuras periódicas (cristales de sonido). Se considera un estudio sistemático sobre tiempo computacional, la precisión y el coste computacional.This work was partially supported by the Spanish “MINISTERIO DE ECONOMIA, INDUSTRIA Y COMPETITIVIDAD” under the project TEC2015-68076-R.Parrilla-Navarro, MJ.; Redondo, J.; Sánchez Pérez, JV.; Peiró-Torres, MDP. (2018). Comparative study of simulation methods for the quantification of the acoustic insulation provided by periodic structures. Revista de Acústica. 49(1-2):3-10. http://hdl.handle.net/10251/112955S310491-

A set of PCR-based markers for management of a library of Solanum lycopersicoides introgression lines

[EN] A collection of introgression lines (ILs) of Solanum lycopersicoides Dunal in the genetic background of cultivated tomato (S. lycopersicum L.) is a valuable tool for tomato breeding. Efficient management of the collection requires the use of molecular markers. The objective of this work was to identify polymerase chain reaction (PCR)-based markers that were polymorphic between the parents of the ILs, namely ‘VF36’ and ‘LA2951’. In total, 81 primer pairs were tested on genomic DNA from both parents. Genomic DNA of the inter-specific hybrid between the two parents, from which the IL collection had been derived, was also tested. The markers used were either cleaved amplified polymorphic sequence (CAPS) markers or were derived from a set of conserved orthologous genes. In both cases, the markers had been mapped in tomato and described in the SOL Genomics Network. Forty-seven of the markers tested produced a single PCR product in ‘VF36’ and ‘LA2951’. Eleven markers revealed polymorphisms as differences in band-sizes between the two parents. At least one restriction enzyme that generated polymorphism was identified in 29 of the remaining 36 markers. Among other applications, some of these markers have been used to identify plants carrying a target DNA fragment among segregating generations, or to delimit the length of an introgressed sequenceThis research was financed by the Ministerio de Educacion y Ciencia and Ministerio de Ciencia e Innovacion, Madrid, Spain (Projects Nos. AGL2008-05114 and AGL2011-30083).Peiró Barber, RM.; Díez Niclós, MJTDJ.; Pérez De Castro, AM. (2015). A set of PCR-based markers for management of a library of Solanum lycopersicoides introgression lines. The Journal of Horticultural Science and Biotechnology. 90(3):279-284. https://doi.org/10.1080/14620316.2015.11513183S279284903Díez, M. J. and Nuez, F. (2008). Tomato. In:Handbook of Plant Breeding. (Prohens, J. and Nuez F., Eds.). Springer, New York, NY, USA, 249–323.Pérez-De-Castro, A., Díez, M. J. and Nuez, F. (2011). Evaluation of a subset ofSolanum lycopersicoidesintrogression lines for resistance to Tomato yellow leaf curl disease. In:Proceedings of the XVII Eucarpia Meeting Group - Tomato. Málaga, Spain. 17.Soler, S., Belmonte, I., Aramburu, J., Galipienso, L., López, C., Sifres, A., Pérez-De-Castro, A. and Díez, M. J. (2012). Identificación de una fuente de tolerancia al ToMV en una colección de líneas de introgresión derivada deSolanum lycopersicoidesLA2951. In:Proceedings of the XVI Congreso de la Sociedad Española de Fitopatología, Málaga, Spain. 221

OPEN NOISE BARRIERS BASED ON SONIC CRYSTALS. ADVANCES IN NOISE CONTROL IN TRANSPORT INFRAESTRUCTURES

[EN] Noise control is an environmental problem of first magnitude nowadays. In this work, we present a new concept of acoustic screen designed to control the specific noise generated by transport infrastructures, based on new materials called sonic crystals. These materials are formed by arrangements of acoustic scatterers in air, and provide a new and different mechanism in the fight against noise from those of the classical screens. This mechanism is usually called multiple scattering and is due to their structuring in addition to their physical properties. Due to the separation between scatterers, these barriers are transparent to air and water allowing a reduction on their foundations. Tests carried out in a wind tunnel show a reduction of 42% in the overturning momentum compared to classical barriers. The acoustical performance of these barriers is shown in this work, explaining the new characteristics provided in the control of noise. Finally, an example of these barriers is presented and classified according to acoustic standardization tests. The acoustic barrier reported in this work provides a high technological solution in the field of noise control.Peiró Torres, MDP.; Redondo Pastor, FJ.; Bravo Plana-Sala, JM.; Sánchez Pérez, JV. (2016). OPEN NOISE BARRIERS BASED ON SONIC CRYSTALS. ADVANCES IN NOISE CONTROL IN TRANSPORT INFRAESTRUCTURES. En XII Congreso de ingeniería del transporte. 7, 8 y 9 de Junio, Valencia (España). Editorial Universitat Politècnica de València. 607-614. https://doi.org/10.4995/CIT2016.2016.4232OCS60761

Strategic responses to intimate partner violence against women in Spain: a national study in primary care

Research on women"s responses to intimate partner violence (IPV) has largely been limited to women who have been exposed to severe physical violence with scarce generalisation. This study aimed to analyse how Spanish abused women from different backgrounds and with different IPV characteristics respond to violence

Conocimiento de los problemas contemporáneos. ¿Es solo cuestión de práctica?

[EN] The knowledge of contemporary issues is one of the outcomes recommended by different education systems, including the Spanish. This awareness skill, is basic to assure that the students are able to address societies’ issues and it is included among the professional skills that the student must meet at the end of the programme. As an opposite to hard skills, more related to using, designing and applying the knowledge of the programme, the professional skills are more related to the behaviour of the student in his/her professional life. Those skills are harder to teach and practice, but are highly sought-after by company recruiters. Knowledge of contemporary issues is one of those outcome that College and University teachers should include in their subjects and help the students to be more aware of its importance. It is difficult, though, to implement this outcome in the syllabus. En this paper we compare teaching experiences for this outcome following an example-practice scheme in a first year bachelor degree course and in a second year master degree course. En both cases, activities were designed to practice the outcome and they were self- and peer-evaluated. Teachers did not teach directly the outcome. Nevertheless, the students learnt with the activity the importance of being aware of contemporary issues and had feedback of their efforts to improve their skill. Although improvements should be made, the activities helped the student to improve their knowledge of contemporary issues, allowed teachers to assess their students for this outcome and collect evidences of its achievement for accreditation processes. Also, involvement of the student in the assessment process helped them to develop more responsibility in their own learning process[ES] La competencia “conocimiento de los problemas contemporáneos” es una de las recomendadas por los distintos sistemas educativos universitarios, incluido el español. Esta competencia es básica para asegurar que el estudiante es capaz de reconocer los problemas actuales que afectan a la sociedad y a su profesión y es una de las denominadas competencias profesionales o transversales que deben adquirir los estudiantes al final de sus estudios. Al contrario que las competencias específicas de la titulación, más relacionadas con usar, diseñar y aplicar los conocimientos del programa, las competencias profesionales están más relacionadas con el comportamiento del estudiante en su vida profesional. Estas habilidades son más difíciles de enseñar y practicar, pero son muy valoradas por el sector profesional cuando contrata su personal. El conocimiento de los problemas contemporáneos es una de estas competencias, que los profesores universitarios deben incluir en sus asignaturas y ayudar a los estudiantes a ser conscientes de su importancia. Sin embargo, puede resultar complejo incluir esta competencia en el programa de la asignatura. En este artículo se comparan las actividades de enseñanza-aprendizaje en una asignatura de primer curso de grado y una asignatura de segundo curso de máster. En ambos casos, se diseñaron actividades para practicar esta competencia y fueron evaluadas por los propios alumnos y por sus pares, así como por los profesores. Los profesores no enseñaron de forma explícita la competencia, pero los estudiantes al realizar la actividad se dieron cuenta de la importancia de la misma y recibieron información para trabajarla. Aunque es necesario realizar mejoras, las actividades favorecieron el conocimiento de los problemas contemporáneos de los alumnos, permitieron a los profesores evaluar a los alumnos en esta competencia y recoger evidencias para los procesos de acreditación. Los alumnos al estar involucrados en su proceso de evaluación lograron más responsabilidad en su propio proceso de aprendizaje.Los autores agradecen la financiación propocionada por el Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècnica de València mediante la convocatoria de ayudas para Proyectos de Innovación y Mejora Educativa (PIME).Leiva Brondo, M.; Cebolla Cornejo, J.; Peiró Barber, RM.; Pérez De Castro, AM. (2016). Conocimiento de los problemas contemporáneos. ¿Es solo cuestión de práctica?. En In-Red 2016. II Congreso nacional de innovación educativa y docencia en red. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2016.2016.4367OC

Aprendiendo análisis estratégico y trabajando la responsabilidad medioambiental con la Unidad de Medio Ambiente de la Universitat Politècnica de València

[ES] El objetivo de esta actividad fue mostrar el caso real de un servicio público a través de su directora para explicar la importancia del análisis estratégico en la estrategia integral de una organización. En este caso, el Sistema de Gestión Medioambiental es un ejemplo perfecto, dada su transversalidad, para comprender la influencia que los grupos de interés tienen en la estrategia de la organización, cómo la influyen los factores internos y externos, y la necesaria flexibilidad que la misma estrategia de la organización precisa para adaptarse frecuentemente a los rápidos cambios que demanda la sociedad. Además, esta práctica nos permitió dar un ejemplo práctico sobre la búsqueda de los objetivos de desarrollo sostenible e incidir en la competencia transversal “responsabilidad medioambiental”.[EN] The aim of this activity was to show the real case of a public service by means of its manager in order to explain how important is the strategic analysis phase for the complete strategy of an organization. In this case, an Environmental Management System is a perfect example, due to its transversality, to understand how stakeholders are involved in the organization’s strategy, how internal and external factors can influence it, and the necessary flexibility that the organization’s strategy itself requires to be frequently adapted to the fast changes that society demands. Moreover, we can give an example of the sustainable development goals and to enhance the general competence “environmental responsibility”.De-Miguel-Molina, M.; Catalá Pérez, D.; Miguel Molina, MBD.; Peiró Signes, A. (2019). Aprendiendo análisis estratégico y trabajando la responsabilidad medioambiental con la Unidad de Medio Ambiente de la Universitat Politècnica de València. En JIDDO. I Jornada de innovación en docencia universitaria para la dirección de organizaciones públicas y privadas. Editorial Universitat Politècnica de València. 161-167. https://doi.org/10.4995/JIDDO2019.2019.10062OCS16116

El screencast como herramienta para desarrollar responsabilidad ética y otras competencias transversales: percepción del alumnado

[EN] The development of amateur documentaries, in the form of screencasts, and its self-evaluation, co- evaluation and peer evaluation has proven to be a very useful instructional tool to train ethical responsibility in undergraduate students of life sciences. Part of the success is undoubtedly due to the fact of being able to take advantage of the motivation of the students, who recognize that it is an attractive challenge and that, beyond the academic assignment, they have had a good time in their development. The use of surveys to the students has allowed to verify the valoration that they make of the repercussion of the activity on the training of specific components of the ethical responsibility. In the same way, it has allowed to verify the positive effects of the tool to train other soft skills, as well as technical skills related to the assignment.[ES] El desarrollo de documentales amateur tipo screencast y su autoevaluación, coevaluación y evaluación por pares ha demostrado ser una herramienta formativa muy útil para el entrenamiento de la responsabilidad ética en el ámbito universitario de ciencias de la vida. Parte del éxito se debe sin duda al hecho de conseguir aprovechar la motivación del alumnado, que reconoce, por una parte, que se trata de un reto atractivo y, por otra, habérselo pasado bien en su desarrollo más allá del encargo académico. El uso de encuestas al alumnado ha permitido comprobar la valoración que éste hace de la repercusión de la actividad sobre el entrenamiento de componentes específicas de la responsabilidad ética. Del mismo modo, ha permitido comprobar los efectos positivos de la herramienta para entrenar otras competencias transversales, así como competencias técnicas relacionadas con el encargo.Cebolla Cornejo, J.; Leiva Brondo, M.; Peiró Barber, RM.; Pérez De Castro, AM. (2019). El screencast como herramienta para desarrollar responsabilidad ética y otras competencias transversales: percepción del alumnado. En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 949-961. https://doi.org/10.4995/INRED2019.2019.10463OCS94996