Large mass movements in relation to deglaciation in the Pyrenees

22 páginasPeer reviewe

Central Spanish Pyrenees: Glacial and periglacial landforms.

32 páginasPeer reviewe

Thermal Behavior Assessment of Two Types of Roofs of the Dominican Vernacular Housing

The Dominican vernacular architecture, based on the indigenous bohio with Spanish influence, is built with natural materials, such as the royal palm (Roystonea Hispaniolana) and the cana palm (Sabal Dominguensis). This model of housing has remained practically unchanged for five centuries, responding adequately to the Caribbean tropical climate. In the twentieth century, start to replace the traditional palm leaf roof by a corrugated sheet zinc, significantly affecting the temperature inside these houses and altering the conditions of living comfort. For this reason, the aim of this research is to evaluate the thermal behavior of two roof types of vernacular housing. One type is a cana palm leaf roof and the other is a corrugated sheet zinc roof. The houses are in the towns of Villa Sombrero and Sabana Buey, Peravia Province, in the southwest of the Dominican Republic, a region with a Tropical savanna climate (Aw) according to the Köppen-Geiger climate classification. The climate is characterized by temperatures from 20°C to 38°C, with rainfall below 500 mm per year. The technique and tools used for this research are: Infrared Thermography (IRT) and digital thermometer for measure of thermal properties of roof materials, a thermometer and hygrometer to measure the relative humidity and temperature inside and outside of the houses, and carbon monoxide (CO) and carbon dioxide (CO2) meter. Passive IRT is used to measures the temperature differences of a structure that are generated under normal conditions. The results indicate that there is a difference in temperature between one type of roofing material and the other. Finding that houses with palm leaf roofs have lower temperature than corrugated sheet zinc roof and present a temperature difference between the interior and exterio

Design of a comprehensive Alzheimer’s disease clinic and research center in Spain to meet critical patient and family needs

AbstractObjectivesAlzheimer's disease (AD) affects people worldwide, and the prevalence is increasing as the population ages. There is an international effort to understand the biology of AD to develop primary and secondary prevention strategies, and to develop effective therapeutic interventions for individuals who are already symptomatic. One of the critically important pieces of all national plans to address AD is the call for the development of service models to deliver quality, effective care based on the best evidence available.MethodsWe describe one type of care model developed by the Fundacio ACE, Institut Catala de Neurociencies Aplicades (Fundacio ACE, Barcelona, Spain) that integrates diagnosis, therapy, follow-up care, daycare, and a day hospital, and does so in the context of an active clinical research and educational program.ResultsThere were 13,048 individuals newly evaluated and diagnosed in Fundacio ACE between 1996 and 2011. Of these, 6132 had AD (47.0%), 3871 had mild cognitive impairment (MCI) (29.7%), and 1958 had no cognitive impairment (15.0%). Follow-up information is available on 4735 (47.3%) AD and MCI patients, and these data indicate that MCI develops into dementia at a rate of 222.6/1000 person-years. Apolipoprotein E (APOE) genotyping was available in 22.4% of the patients. The ε4 allele occurred in 45.7% of the AD patients, in 37.8% of the MCI subjects, and in 31.6% of those without cognitive impairment.ConclusionsFundació ACE can serve as a model system that can be adapted to other settings within their specific cultural, governmental, and legal constraints

La catástrofe del barranco de Arás (Biescas, Pirineo Aragonés) y su contexto espacio-temporal

[ES] Se estudian las características de la precipitación y del pico de crecida durante la catástrofe ocurrida en el barranco de Arás en la tarde del 7 de agosto de 1996. Se ha podido comprobar que aunque la tormenta fue muy intensa en toda la cuenca, su violencia alcanzó mayor magnitud en un pequeño sector de la subcuenca de Betés, en el que se ha estimado una intensidad superior a 500 mm.hr-1 y una precipitación total algo superior a 250 mm. En el tramo final del barranco de Arás debieron registrarse unos 500 m³s-1 incluyendo los sedimentos transportados, para una cuenca de 18.8 km². Las evaluaciones realizadas permiten estimar que el 75 % del caudal procedió de la subcuenca de Betés, que representa sólo el 28.7 % de la superficie total de la cuenca. Se ha evaluado el volumen de sedimentos movilizados en el sector final del barranco de Arás. Finalmente, el evento tormentoso ha sido situado en un contexto espacial y temporal más amplio. La catástofe del barranco de Arás confirma las limitaciones de los actuales sistemas de análisis probabilístico de riesgos, dada su gran irregularidad espacial y temporal.[EN] The characteristics of precipitation and peak flow during the Arás catastrophe in the evening of August, 7, 1996, are studied. The storm was very intense over the whole basin, and especially in a small area of the Betés subbasin, in which intensities greater than 500 mm.hr-1 have been estimated, with a total amount of precipitation somewhat higher than 250 mm. In the final stretch of the Arás ravine a discharge of 500 m³s-1, including the sediments, have been estimated for a basin of 18.8 km².. Seventy five per cent of the discharge carne from the Betés subbasin, which represents only 28.7 per cent of the basin. The volume of sediments mobilized in the final stretch of the Arás ravine has also been evaluated. Finally, the rainstorm event has been placed in a larger spatial and temporal context. The catastrophe of the Arás ravine confirms the lirnitations of existing systems of probabilistic analysis, due to the spatial and temporal irregularity of storm events.Peer reviewe

Late Holocene climate variability in the southwestern Mediterranean region: an integrated marine and terrestrial geochemical approach

A combination of marine (Alboran Sea cores, ODP 976 and TTR 300 G) and terrestrial (Zoñar Lake, Andalucia, Spain) geochemical proxies provides a high-resolution reconstruction of climate variability and human influence in the southwestern Mediterranean region for the last 4000 years at inter-centennial resolution. Proxies respond to changes in precipitation rather than temperature alone. Our combined terrestrial and marine archive documents a succession of dry and wet periods coherent with the North Atlantic climate signal. A dry period occurred prior to 2.7 cal ka BP – synchronously to the global aridity crisis of the third-millennium BC – and during the Medieval Climate Anomaly (1.4–0.7 cal ka BP). Wetter conditions prevailed from 2.7 to 1.4 cal ka BP. Hydrological signatures during the Little Ice Age are highly variable but consistent with more humidity than the Medieval Climate Anomaly. Additionally, Pb anomalies in sediments at the end of the Bronze Age suggest anthropogenic pollution earlier than the Roman Empire development in the Iberian Peninsula. The Late Holocene climate evolution of the in the study area confirms the see-saw pattern between the eastern and western Mediterranean regions and the higher influence of the North Atlantic dynamics in the western Mediterranean

Innovation projects associated to the competence of innovation, creativity and entrepeneurship in the Universitat Politècnica de València

[EN] This paper describes the Innovation and educational improvement project developed in the Universitat Politècnica de Valencia, oriented to the competence of innovation, creativity and entrepreneurship. These projects have been developed by a team of lecturers from different fields of knowledge. The first project was related to the definition of rubrics for the evaluation of the competence of innovation, creativity and entrepreneurship, and the second one oriented to the definition of learning objects for this competence. Learning outcomes were identified in the first project and a rubric was designed to measure the level of mastery of these learning outcomes for bachelor degree and master. Once defined the results that must be achieved, in the second project, was conducted the review of the learning objects as the means through which the learning outcomes can be achieved. Identifying the definition, classification, metadatas, repositories and methodologies associated with them were proposed. In the current project, the objective is the design of activities to accompaniment the learning objects, which will be developed in the classroom with the purpose of promoting the acquisition of the learning outcomes associated with the competence under review. This aspect is widely demanded by the teachers, which do not have proposals to develop in their subjects. The project will be applied and validated on two subjects of the school of computer science engineering and two subject of the school of Industrial Engineering in the Universitat Politècnica de Valencia.This research has been carried out under the project of innovation and educational improvement (PIME/A15) 'DAICE – Design of activities for the Innovation, Creativity and Entrepreneurship Competence’ funded by the Universitat Politècnica de València, the School of Computer Science and the School of Industrial Engineering.Alemany Díaz, MDM.; Cuenca, L.; Boza, A.; Fernández-Diego, M.; Ruiz Font, L.; Alarcón Valero, F.; Gordo Monzó, ML. (2016). Innovation projects associated to the competence of innovation, creativity and entrepeneurship in the Universitat Politècnica de València. INTED proceedings (Online). 2903-2907. doi:10.21125/inted.2016.1657S2903290

Extension of the 6-3-5 technique for incorporating creativity, innovation and entrepreneurship competences in higher education

[EN] This article present the extended technique 6-3-5 for generating ideas. It has been called extended because it has been expanded to include issues related to innovation and entrepreneurship. In that way it can be applied to learning transversal competence of creativity, innovation and entrepreneurship. This competence correspond to one of the transversal competences identified by the Universitat Politecnica de Valencia.This research has been carried out under the project of innovation and educational improvement (PIME/A15) 'DAICE – Design of activities for the Innovation, Creativity and Entrepreneurship Competence’ funded by the Universitat Politècnica de València, the School of Computer Science and the School of Industrial Engineering.Cuenca, L.; Boza, A.; Gordo Monzó, ML.; Fernández-Diego, M.; Ruiz Font, L.; Alarcón Valero, F.; Alemany Díaz, MDM. (2016). Extension of the 6-3-5 technique for incorporating creativity, innovation and entrepreneurship competences in higher education. ICERI Proceedings. 79-83. doi:10.21125/iceri.2016.1015S798

LEARNING OBJECT. DEFINITION AND CLASSIFICATION

[EN] The current trend in higher education includes competencies in the curricula. This integration can be done through the competency-based learning. The competence is acquired through various learning objects to be achieved. In this paper different dimensions to define a learning object (LO) and different classifications associated to them have been proposed. An analysis and synthesis of the results obtained have been presented.Alarcón Valero, F.; Alemany Díaz, MDM.; Boza, A.; Cuenca, L.; Gordo Monzó, ML.; Fernández-Diego, M.; Ruiz Font, L. (2015). LEARNING OBJECT. DEFINITION AND CLASSIFICATION. EDULEARN Proceedings (Internet). 4479-4488. http://hdl.handle.net/10251/95287S4479448

Metadata, repository and methodology in learning objects

Many universities in different countries are redesigning their degree and master programmes on the basis of new academic and professional profiles incorporating a number of competences. One competence can be acquired through several learning objects. A wide variety of learning repositories that provide resources for education in the form of learning objects can be found. These resources are normally stored in learning object repositories where they are catalogued with metadata facilitating retrieval by end users. The aim of this paper is to describe the elements associated to learning objects: metadata, repositories and their related methodologies.This research has been carried out under the project of innovation and educational improvement (PIME/2014/A21) “OAICE: Learning Objects for the Innovation, Creativity and Entrepreneurship Competence” funded by the Universitat Politècnica de València and the School of Computer Science.Fernández Diego, M.; Gordo Monzó, ML.; Boza García, A.; Cuenca, L.; Ruiz Font, L.; Alemany Díaz, MDM.; Alarcón Valero, F. (2015). Metadata, repository and methodology in learning objects. En EDULEARN15: 7th International Conference on Education and New Learning Technologies. Barcelona, Spain. July 6-8, 2015. IATED. 4755-4761. http://hdl.handle.net/10251/56975S4755476