Creative Mural Landscapes, Building Communities and Resilience in Uruguayan Tourism

[EN] The purpose of this research was to analyze open-air mural painting museums in Uruguay as a model of tourism resilience, sustainability, and social development, being one of the first Latin American examples to demonstrate the ability to adapt to change and overcome external shocks through the creation of creative community landscapes. To do so, documentary research, photographic documentation, and field research were carried out in order to explore the opportunities of mural tourism in small locations in Uruguay. In the nineties, a new type of artistic production was created in Uruguay, initially characterized by its decentralization. This was somewhat of a revolution in the muralist field as, until this time, Montevideo had been the center of cultural tradition, considered the intellectual focus of the country, and had concentrated the largest number of murals. For this reason, the birth of new muralist nuclei in small rural enclaves, which traditionally had not had much access to culture and no link to muralism, is remarkable. Secondly, this new movement sought to diversify economic activity given the consequences of the severe economic crises and environmental catastrophes that were and are still prevalent in these areas. Therefore, these new creative landscapes were conceived as important examples of the resilience of cultural tourist destinations. The results emphasize that, until now, the idea of giving muralism a new use as a tool for local economic development had not been envisaged with reference to mural art in Uruguay. This new rethinking has given rise to the so-called Regionalization Processes of Uruguayan wall production. The most relevant cases are those developed in the municipalities of San Gregorio de Polanco (1993), Rosario (1994), and Pan de Azúcar (1998).This research includes some of the results of the social innovation project "Social function of Uruguayan muralism in the 20th century as a vehicle and model of sustainable heritage activation: Decentralization, identity and memory", funded by the Ministry of Economy and Business and the Ministry of Foreign Affairs of Spain, as well as the Polytechnic University of Valencia, between 2010 and 2016. It was developed by the Microcluster of Cultural and Creative Industries Research, Tourism and Technology (www.ccis.upv.es (accessed on 26 March 2021)) under the direction of Professor Virginia Santamarina-Campos with the help of the National Directorate of Culture of Uruguay (National System of Museums project); the Commission for the Cultural Heritage of the Nation (RestorationWorkshop); the National Institute of Fine Arts (IENBA) of the University of the Republic; and the Municipalities of Maldonado, Tacuarembo, and Colonia. This project was characterized by the participation of society in the innovation process with the objective of aligning its results with the real values of society and the objectives of sustainable development (SDG). This implied the participation of all the actors (universities, government, central government, local associations, educational centers, etc.) through inclusive and participatory methodologies at all stages of the innovation processes, contemplating aspects such as open access, gender equality, scientific education, ethics, and governance, with the aim of supporting the democratization of their culture and economic development through their heritage.Martínez-Carazo, EM.; Santamarina-Campos, V.; De-Miguel-Molina, M. (2021). Creative Mural Landscapes, Building Communities and Resilience in Uruguayan Tourism. Sustainability. 13(11):1-17. https://doi.org/10.3390/su13115953S117131

User involvement before the development of an indoor RPAS for the creative industries

[EN] This paper presents user needs and preferences gathered prior to the development of an indoor remotely piloted air system. A literature review was carried out to analyse previous studies about the involvement of users in the design of indoor unmanned aerial vehicles. Subsequently, the results of these user needs obtained from three focus groups held in European countries (Belgium, Spain and United Kingdom) are presented here. Through a content analysis of the information obtained in the focus groups, 40 codes and 4 variables were defined and used to examine the differences between types of users and their previous experience with drones. The literature review gave support to the results obtained through users¿ involvement in the features to be included in a new unmanned aerial vehicle. Non-parametric tests and qualitative comparative analysis were used to analyse the information gathered in the focus groups. The results revealed few differences between artists working in creative industries and drone operators working for the creative industries. These differences affected features such as detecting and avoiding obstacles, which requires the inclusion of sensors. In addition, previous experience with drones was found to be a sufficient condition to explain greater concerns over safety, ethical and security issues in indoor environments.The author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: This work was supported by the European Commission (H2020, grant number 732433).De-Miguel-Molina, B.; De-Miguel-Molina, M.; Santamarina-Campos, V.; Segarra-Oña, M. (2021). User involvement before the development of an indoor RPAS for the creative industries. International Journal of Micro Air Vehicles. 13:1-14. https://doi.org/10.1177/17568293219921401141

Use of infographics by students in business degrees

[EN] This paper presents the introduction of infographics in two courses during the academic year 2020-2021. These courses are from bachelor studies in a faculty of Business Administration and Management. This type of visualization was used by students as a support for summarising and communicating their ideas. To do it, different tasks were designed and some applications were proved by students. The experiences explained include the learning objectives that were settled, the activities designed, and the pros and cons of the applications used. An infographic is a visualization that offers a combination of image, text and chart. This enables grouping STEAM competences in a same task while improving communication skills of students. In the experiences described in this papers, image (arts), data (maths) and text are combined to reinforce the data included. Moreover, technology is incorporated through infographic applications as a digital support for students in online sessions. Another advantage of an infographic is that it allows to transmit important information in a visual and easy way, which facilitates the reader to understand the message even when it is supported by scientific rigor. If its power to illustrate more complete stories is considered, the reason why its use has been extended in the last decade to communicate many different topics, such as data about health, environment and sciences, is clear. When designing an infographic, the three main features to be considered in its structure are the content, the visual and the story. With respect to the content, it is important to consider the target of the infographic, the main where it will be displayed and the order that the story will be explained. The visual aspect will help to communicate the content. For example, using some icons to stablish an order in the story. Making use of different size in letters, might highlight the main sentences in the visual. The story will help to understand the information to be transmitted. In this paper tasks presented for the two courses are: a) the use of infographics by students to summarise main ideas in some sections of the bachelor¿s degree thesis and b) an infographic used by students after organising information from users¿ opinions in an affinity map. The task in the first course aims that students design an infographic for a section in their bachelor¿s degree thesis. The profile of students in the course will result in many potential themes in their thesis and, thus, in various types of infographics. The learning outcome from the task would be that they are able to convert a difficult section in an understandable message, although maintaining the academic rigor. The task in the second course aims that students organise user¿s opinions from a service in an affinity map. After analysing opinions in social networks and conducting interviews with users, they should communicate the main results in an infographic. Results obtained from the two experiences differ depending on whether the task was carried out individually or in team, the session was face-to-face or online, and students worked in a same theme or not.This paper was written as part of two innovation and educational improvement projects (PIME) with the support of the Universitat Politècnica de València (Institute of Educational Sciences, ICE). The first project is entitled "Applying STEAM strategies in the areas of Social Sciences and Arts, through ServiceLearning activities", and is coordinated by Professor María de-Miguel-Molina. The second project is entitled ¿Infographics: Using ICT in the visual and creative representation of teaching content¿, and is coordinated by Professor María-Angeles Carabal-Montagud.De-Miguel-Molina, B.; De-Miguel-Molina, M.; Santamarina-Campos, V.; Carabal-Montagud, M. (2021). Use of infographics by students in business degrees. IATED Academy. 4470-4475. https://doi.org/10.21125/edulearn.2021.0936S4470447

Art Thinking as a catalyst for STEAM strategies. Towards a divergent thinking

[EN] Practical training in the university environment, without attention to creativity and innovative thinking, is not very effective. For this reason, we have tried to find a new learning model, which focuses on the disciplines essential for the future, through an interdisciplinary approach. The use of tools such as Art Thinking and the search for new learning spaces, sometimes outside the classroom and in others transforming the classroom space itself into a ¿corner to dream¿, have allowed us to create a conducive climate to the development of creativity and to discover that the combination of technical training with skills associated with the artistic field, are positioned as the ideal way to train the professionals of the future. Thus, within the strategy of reaching professional competences, it is planned to work jointly and collaboratively between the creative, technological and management disciplines that coexist on the campus of the Universitat Politecnica de Valencia, in the implementation of new training spaces, which favor the acquisition of transversal competences and strengthen the teaching and learning process through visible and responsible learning by means of STEAM strategies.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 deMiguel-Molina, and with the support of the Universitat Politécnica de València (Science Education Institute, ICE). Moreover, this paper's authors belong to the team Reality baths: towards a visible, responsible and innovative learning, coordinated by Professor Virginia Santamarina-Campos.Santamarina-Campos, V.; De-Miguel-Molina, M.; De-Miguel-Molina, B.; Carabal-Montagud, M. (2020). Art Thinking as a catalyst for STEAM strategies. Towards a divergent thinking. Iated. 766-774. https://doi.org/10.21125/inted.2020.0288S76677

Presenting a literature review with infographics: creativity competence for master students

[EN] In this work we present the results of encouraging creativity in a Master subject where its thematic, research methodologies, could be sometimes quite academic for the students. The first objective in this experience was to apply a STEAM (science, technology, engineering, arts and mathematics) competence, Science, by means of giving freedom to the students to select a topic of interest and create research questions about it. The second objective, one the literature review was developed, was to apply a second STEAM competence, Arts & Design, using a digital tool for representing their analysis in a creative way. For doing so, we decided to present them different infographic open applications that help them to represent their study. But again, we did not provide a compulsory template or graphic, letting them to explore the tool and to select the way of representing their results. As we observed, the level of creativity was different depending on the student but all of them made the effort to use the tool. Moreover, we suggested a second tool, the visualization of literature maps with software tools, in order to explore future research gaps of interest. At the end of the experience, we delivered a questionnaire to the students to review all the STEAM competences, including creativity within Science and Arts & Design. The work that we present is developed within two educational innovation and improvement projects of the Universitat Politècnica de València (UPV). They are composed by professors from two departments, Management and Conservation & Restoration of Cultural Heritage, to achieve synergies that allow us to cover all STEAM strategies. In the first project, ¿Applying STEAM strategies in the areas of Social Sciences and Art¿, we propose in our subjects the development of Science, Technology, Enginnering, Arts & Design and Maths competences. In this case, we have focused on: being able to establish research questions/hypotheses (Science competence) and to propose creative solutions (Arts & Design competence). In the second project, ¿Infographics. Use of Information and Communication Technologies (ICT) in the visual and creative representation of content for teaching¿, the aim is that the students would be able to synthesize contents and to represent them through infographics, with free and open software.This work has been developed within the projects ¿Applying STEAM strategies in the Social Sciences and Arts areas by means of a Service-learning methodology¿, conducted by Professor María de-MiguelMolina, and ¿Infographics. Use of Information and Communication Technologies (ICT) in the visual and creative representation of content for teaching¿, conducted by Professor María-Ángeles CarabalMontagud. Both projects are developed with the support of the Universitat Politécnica de València (Science Education Institute, ICE).De-Miguel-Molina, M.; Santamarina-Campos, V.; De-Miguel-Molina, B.; Carabal-Montagud, M.; Catalá-Pérez, D. (2021). Presenting a literature review with infographics: creativity competence for master students. IATED Academy. 319-325. https://doi.org/10.21125/edulearn.2021.0107S31932

Assessing the Feasibility of Removing Graffiti from Railway Vehicles Using Ultra-Freezing Air Projection

[EN] Unauthorised graffiti is a challenge in urban environments, affecting railway structures, stations, tracks, and vehicles. Inefficient cleaning methods increase the costs and downtime of railcars, limiting passenger transport. In turn, they are harmful to the operator¿s health and the environment, due to the VOCs they release. This study focuses on the feasibility of dry-ice blasting, replacing carbon dioxide with ambient air as an innovative and sustainable solution to remove graffiti from rail vehicles. Experimental tests have been carried out with 13 different aerosols, controlling the temperature (<¿80 °C), pressure (up to 3 bar), projection distance (0.5 cm) and exposure times (30¿/1¿/2¿/4¿/6¿/8¿/++). The results showed that ultra-freezing with ambient air preserved the integrity of the support materials and altered the topography, colourimetry and adhesion of the aerosols tested, achieving the total removal of one of the paints. Preliminary results suggest that ultra-freezing with ambient air could be a viable and sustainable solution for graffiti removal on railway structures, transferable to other urban environments.The authors would like to acknowledge the support received for this research from the Vice-Rectorate for Research of the Polytechnic University of Valencia (PAID-11-22), grant number PID2022-139433OB-I00, as well as the collaboration with Istobal S.A., facilitated by the ISTOBAL Chair of the Polytechnic University of Valencia (UPV). In addition, the authors would like to express their gratitude to CEICE-GVA and its grant Programme for Doctoral Studies (CIACIF/2021/404), funded by the European Union.Vega-Bosch, A.; Santamarina-Campos, V.; Bosch-Roig, P.; López-Carrillo, JA.; Dolz, V.; Sánchez Pons, M. (2024). Assessing the Feasibility of Removing Graffiti from Railway Vehicles Using Ultra-Freezing Air Projection. Applied Sciences. 14(10). https://doi.org/10.3390/app14104165141

Results of the application of infographs as a tool in university teaching

[Otros] This text analyses the result of the application of infographics as a teaching tool in university teaching. In this case, this study focuses on the analysis of the results obtained from this educational innovation used to deliver the subject ¿Introduction to the Conservation and Restoration of golds and polychromies¿ as part of the Degree in Conservation and Restoration of Cultural Heritage at the Universitat Politècnica de València. Infographics are presented as a visual, attractive, didactic and dynamic ICT tool, considered to be very useful, as it contains complex content in diagrams, which follow current social visual codes and can provide a service applicable to many disciplines, if it focuses on the direction of information transfer in teaching. The aim of this study is to assess the results obtained after the application of individual and group infographics, as an element of evaluation of content acquisition, combined with other teaching techniques. The students' own assessment is taken into account, focusing the study on whether it has been useful for their learning, if it helped them synthesize content and develop their practical and critical thinking.To EICE Digital tools for the acquisition of transversal skills and the application of the SDGs online, in the Educational Science Institute (Instituto de Ciencias de la Educación-ICE) in Universitat Politècnica de València, to provide a space in which to develop active and innovative methodologies.Carabal-Montagud, M.; Santamarina-Campos, V.; Fuster-López, L.; Esgueva López, MV. (2021). Results of the application of infographs as a tool in university teaching. IATED Academy. 7906-7913. https://doi.org/10.21125/edulearn.2021.1614S7906791

Search for the decay Bs0→D*∓π±

A search for the decay Bs0→D*∓π± is presented using a data sample corresponding to an integrated luminosity of 1.0  fb-1 of pp collisions collected by LHCb. This decay is expected to be mediated by a W-exchange diagram, with little contribution from rescattering processes, and therefore a measurement of the branching fraction will help us to understand the mechanism behind related decays such as Bs0→π+π- and Bs0→DD- . Systematic uncertainties are minimized by using B0→D*∓π± as a normalization channel. We find no evidence for a signal, and set an upper limit on the branching fraction of B(Bs0→D*∓π±)<6.1(7.8)×10-6 at 90% (95%) confidence level

Search for CP violation in D+→ϕπ+ and D+s→K0Sπ+ decays

A search for CP violation in D + → ϕπ + decays is performed using data collected in 2011 by the LHCb experiment corresponding to an integrated luminosity of 1.0 fb−1 at a centre of mass energy of 7 TeV. The CP -violating asymmetry is measured to be (−0.04 ± 0.14 ± 0.14)% for candidates with K − K + mass within 20 MeV/c 2 of the ϕ meson mass. A search for a CP -violating asymmetry that varies across the ϕ mass region of the D + → K − K + π + Dalitz plot is also performed, and no evidence for CP violation is found. In addition, the CP asymmetry in the D+s→K0Sπ+ decay is measured to be (0.61 ± 0.83 ± 0.14)%

CIBERER : Spanish national network for research on rare diseases: A highly productive collaborative initiative

Altres ajuts: Instituto de Salud Carlos III (ISCIII); Ministerio de Ciencia e Innovación.CIBER (Center for Biomedical Network Research; Centro de Investigación Biomédica En Red) is a public national consortium created in 2006 under the umbrella of the Spanish National Institute of Health Carlos III (ISCIII). This innovative research structure comprises 11 different specific areas dedicated to the main public health priorities in the National Health System. CIBERER, the thematic area of CIBER focused on rare diseases (RDs) currently consists of 75 research groups belonging to universities, research centers, and hospitals of the entire country. CIBERER's mission is to be a center prioritizing and favoring collaboration and cooperation between biomedical and clinical research groups, with special emphasis on the aspects of genetic, molecular, biochemical, and cellular research of RDs. This research is the basis for providing new tools for the diagnosis and therapy of low-prevalence diseases, in line with the International Rare Diseases Research Consortium (IRDiRC) objectives, thus favoring translational research between the scientific environment of the laboratory and the clinical setting of health centers. In this article, we intend to review CIBERER's 15-year journey and summarize the main results obtained in terms of internationalization, scientific production, contributions toward the discovery of new therapies and novel genes associated to diseases, cooperation with patients' associations and many other topics related to RD research