Manage entropy in Architectural Projects: assuming commitments and ordering diversity

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

Assessing the impact of organic and inorganic amendments on the toxicity and bioavailability of a metal-contaminated soil to the earthworm Eisenia andrei

Metal-contaminated soil, from the El Arteal mining district (SE Spain), was remediated with organic (6 % compost) and inorganic amendments (8 % marble sludge) to reduce the mobility of metals and to modify its potential environmental impact. Different measures of metal bioavailability (chemical analysis; survival, growth, reproduction and bioaccumulation in the earthworm Eisenia andrei), were tested in order to evaluate the efficacy of organic and inorganic amendments as immobilizing agents in reducing metal (bio)availability in the contaminated soil. The inorganic amendment reduced water and CaCl2-extractable concentrations of Cd, Pb, and Zn, while the organic amendment increased these concentrations compared to the untreated soil. The inorganic treatment did not significantly reduce toxicity for the earthworm E. andrei after 28 days exposure. The organic amendment however, made the metal-contaminated soil more toxic to the earthworms, with all earthworms dying in undiluted soil and completely inhibiting reproduction at concentrations higher than 25 %. This may be due to increased available metal concentrations and higher electrical conductivity in the compost-amended soil. No effects of organic and inorganic treatments on metal bioaccumulation in the earthworms were found and metal concentrations in the earthworms increased with increasing total soil concentrations