Orden y naturaleza en la escuela al aire libre : el colegio para la Instituci��n Teresiana en Alicante de Rafael de la Hoz y Gerardo Olivares

"No son necesarios imponentes edificios para dar una buena educaci��n a los ni��os, mucho menos en zonas de clima suave. En el pasado Fil��sofos y Santos acostumbraban a sentarse con sus disc��pulos a la sombra de un ��rbol, transmiti��ndoles su sabidur��a sin necesidad de edificaciones de hormig��n armado. Pero eran grandes hombres y grandes esp��ritus que sab��an aprovechar el universo entero como material did��ctico junto a los simples recursos de su inteligencia y su fantas��a". Esta tesis nace con la intenci��n de profundizar en la investigaci��n de los mecanismos arquitect��nicos que hicieron posible en un determinado tipo de escuelas la relaci��n entre arquitectura y naturaleza, ya se entienda ��sta como paisaje natural o como paisaje artificial creado ex novo. Si desde los tiempos de Lao Tse no hab��a sido superada su definici��n de Arquitectura: ���Arquitectura no son cuatro paredes y un tejado, arquitectura es el ordenamiento de los espacios y el esp��ritu que se genera dentro���; en realidad dicha definici��n adolec��a de una gran carencia, pues nada dec��a del ���espacio que queda fuera���. As�� lo puso de manifiesto D. Rafael de La Hoz Arderius en su discurso de ingreso a la Real Academia de San Fernando5. Hubo que esperar al inicio del siglo XX para que la Arquitectura occidental se centrara de lleno en desmaterializar el l��mite entre el espacio construido y el ���sitio��� en el que se inserta, convirtiendo ��ste en ���lugar��� habitado. El ���dentro��� y el ���fuera��� dejan de entenderse como dos realidades antag��nicas para dejar paso a un espacio continuo articulado a trav��s de fruct��feras situaciones intermedias. Sin embargo, poco se ha estudiado sobre una tipolog��a arquitect��nica : la escuela al aire libre, que fue crucial en la g��nesis tanto de los espacios educativos, como en la conformaci��n del espacio Moderno as�� entendido. ��ste es por tanto el objeto de la presente Tesis, desde una doble vertiente: por un lado desde la investigaci��n de la evoluci��n de esta tipolog��a en general, y m��s detenidamente de un caso concreto, el colegio de las Teresianas en Alicante de Rafael de La Hoz Arderius y Gerardo Olivares James. La evoluci��n de la escuela al aire libre se aborda a trav��s de una selecci��n de casos de estudio que ilustran que la regeneraci��n social que pretend��a acometerse no pod��a limitarse s��lo a los aspectos higi��nicos que centraron su primera etapa, sino que era necesario tambi��n reforzar el esp��ritu comunitario del ni��o como futuro ciudadano. Por otro lado el Colegio de las Teresianas en Alicante (1964) de Rafael de La Hoz Arderius y Gerardo Olivares James se ha elegido como caso de estudio espec��fico. Este proyecto, siendo uno de los m��s desconocidos de sus autores, supone la culminaci��n de sus investigaciones en torno a la escuela al aire libre8. Rafael de La Hoz, en l��nea con los postulados humanistas del Realismo Biol��gico de Richard Neutra, advert��a de la imposibilidad de abordar la ordenaci��n del espacio si desconocemos el proceso perceptivo del ser humano, destinatario de la Arquitectura. Esta dificultad es a��n mayor si cabe cuando el destinatario no es el ser humano adulto sino el ni��o, dada su distinta percepci��n del binomio ���espacio-tiempo���. En este sentido el colegio de las Teresianas en Alicante es adem��s un ejemplo cercano, el ��nico de los incluidos en la presente Tesis del que verdaderamente se ha podido tener un conocimiento profundo tanto por el resultado de su an��lisis a partir de una investigaci��n de car��cter cient��fico, como por la experiencia personal del mismo vivida desde ni��a, al ser antigua alumna del centro. Tanto en este ejemplo concreto como en el resto de casos analizados la metodolog��a para lograr la educaci��n integral del individuo, reproduciendo el mito de la caverna de Plat��n revisado a trav��s del Emilio roussoniano, se fundamenta en el contacto directo con el exterior, promoviendo un nuevo modo de vida equilibrado y en armon��a con la naturaleza, con uno mismo y con los dem��s. Desde un primer estadio en el que el espacio exterior sustituye literalmente al aula como lugar para la ense��anza, se evoluciona hacia una tipolog��a m��s compleja en la que los mecanismos de proyecto habr��n de fomentar la continuidad entre interior y exterior en los espacios de aprendizaje, as�� como reproducir en el interior del aula las ventajas del ambiente exterior evitando algunos de sus inconvenientes. Todo ello con diferentes matices seg��n la edad del alumno y la climatolog��a del lugar. A partir del an��lisis de los casos de estudio generales y del ejemplo concreto de las Teresianas, se pretende sintetizar cuales fueron los mecanismos de proyecto y los principales temas de reflexi��n que caracterizaron este tipo de escuelas. ABSTRACT "Imposing buildings are not necessary for children to receive a good education, even less in mild climate areas. In the past, Philosophers and Saints used to sit with their disciples in the shade of a tree, passing on their wisdom without the need of reinforced concrete buildings. But they were great men and great minds who could take advantage of the entire universe as a source of teaching material, together with their intelligence and fantasy." This thesis was undertaken with the purpose of carrying out an in depth analysis of the architectural strategies targeting certain types of schools which have a close relationship between architecture and nature. It is said that since the time of Lao Tzu his definition of architecture had not been surpassed: ���architecture is not just four walls and a roof, architecture is the arrangement of the spaces and the spirit that is generated within���. But this definition suffered from a serious lack as the ���space left outside��� is not mentioned. This was exposed by Rafael de La Hoz Arderius in his speech of entry into the Royal Academy of San Fernando10. It was not until the early twentieth century that Western architecture would squarely focus on dematerializing the boundary between the built environment and the ���site��� in which it is inserted, turning it into an inhabited ���place���. The ���inside��� and the ���outside��� are no longer understood as two op-posed realities, instead they make way for a continuous space articulated through fruitful in-between situations. However, little has been studied about an architectural typology: the open air school, which was a turning point in the genesis of both educational, as well as modern space. This is therefore the object of this thesis, having two perspectives. On the one hand the development of this type of school is broadly investigated; on the other hand a specific case is introduced: the school of the Teresian association of Alicante, by Rafael de La Hoz and Gerardo Olivares. The development of the open air school is approached through a selection of case studies. These illustrate that the expected social regeneration could not be limited exclusively by the hygienic aspects targeting its first stage, but it was also necessary to strengthen the community spirit of the child as a future citizen. As previously mentioned the Teresian school of Alicante (1964-1966), has been chosen as a specific case study. Despite being quite a bit less renowned than other projects by the same authors, it represents the culmination of their researches about the open air school. In line with the humanist postulates of Richard Neutra���s Biological Realism, Rafael de La Hoz warned about the inability to deal with the arrangement of space if we are unaware of the perceptive process of the human being, addressee of the architecture. This difficulty becomes greater when the addressee is not the adult human but the child, given his different perception of the binomial ���space-time��� relationship. In this respect the Teresian school of Alicante is in addition a closely related case study, being the only one of the mentioned cases in this thesis allowing to acquire a deep knowledge, both from the results of its analysis coming from a research of scientific nature, as well as the personal experience lived since I was a child, given that I am a former pupil. Both in this case study and in the other analyzed cases, the methodology implemented to achieve the integral education of the individual is based on the direct contact with the exterior, promoting a balanced and in harmony with nature new way of life, including oneself and the others. Thereby it replicates the Plato���s cavern myth and its roussonian review: Emilio. From the first stage in which the exterior literally substitutes the classroom as the educational space, it is evolved towards a more complex typology in which the project strategies have to promote the continuity between inside and outside learning spaces, as well as to reproduce inside the classroom the advantages of the exterior environment avoiding some of its disadvantages; thereto considering the differing matrixes involving the pupil age and the local climatology. From the analysis of the general case studies and the Teresian school, the main project strategies and elements characterizing the open air school have been synthesized.

Why can't I measure the external quantum efficiency of the Ge subcell of my multijunction solar cell?

The measurement of the external quantum efficiency (EQE) of low bandgap subcells in a multijunction solar cell can be sometimes problematic. In particular, this paper describes a set of cases where the EQE of a Ge subcell in a conventional GaInP/GaInAs/Ge triple-junction solar cell cannot be fully measured. We describe the way to identify each case by tracing the I-V curve under the same light-bias conditions applied for the EQE measurement, together with the strategies that could be implemented to attain the best possible measurement of the EQE of the Ge subcell.