Training project management complexity in postgraduate and continuing education programs: a learning strategy in the eshe (European Space of Higher Education) framework

The objective of this paper is to address the methodological process of a teaching strategy for training project management complexity in postgraduate programs. The proposal is made up of different methods —intuitive, comparative, deductive, case study, problem-solving Project-Based Learning— and different activities inside and outside the classroom. This integration of methods motivated the current use of the concept of “learning strategy”. The strategy has two phases: firstly, the integration of the competences —technical, behavioral and contextual—in real projects; and secondly, the learning activity was oriented in upper level of knowledge, the evaluating the complexity for projects management in real situations. Both the competences in the learning strategy and the Project Complexity Evaluation are based on the ICB of IPMA. The learning strategy is applied in an international Postgraduate Program —Erasmus Mundus Master of Science— with the participation of five Universities of the European Union. This master program is fruit of a cooperative experience from one Educative Innovation Group of the UPM -GIE-Project-, two Research Groups of the UPM and the collaboration with other external agents to the university. Some reflections on the experience and the main success factors in the learning strategy were presented in the paper

Training project management complexity in postgraduate and continuing education programs: a learning strategy in the eshe (European Space of Higher Education) framework

The objective of this paper is to address the methodological process of a teaching strategy for training project management complexity in postgraduate programs. The proposal is made up of different methods —intuitive, comparative, deductive, case study, problem-solving Project-Based Learning— and different activities inside and outside the classroom. This integration of methods motivated the current use of the concept of ―learning strategy‖. The strategy has two phases: firstly, the integration of the competences —technical, behavioral and contextual—in real projects; and secondly, the learning activity was oriented in upper level of knowledge, the evaluating the complexity for projects management in real situations. Both the competences in the learning strategy and the Project Complexity Evaluation are based on the ICB of IPMA. The learning strategy is applied in an international Postgraduate Program —Erasmus Mundus Master of Science— with the participation of five Universities of the European Union. This master program is fruit of a cooperative experience from one Educative Innovation Group of the UPM -GIE-Project-, two Research Groups of the UPM and the collaboration with other external agents to the university. Some reflections on the experience and the main success factors in the learning strategy were presented in the paper.

Impact of new technologies and social networks on a secondary education theatre project

This paper describes the potential impact of social media and new technologies in secondary education. The case of study has been designed for the drama and theatre subject. A wide set of tools like social networks, blogs, internet, multimedia content, local press and other promotional tools are promoted to increase students’ motivation. The experiment was developed at the highschool IES Al-Satt located in Algete in the Comunidad de Madrid. The students included in the theatre group present a low academic level, 80% of them had previously repeated at least one grade, half of them come from programs for students with learning difficulties and were at risk of social exclusion. This action is supported by higher and secondary education professors and teachers who look forward to implanting networked media technologies as new tools to improve the academic results and the degree of involvement of students. The results of the experiment have been excellent, based on satisfactory opinions obtained from a survey answered by students at the end of the course, and also revealed by the analytics taken from different social networks. This project is a pioneer in the introduction and usage of new technologies in secondary high-schools in Spain.

Assessment for English language education on the programs at the Agricultural Engineering School of Madrid

The convergence process among European academic degrees pursues the exchange of graduate students and the adaptation of university programs to social demand. Within the framework of the European Higher Education, European universities will need to be more competitive not only by increasing or maintaining the student enrolment, but also in their academic performance. Thus, the reinforcing of English language education within the University Programs might play an important role to reach these objectives. In this sense, a complete survey was accomplished at the Agricultural Egineering School of Madrid (ETSIA ) addressing issues such as: identification the needs for bilingual instruction at ETSIA, identification resources needed and interest and background in English language of students and professors (San José et al., 2013). The conclusions and recommendations to promote the bilingual instruction in the ETSIA, taking into account the approaches followed by other Spanish universities, are presented in this work.

Fostering English-taught higher education programs in a Spanish university: the "TechEnglish" innovative project

In recent years, coinciding with adjustments to the Bologna process, many European universities have attempted to improve their international profile by increasing course offerings in English. According to the Institute of International Education (IIE), Spain has notably increased its English-taught higher education programs, ranking fifth in the list of European countries by number of English-taught Master's programs in 2013. This article presents the goals and preliminary results of an on-going innovative education project (TechEnglish) that aims to promote course offerings in English at the Technical University of Madrid (Universidad Politécnica de Madrid, UPM). The UPM is the oldest and largest of all Technical Universities in Spain. It offers graduate and postgraduate programs that cover all the engineering disciplines as well as architecture. Currently, the UPM has no specific bilingual/multilingual program to promote teaching in English, although there is an Educational Model Whitepaper (with a focus on undergraduate degrees) that promotes the development of activities like an International Semester or a unique shared curriculum. The TechEnglish project is an attempt to foster courses taught in English at 7 UPM Technical Schools, including students and 80 faculty members. Four tasks were identified: (1) to design a university wide framework to increase course offerings, (2) to identify administrative difficulties, (3) to increase visibility of courses offered, and (4) to disseminate the results of the project. First, to design a program we analyzed existing programs at other Spanish universities, and other projects and efforts already under way at the UPM. A total of 13 plans were analyzed and classified according to their relation with students (learning), professors (teaching), administration, course offerings, other actors/institutions within the university (e.g., language departments), funds and projects, dissemination activities, mobility plans and quality control. Second, to begin to identify administrative and organizational difficulties in the implementation of teaching in English, we first estimated the current and potential course offerings at the undergraduate level at the UPM using a survey (student, teacher and administrative demand, level of English and willingness to work in English). Third, to make the course offerings more attractive for both Spanish and international students we examined the way the most prestigious universities in Spain and in Europe try to improve the visibility of their academic offerings in English. Finally, to disseminate the results of the project we created a web page and a workspace on the Moodle education platform and prepared conferences and workshops within the UPM. Preliminary results show that increasing course offerings in English is an important step to promote the internationalization of the University. The main difficulties identified at the UPM were related to how to acknowledge/certify the departments, teachers or students involved in English courses, how students should register for the courses, how departments should split and schedule the courses (Spanish and English), and the lack of qualified personnel. A concerted effort could be made to increase the visibility of English-taught programs offered on-line.

Local relevancy evaluation in the accreditation bodies for engineering master's programs

Accreditation models in the international context mainly consider the evaluation of learning outcomes and the ability of programs (or higher education institutions) to achieve the educational objectives stated in their mission. However, it is not clear if these objectives and therefore their outcomes satisfy real national and regional needs, a critical point in engineering master's programs, especially in developing countries. The aim of this paper is to study the importance of the local relevancy evaluation of these programs and to analyze the main models of quality assurance and accreditation bodies of USA, Europe and Latin America, in order to ascertain whether the relevancy is evaluated or not. After a literature review, we found that in a free-market economic context and international education, the accreditation of master’s programs follows an international accreditation model, and doesn´t take in account in most cases criteria and indicators for local relevancy. It concludes that it is necessary both, international accreditation to ensure the effectiveness of the program (achievement of learning outcomes) and the national accreditation through which it could ensure local relevancy of programs, for which we are giving some indicators.

Interactive Graphic Simulation: An Advanced Methodology to Improve the Teaching-Learning Process in Nuclear Engineering Education and Training

Nowadays, computer simulators are becoming basic tools for education and training in many engineering fields. In the nuclear industry, the role of simulation for training of operators of nuclear power plants is also recognized of the utmost relevance. As an example, the International Atomic Energy Agency sponsors the development of nuclear reactor simulators for education, and arranges the supply of such simulation programs. Aware of this, in 2008 Gas Natural Fenosa, a Spanish gas and electric utility that owns and operate nuclear power plants and promotes university education in the nuclear technology field, provided the Department of Nuclear Engineering of Universidad Politécnica de Madrid with the Interactive Graphic Simulator (IGS) of “José Cabrera” (Zorita) nuclear power plant, an industrial facility whose commercial operation ceased definitively in April 2006. It is a state-of-the-art full-scope real-time simulator that was used for training and qualification of the operators of the plant control room, as well as to understand and analyses the plant dynamics, and to develop, qualify and validate its emergency operating procedures.

News in engineering education in Spain effective from 2010 in presence of external changes and mixed crisis, looking mostly to agro and civil engineers.

The engineering careers models were diverse in Europe, and are adopting now in Spain the Bolonia process for European Universities. Separated from older Universities, that are in part technically active, Civil Engineering (Caminos, Canales y Puertos) started at end of 18th century in Spain adopting the French models of Upper Schools for state civil servants with exam at entry. After 1800 intense wars, to conserve forest regions Ingenieros de Montes appeared as Upper School, and in 1855 also the Ingenieros Agrónomos to push up related techniques and practices. Other Engineers appeared as Upper Schools but more towards private factories. These ES got all adapted Lower Schools of Ingeniero Tecnico. Recently both grew much in number and evolved, linked also to recognized Professions. Spanish society, into European Community, evolved across year 2000, in part highly well, but with severe discordances, that caused severe youth unemployment with 2008-2011 crisis. With Bolonia process high formal changes step in from 2010-11, accepted with intense adaptation. The Lower Schools are changing towards the Upper Schools, and both that have shifted since 2010-11 various 4-years careers (Grado), some included into the precedent Professions, and diverse Masters. Acceptation of them to get students has started relatively well, and will evolve, and acceptation of new grades for employment in Spain, Europe or outside will be essential. Each Grado has now quite rigid curricula and programs, MOODLE was introduced to connect pupils, some specific uses of Personal Computers are taught in each subject. Escuela de Agronomos centre, reorganized with its old name in its precedent buildings at entrance of Campus Moncloa, offers Grados of Agronomic Engineering and Science for various public and private activities for agriculture, Alimentary Engineering for alimentary activities and control, Agro-Environmental Engineering more related to environment activities, and in part Biotechnology also in laboratories in Campus Monte-Gancedo for Biotechnology of Plants and Computational Biotechnology. Curricula include Basics, Engineering, Practices, Visits, English, ?project of end of career?, Stays. Some masters will conduce to specific professional diploma, list includes now Agro-Engineering, Agro-Forestal Biotechnology, Agro and Natural Resources Economy, Complex Physical Systems, Gardening and Landscaping, Rural Genie, Phytogenetic Resources, Plant Genetic Resources, Environmental Technology for Sustainable Agriculture, Technology for Human Development and Cooperation.

Traditional education vs modern education. What is the impact of teaching techniques' evolution on students learning process?

The main objective of this article is to focus on the analysis of teaching techniques, ranging from the use of the blackboard and chalk in old traditional classes, using slides and overhead projectors in the eighties and use of presentation software in the nineties, to the video, electronic board and network resources nowadays. Furthermore, all the aforementioned, is viewed under the different mentalities in which the teacher conditions the student using the new teaching technique, improving soft skills but maybe leading either to encouragement or disinterest, and including the lack of educational knowledge consolidation at scientific, technology and specific levels. In the same way, we study the process of adaptation required for teachers, the differences in the processes of information transfer and education towards the student, and even the existence of teachers who are not any longer appealed by their work due which has become much simpler due to new technologies and the greater ease in the development of classes due to the criteria described on the new Grade Programs adopted by the European Higher Education Area. Moreover, it is also intended to understand the evolution of students’ profiles, from the eighties to present time, in order to understand certain attitudes, behaviours, accomplishments and acknowledgements acquired over the semesters within the degree Programs. As an Educational Innovation Group, another key question also arises. What will be the learning techniques in the future?. How these evolving matters will affect both positively and negatively on the mentality, attitude, behaviour, learning, achievement of goals and satisfaction levels of all elements involved in universities’ education? Clearly, this evolution from chalk to the electronic board, the three-dimensional view of our works and their sequence, greatly facilitates the understanding and adaptation later on to the business world, but does not answer to the unknowns regarding the knowledge and the full development of achievement’s indicators in basic skills of a degree. This is the underlying question which steers the roots of the presented research.

Systems in Engineering Education: account of an experience

Systems Engineering (SE in the following) has not received much attention as a subject matter in engineering curricula. There are several dozens of universities around the world offering programs (most of them at the graduate level) on systems science and engineering. However, SE is, per se, rarely found among the courses offered by engineering schools. This observation does not strictly mean that systems concepts be left apart. For example, it is usual to find specialized courses for systems of some particular classes (e.g., courses on software systems engineering for computing curricula) or for particular phases of the system life cycle (e.g., courses on systems analysis). Even so, these kinds of courses tend to over-emphasize the importance of specific methodologies and, in consequence, to deviate the attention from the realm of systernness

Development and implementation of a virtual laboratory for training process improvement in the mechanics of continuous media

The project arises from the need to develop improved teaching methodologies in field of the mechanics of continuous media. The objective is to offer the student a learning process to acquire the necessary theoretical knowledge, cognitive skills and the responsibility and autonomy to professional development in this area. Traditionally the teaching of the concepts of these subjects was performed through lectures and laboratory practice. During these lessons the students attitude was usually passive, and therefore their effectiveness was poor. The proposed methodology has already been successfully employed in universities like University Bochum, Germany, University the South Australia and aims to improve the effectiveness of knowledge acquisition through use by the student of a virtual laboratory. This laboratory allows to adapt the curricula and learning techniques to the European Higher Education and improve current learning processes in the University School of Public Works Engineers -EUITOP- of the Technical University of Madrid -UPM-, due there are not laboratories in this specialization. The virtual space is created using a software platform built on OpenSim, manages 3D virtual worlds, and, language LSL -Linden Scripting Language-, which imprints specific powers to objects. The student or user can access this virtual world through their avatar -your character in the virtual world- and can perform practices within the space created for the purpose, at any time, just with computer with internet access and viewfinder. The virtual laboratory has three partitions. The virtual meeting rooms, where the avatar can interact with peers, solve problems and exchange existing documentation in the virtual library. The interactive game room, where the avatar is has to resolve a number of issues in time. And the video room where students can watch instructional videos and receive group lessons. Each audiovisual interactive element is accompanied by explanations framing it within the area of knowledge and enables students to begin to acquire a vocabulary and practice of the profession for which they are being formed. Plane elasticity concepts are introduced from the tension and compression testing of test pieces of steel and concrete. The behavior of reticulated and articulated structures is reinforced by some interactive games and concepts of tension, compression, local and global buckling will by tests to break articulated structures. Pure bending concepts, simple and composite torsion will be studied by observing a flexible specimen. Earthquake resistant design of buildings will be checked by a laboratory test video.

Anabolic drugs consumption of high school students participating in school championships of physical education

This paper aims to analyse the use of anabolic drugs among Greek students participating in school championships of physical education (PE). In order to do it, a survey was conducted during the 2008 to 2009 academic year in suburban, urban and metropolitan areas in Greece. The sample was 2,535 high school students from the 10 to 12th grade, participating in the school physical education championships. The results showed that 9.6% of boys and 3.7% of girls reported that they had used anabolic drugs sometime in the past whereas 11.2% boys and 4.8% girls reported that they would intend to use them in the future. This confirms that anabolic steroids are an important problem among adolescents, and educational programs should increase their knowledge about these drugs. Information should come not only from the state, but also from coaches, teachers, trainers and parents.

A comparative analysis of ABE Bachelor of Science programs in European and US Universities.

European Universities are involved in series of great changes regarding teaching and education organization during the last few years. The origin of these changes is the creation of the so-called European Higher Education Area (EHEA), which main target is to harmonize the different University studies throughout Europe. As a consequence, most of the programs of studies in all degrees are suffering changes in order to converge to common structures. Taking advantage of the actual process, some European universities are moving from traditional Agricultural Engineering programs to a more wide discipline named recently as Biosystems Engineering, which is a science- based engineering discipline that integrates engineering science and design with applied biological, environmental and agricultural sciences, broadening in this way the area of application of Engineering sciences not strictly to agricultural sciences, but to the biologic al sciences in general, including the agricultural sciences. This paper presents a comparative study of different Bachelor of Science degrees offered by American and European Universities in the field of Agricultural/Biosystems Engineering. To carry out the analysis 40 programs accredited by ABET in American Universities and 50 European programs. Among other questions, the total number of credits, the number of semesters, the kind of modules and the distribution of subjects in groups (Basic Sciences, Engineering Fundamentals, Agricultural/Biological Sciences, Humanities & Economic Sciences, Applied Agricultural/Biological Engineering and electives) are discussed in the paper. The information provided can be an useful starting point in future definitions of new or renewed degrees with the aim of advancing in internationalization of the programs and helping student’s mobility.

Definición de un proceso para la creación de perfiles institucionales en redes sociales de acuerdo a su estrategia de Social Media Marketing

Desde el 23 de febrero de 2004 la ETS Ingenieros Informáticos posee un perfil en dos redes sociales: Twitter y Facebook. Desde un primer momento el departamento de Unidad de Imagen y Comunicación, encargado de dichos perfiles, ha tenido claro que este era solo el primer paso para aprovechar al máximo las ventajas de las redes sociales en un contexto educativo universitario. En este trabajo se quiere dar forma a esa aspiración desarrollando una expansión del uso de las redes sociales. En este trabajo se analizan los seis primeros meses de trabajo con el perfil de Twitter y la página de Facebook con el objetivo de averiguar qué ha funcionado y qué ha fallado en la estrategia inicial prevista. Primero, se plantea un acercamiento desde el punto de vista estadístico con los datos que arrojan diferentes herramientas de análisis social y después, desde el punto de vista personal con las respuestas de la propia comunidad de la Escuela a una encuesta de satisfacción con los nuevos canales de comunicación. Además, de cara a la creación de nuevos perfiles se analiza el trabajo que realizan en ellas otras universidades y escuelas de informáticas. Con todos los datos sobre el trabajo previo se construyen una serie de buenas prácticas para instituciones universitarias en redes sociales que servirán para desarrollar los planes editoriales de dos nuevos perfiles: un canal de YouTube y una página de LinkedIn. Para terminar, se deja constancia de todo el proceso realizado en una metodología propia que servirá para poder seguir aumentando la red social de la escuela en el futuro con un enfoque en el alumno y que se fundamentará en el análisis y la mejora constante. Se espera que esta metodología pueda servir de modelo para la creación de perfiles sociales en otras universidades o para mejorar las ya existentes.---aBSTRACT---Since February 23rd of 2014, ETS Ingenieros Informáticos had a profile in two of the most popular social networks: Twitter and Facebook. From the beginning, the Communication Department in charge of these profiles knew that this was only a starting point to take advantage of all the advantages that social networks can bring to a higher education context. Thus, this paper aims at developing an expansion of the use of social networks. The present paper analyses the first sixth months of the use of the Twitter profile and the Facebook page to determine the aspects of the initial strategy that worked successfully and those that needed improvement. Firstly, I present a statistical approach the data from a statistical point of view taking into account all the information provided by the different social analysis tools. Then, I complement this first approach with a more personal point of view including the answers of the university community to a satisfaction survey regarding the new communication channels. Finally, in order to create new profiles, other universities’ work is reviewed and examined in depth. Taking into account the previous work, a series of good practices for university institutions is developed in order to be used as the basis of the new social plan to include two new social networks: a YouTube channel and a LinkedIn page. Finally, the whole process is described in a methodology that could be used to increase the School’s social network in the future. This procedure is student-centred and based on the constant analysis and improvement of the results. It is hoped that this methodology could be used as an example of a social network profile creation or improvement for other universities’ strategy.

Comportamiento hidrológico de cuencas de media montaña españolas: efectos de los procesos de acumulación / fusión de nieve en terrenos permeables sobre la infiltración y régimen de caudales Alto Tajo

La infiltración de agua en el suelo y la recarga profunda del agua subterránea contenida en los acuíferos es un proceso lento en relación con otros fenómenos hidrológicos. La redacción de esta tesis ha pretendido contribuir al estudio de la influencia que el almacenamiento de la precipitación sólida en forma de manto de nieve y su eventual fusión puedan tener sobre dicho proceso en áreas de media montaña (1.000 – 2.000 m.) en las que con gran frecuencia se sitúan las cabeceras de los ríos peninsulares. Para ello se ha partido del análisis de las diferentes variables intervinientes durante un determinado periodo temporal y sobre un espacio geográfico concreto, por lo que su metodología es de naturaleza empírica. La extensión del periodo (2002/03 a 2010/11) ha venido condicionada por la disponibilidad de los valores de algunas de sus principales variables, como han sido el equivalente en agua de la nieve acumulada y los caudales procedentes de su fusión. Éstos se han obtenido como resultado de la aplicación del modelo ASTER, desarrollado en el programa de Evaluación de los Recursos Hídricos procedentes de la Innivación (ERHIN), calibrado – entre otros- con datos de precipitaciones, temperatura y caudales provenientes a su vez del Sistema Automático de Información Hidrológica (SAIH). Ambos programas fueron implantados por la Administración en las diferentes Confederaciones Hidrográficas y en determinados Organismos de cuenca actuales, en cuyo desarrollo participó el autor de esta tesis. En cuanto a la zona de estudio se ha procedido a su elección considerando las posibles áreas de media montaña en las que la presencia de la nieve fuera hidrológicamente significativa y estuvieran constituidas litológicamente por afloramientos permeables que no impidieran la infiltración en el terreno y la formación de acuíferos de cierta relevancia. El interés se centró discrecionalmente en la cuenca del Tajo, tanto por el carácter estratégico de la misma -como suministradora en la actualidad de excedentes a otras cuencas deficitarias- como por el valor representativo de sus condiciones climáticas y orográficas en relación con otras cuencas hidrográficas peninsulares. Para ello se partió de las cabeceras de ríos identificadas por el programa ERHIN por su interés nivológico para la implantación del modelo ASTER y de las Masas de Agua Subterráneas MASb (antes Unidades Hidrogeológicas UUHH) definidas en los planes hidrológicos. La intersección en el territorio de ambos criterios condujo, finalmente, a la zona del Alto Tajo, en la que se cumplen ambos requisitos. El tramo quedó concretado en el comprendido entre las cabeceras de los ríos Tajo y Guadiela y la cola de los embalses de Entrepeñas y Buendía respectivamente, puntos de cierre para la calibración llevada a cabo en la modelización ASTER. Gran parte de éste discurre, en su parte alta, sobre rocas carbonatadas (calizas y dolomías del Jurásico y Cretácico), relacionados con las MASb de Tajuña-Montes Universales, Molina de Aragón y Sigüenza-Maranchón. Los valores diarios de las reservas de agua en forma de nieve, evapotranspiración y caudales procedentes de la fusión se han obtenido a partir de los resultados del mencionado modelo, procediéndose al cálculo de la infiltración por balance hídrico durante el periodo de estudio considerado, teniendo en cuenta los valores de precipitación, evapotranspiración y aportaciones de caudales. Esto ha requerido el estudio previo de las condiciones hidrogeológicas de la zona seleccionada con objeto de conocer las posibles interconexiones subterráneas que pudieran alterar los saldos entre las variables intervinientes anteriormente citadas. Para ello se ha llevado a cabo la recopilación y análisis de la información hidrogeológica correspondiente a la documentación de los planes hidrológicos del Tajo (Plan Hidrológico de la cuenca del Tajo RD 1664/1998 y el actual Plan Hidrológico de la parte española de la Demarcación Hidrográfica del Tajo RD 270/2014) y de los estudios previos realizados por el organismo de cuenca y el Instituto Geológico y Minero de España (lGME) fundamentalmente. En relación con la MASb Tajuña-Montes Universales -cuya extensión supera la zona seleccionada- dichos estudios consideran su estructura geológica y distribución litológica, con intercalaciones impermeables que actúan como barreras, dividiendo a éstas en Subunidades e identificando las zonas de drenaje de sus respectivos acuíferos. También se ha considerado la documentación y estudios previos del Plan Hidrológico Nacional sobre las Unidades Hidrogeológicas compartidas entre ámbitos geográficos de diferentes planes hidrológicos. Se concluye que las divisorias hidrográficas de las cabeceras son sensiblemente coincidentes o abarcan las Subunidades Montes Universales meridionales, Priego, Cifuentes, Zaorejas, u Montes Universales septentrionales, que drenan hacia el Tajo/Guadiela (bien directamente, bien a través de afluentes como el Gallo, Ablanquejo, Cabrillas, Cuervo…), MASb Molina de Aragón, que drena al Tajo a través del río Gallo y MASb Sigüenza—Maranchón, que drena su parte correspondiente hacia el Tajo a través del Ablanquejo. Se descartan – salvo la pequeña salvedad del manantial de Cifuentes- las conexiones hidrogeológicas con otras MASb o Subunidades por lo que las cabeceras del Tajo y del Guadiela pueden considerarse como un Sistema independiente donde las precipitaciones no evaporadas escurren superficialmente o se infiltran y descargan hacia los embalses de Entrepeñas y Buendía. La cuantificación diaria y acumulada de los balances hídricos ha permitido calcular la evolución aproximada de las reservas de agua subterránea desde la fecha inicial. Originalmente los balances se realizaron de forma separada en las cabeceras del Tajo y del Guadiela, cuyos valores acumulados manifestaron una tendencia creciente en la primera y decreciente en la segunda. Dicha situación se equilibra cuando el balance se practica conjuntamente en ambas, apreciándose en la variación del volumen de agua subterránea una evolución acorde hidrológicamente con los ciclos de verano/invierno y periodos de sequía, manteniéndose sus valores medios a largo/medio plazo, poniendo en evidencia la existencia de interconexiones subterráneas entre ambas cuencas. El balance conjunto, agregando la cabecera del Tajuña (que también comparte los materiales permeables de la MASb Tajuña-Montes Universales) no reveló la existencia de nuevas interrelaciones hidrogeológicas que influyeran en los balances hídricos realizados Tajo/Guadiela, confirmando las conclusiones de los estudios hidrogeológicos anteriormente analizados. Se ha procedido a confrontar y validar los resultados obtenidos de la evolución de las reservas de agua subterránea mediante los siguientes procedimientos alternativos: - Cálculo de los parámetros de desagüe de la curva de agotamiento correspondiente al volumen de agua subterránea drenante hacia el Tajo/Guadiela. Éste se ha realizado a partir de las aportaciones mensuales entrantes en los embalses de Entrepeñas y Buendía durante los meses de junio, julio, agosto y septiembre, cuyos valores responden al perfil típico de descargas de un acuífero. A partir de éstos se ha determinado el volumen drenante correspondiente al primero de junio de cada año de la serie histórica considerada. - Determinación del caudal base por el método Wallingford y deducción de los volúmenes drenantes. Estimación de las recarga anuales - Cuantificación de la recarga anual por el método Sanz, Menéndez Pidal de Navascués y Távara. Se obtuvieron valores de recarga muy aproximados entre los calculados por los dos últimos procedimientos citados. Respecto a las reservas de agua subterránea almacenadas siguen una evolución semejante en todos los casos, lo que ha permitido considerar válidos los resultados conseguidos mediante balance hídrico. Confirmada su solidez, se han buscado correlaciones simples entre el volumen de las reservas subterráneas (como indicador estimativo del efecto de la infiltración) y los volúmenes procedentes de la fusión. La conclusión es que estos últimos no tienen un efecto determinante a escala anual sobre la infiltración,recarga y variación de los volúmenes de agua subterránea, frente al peso de otras variables (precipitación y evapotranspiración). No obstante se ha encontrado una buena correlación múltiple entre la recarga estimada y la precipitación eficaz (precipitación menos evapotranspiración) y fusión, que ha permitido cuantificar la contribución de esta última. Posteriormente se ha recurrido a la selección de los episodios más intensos de acumulación /fusión en las cabeceras del Tajo y Guadiela. Y se procedió a la comparación entre los resultados obtenidos por aplicación del modelo de simulación en los mismos periodos (normalmente de varios días de duración) con datos reales y con datos ficticios de temperatura que anularan o disminuyeran la presencia de nieve, apreciándose una gran sensibilidad del efecto de la temperatura sobre la evapotranspiración y estableciéndose nuevamente correlaciones lineales entre los volúmenes de fusión y el incremento de reservas subterráneas. Las mismas confirman el efecto “favorecedor” de la acumulación de agua en forma de nieve y su posterior licuación, sobre sobre la infiltración de agua en el suelo y almacenamiento subterráneo. Finalmente se establecieron varios escenarios climáticos (+1ºC; +3ºC; +1ºC y – 10% precipitación; y 3ºC – 10% precipitación) compatibles con las previsiones del IPCC para mediados y finales del presente siglo, determinándose mediante simulación ASTER los correspondientes valores de fusión. La correlación establecida a escala anual ha permitido evaluar el efecto de la disminución del volumen de fusión - en los diferentes escenarios – sobre la recarga, pronosticando un descenso de los caudales de estiaje y la desaparición del “efecto nieve” sobre la infiltración y recarga con un aumento de 3ºC de temperatura. Teniendo en cuenta las condiciones de representatividad de la zona elegida, resulta verosímil la extensión de las anteriores conclusiones a otras cabeceras fluviales enclavadas en áreas de media montaña situadas entre 1000 a 2000m y sus efectos aguas abajo.Water infiltration into the soil and groundwater recharge deep water in aquifers is slow relative to other hydrological phenomena. The wording of this thesis aims to contribute to the study of the influence that the storage of solid precipitation as snow cover and its eventual melting may have on this process in mid-mountain areas (1000 - 2,000 m) where very often the headwaters of the peninsular rivers are located. For this party analysis of the different variables involved has over a given time period and a particular geographical area, so that their methodology is empirical in nature. The extension of the period (2002/03 to 2010/11) has been conditioned by the availability of the values of some of its key variables, as were the water equivalent of the snow and flows from melting. These have been obtained as a result of the application of ASTER model, developed in the program Evaluation of Water Resources from the Innivation (ERHIN), calibrated - among others data of rainfall, temperature and flow from turn System Automatic Hydrological Information (SAIH). Both programs were implemented by the Administration in the different Water Boards and to undertakings for current basin, in which the author participated development of this thesis. As for the study area has proceeded at its option considering the possible areas of midmountain in the presence of snow outside hydrological meaningful and they were lithology consisting of permeable outcrops that did not prevent infiltration into the ground and forming aquifers of some significance. We were interested discretion in the Tagus basin, therefore the strategic nature of it, as currently supplying surplus to other basins deficit- as the representative value of its climate and terrain conditions in relation to other peninsular river basins . To do this we started from the headwaters identified by the ERHIN program for its implementation snow interest to the ASTER model and Ground Water Bodies MASb (before UUHH Hydrogeological Units) defined in hydrological plans. The intersection in the territory of both criteria led eventually to the Alto Tajo, in which both requirements are met. The section was finalized in the period between the headwaters of the Tagus and Guadiela rivers and reservoirs end Entrepeñas and Buendia respectively checking points for calibration performed in ASTER modeling. Much of it runs on carbonate rocks (limestones and dolomites of Jurassic and Cretaceous) related MASb of Tajuña -Montes Universal, Molina de Aragón and Sigüenza-Maranchón. The daily values of water reserves in the form of snow, evapotranspiration and flow from melting were obtained from the results of this model, proceeding to the calculation of infiltration water balance during the study period considered, taking into account values of precipitation, evapotranspiration and input flow. This has required the prior examination of the hydrogeological conditions of your required in order to know the possible underground interconnections that could alter the balance between the intervening variables aforementioned area. For this we have carried out the collection and analysis of hydrogeological information relevant documentation Tagus river management plans (Hydrological Plan Tajo Basin RD 1664/1998 and the current Hydrological Plan of the Spanish part of the River Basin Tagus RD 270/2014) and previous studies by the basin organization and the Geological Survey of Spain (IGME) mainly. Regarding the MASb Tajuña- Montes Universal - whose length exceeds the area selected - these studies consider its geological structure and lithology distribution with waterproof collations that act as barriers, dividing it into subunits and identifying areas draining their respective aquifers. It has also considered the documentation and previous studies of the National Hydrological Plan on shared among different geographical areas management plans Hydrogeological Units. We conclude that river dividing the headers are substantially coincident or covering Subunits southern Universal Montes, Priego Cifuentes, Zaorejas and northern Universal Mounts, which drain into the Tagus / Guadiela (either directly or through tributaries such as Gallo, Ablanquejo , whitecaps , Raven ...), MASb Molina de Aragón which drains through the Tajo del Gallo and MASb Sigüenza- Maranchón river that drains into the Tagus using the Ablanquejo . Discarded - except the small exception of spring Cifuentes -hydrogeological connections with other MASb or Subunits so the headwaters of the Tagus and Guadiela be considered as a separate system, where rainfall not evaporated runs on surface or infiltrates and eventually discharged into reservoirs Entrepeñas and Buendia. The daily and cumulative quantification of water balances allowed us to compute the approximate evolution of groundwater reserves from its initial date. Initially balances were performed separately in the headwaters of the Tagus and Guadiela, whose cumulative values showed an increasing trend in the first and decreasing in the second. This situation is balanced when the balance is practiced together in both , appreciating the change in volume of groundwater hydrological evolution commensurate with the cycles of summer / winter and drought periods , keeping their average long / medium term values and putting in shows the existence of underground interconnections between the two basins. The overall balance, adding header Tajuña (which also shares the permeable materials MASb Tajuña -Montes Universal ) did not reveal the existence of new hydrogeological interrelationships that influenced water balances made Tajo / Guadiela, confirming the findings of the hydrogeological studies previously analyzed. We proceeded to confront and validate the results of the evolution of groundwater reserves by the following alternative procedures: - Calculate the parameters drain depletion curve corresponding to the volume of groundwater draining into the Tajo / Guadiela. This has been made from monthly inflows in the reservoirs of Entrepeñas and Buendia during the months of June, July, August and September, whose values match the typical profile of an aquifer discharges. From these has been determined for the first of June each year of the time series considered drainage volume - Determination of base flow by Wallingford method and deduction of drainage volumes. Estimate of annual recharge - Quantification of the annual recharge by the method Sanz Menéndez Pidal of Navascués and Távara. Very approximate values recharge between calculated for the last two mentioned methods were obtained. Concerning groundwater reserves stored follow a similar pattern in all cases, allowing consider valid the results achieved through water balance. Confirmed its robustness, simple correlations were sought between the volume of groundwater reserves (as estimated indicator of the effect of infiltration) and volumes from the melting. The conclusion is that the latter do not have a decisive effect on the annual scale infiltration, recharge and variation in volumes of groundwater, against the weight of other variables (precipitation and evapotranspiration). However found a good multiple correlation between the estimated recharge and effective precipitation (precipitation minus evapotranspiration) and fusion, which allowed quantify the contribution of the latter. Subsequently it has resorted to the selection of the most intense episodes of accumulation / melting in the headwaters of the Tagus and Guadiela. And we proceeded to the comparison between the results obtained by application of the simulation model in the same periods (usually several days) with real data and fictitious temperature data to annul or decrease the presence of snow, appreciating a great sensitivity of the effect of temperature on evapotranspiration and establishing linear correlations between the volumes of melting and increased groundwater reserves again. They confirm the “flattering " effect of water accumulation as snow and subsequent liquefaction of the infiltration of water into the soil and underground storage. Finally various climate scenarios (+1ºC; +3ºC; +1ºC y – 10% precipitation; y 3ºC – 10% precipitation) were established consistent with IPCC projections for mid - to late - century, determined through simulation ASTER corresponding values of melting. The correlation established on an annual scale has allowed to evaluate the effect of decreasing the volume of melt - in different scenarios - on recharge, predicting a decline in low flows and the disappearance of "snow effect" on infiltration and recharge with an increase of 3°C temperature. Given the conditions of representativeness of the chosen area, plausible extension of the above findings to other landlocked headwaters in mid-mountain areas located between 1000 to 2000m and its downstream effects.