El Concurso de Arquitectura como Herramienta de Aprendizaje de disciplinas tecnológicas

La implantación de los nuevos planes de estudio adaptados al marco europeo de enseñanza promueve la renovación de las herramientas de aprendizaje. En el caso de las disciplinas que cuentan con una importante carga tecnológica es preciso diseñar nuevas metodologías docentes basadas en la participación activa del alumno que permita el desarrollo de sus competencias y habilidades. Los concursos de arquitectura están presentes de una forma significativa en el desarrollo de la actividad profesional del arquitecto. Por ello, este tipo de actividades adaptadas a estudiantes de los últimos años de formación dentro del Grado de Fundamentos de la Arquitectura, suponen un acercamiento a esa realidad profesional. Los objetivos de la presente investigación son los siguientes: 1) Exponer las experiencias llevadas a cabo en la coordinación docente de la participación en este tipo de concursos dentro de las escuelas de la Universidad de Alicante y Universidad Politécnica de Madrid. 2) Exposición de resultados: acercamiento del alumno con empresas del sector, desarrollo de ejercicios dentro de un contexto real y adquisición de habilidades propias de su futura profesión. El desarrollo de la investigación se realiza en base a las experiencias llevadas a cabo con alumnos en el “Concurso Multi-Confort House Isover” y “Concurso Ibérico de soluciones constructivas Pladur”.

Ilici en la antigüedad tardía: la ciudad evanescente

Este trabajo se ha realizado en el marco del proyecto de investigación BHA 2002-02028 De Ilici a Elo. Un proceso de transformación cultural en el sureste de la Península Ibérica, de la DGICYT del Ministerio de Ciencia y Tecnología, y se ha financiado en parte con fondos FEDER.

Diseño de un nuevo entorno basado en las TIC para el aprendizaje integral de materias científico-técnicas. Aplicación a la asignatura “Fundamentos de Operaciones de Separación”

Presentación realizada para las II Jornadas de Intercambio de Ideas entre Docentes de Titulaciones de Ciencias de Universidades Valencianas, Vicerrectorado de Calidad y Armonización Europea UA (Alicante), Junio 2007.

Educación bilingüe del alumnado sordo: pilares para un cambio estratégico

Pese a los progresos logrados en la protección de los derechos fundamentales de salud y educación de las personas sordas usuarias de las lenguas de signos, a menudo se sigue negando a niños sordos su derecho a aprender y usar las lenguas de signos en su educación y en entornos físicos y psicosociales accesibles de conformidad con la Convención de los Derechos de las Personas con Discapacidad (CDPD) y con las recientes leyes 27/2007 y 17/2007. El objetivo principal de este estudio fue obtener información sobre los factores estratégicos que favorecen una escuela saludable e inclusiva, mediante programas de educación bilingüe sostenibles y de calidad para escolares sordos en España. La metodología utilizada consistió en un estudio descriptivo con componentes de investigación-acción participativa y un enfoque de análisis estratégico. Como resultados, cabe destacar que las principales macrotendencias que, en el ámbito internacional, han promovido el cambio hacia prácticas bilingües son dos: en primer lugar, los cambios sociales y políticos que tienden a una creciente aceptación de la diversidad y los temas relacionados con las personas sordas; y en segundo lugar, una tendencia a un activismo, una autoconciencia y un apoderamiento crecientes por parte de las personas sordas. Como contrapartida, las que lo han obstaculizado son, por un lado, la visión de la sordera como una condición médica, que puede solucionarse mediante la tecnología; y por otro lado, el fonocentrismo, unido a una cierta resistencia social a lo desconocido. Aunque en España algunas de las escuelas que han iniciado el cambio cumplen las recomendaciones de la CDPD, la mayoría están todavía en una fase preliminar de formulación o puesta en práctica de este nuevo modelo y distan mucho de encontrarse distribuidas de manera igualitaria en las diferentes comunidades autónomas. Como conclusión podemos decir que conseguir una educación más saludable e inclusiva para los escolares sordos implica poner en marcha una estrategia de actuación planificada en la que participen activamente todos los sectores y organismos relevantes implicados y, en particular, las comunidades sordas a través de las organizaciones que las representan. Sin un cambio radical de perspectiva, la salud y la educación no serán accesibles a todos y las desigualdades sociales se verán acentuadas.

Oportunidad de integración de la perspectiva de género en investigación e innovación en salud en Europa: red COST genderSTE

La Comisión Europea apoya, por varias vías, incorporar la perspectiva de género, ahora en el nuevo programa Horizonte 2020, pero también financiando proyectos como gendered innovations, que muestran cómo las innovaciones de género aportan calidad en investigación y en prácticas profesionales para la salud y el bienestar. Uno de sus instrumentos políticos es la Recomendación sobre Género, Ciencia e Innovación, a desarrollar en los Estados miembros. En este contexto se crea la red internacional de Género, Ciencia, Tecnología y Medio Ambiente (COST genderSTE), que pretende: 1) cambios estructurales de las instituciones, que promocionen a las investigadoras; 2) identificación de las dimensiones de género relevantes para el medio ambiente; y 3) promocionar una mejor integración de la perspectiva de género en investigación y tecnología. COST GenderSTE apoya la creación de redes y la difusión del conocimiento con perspectiva de género. Todas estas herramientas ofrecen la oportunidad de incorporar la perspectiva de género en investigación en Europa.

Memoria de la Red de coordinación del Grado en Arquitectura para la implantación de quinto en el curso 2014-15

El propósito fundamental de esta red es la coordinación de asignaturas del quinto curso de Grado en Arquitectura que se implantan por primera vez en el curso 2014-15. Como ya sucediera en los años anteriores con la implantación progresiva de cada curso se pretende elaborar las guías docentes de cada asignatura. Con la implantación de quinto curso únicamente queda una asignatura de sexto, el proyecto final de grado, por lo que previsiblemente la Red de quinto curso culmina la coordinación de asignaturas del Grado en Arquitectura. Es por tanto un momento importante para observar deficiencias del plan de estudios y seguir trabajando en la mejora de la calidad del título para la verificación del mismo.

Innovación en la producción de materiales curriculares para titulaciones de Ingeniería Civil empleando drones telecomandados

El presente trabajo estudia la utilización de drones telecomandados de uso comercial (RPAS) para producir material audiovisual específico de diversas asignaturas de las titulaciones de Ingeniería Civil. Se trata de un equipamiento de alta tecnología y coste relativamente asequible, en torno a 1.300 euros, para producir material audiovisual que hasta ahora únicamente podría ser obtenido empleando medios mucho más limitados (fotografías aéreas y de satélite) o mucho más costosos, tales como vuelos fotográficos específicos. De este modo, se valorará la viabilidad de introducción de una nueva herramienta tecnológica de innovación educativa hasta ahora no empleada en la elaboración de material docente, analizando sus principales ventajas y limitaciones.

How to measure healthiness in buildings: Experiences in teaching with BIM tools

Introducing teaching about healthy solutions in buildings and BIM has been a challenge for the University of Alicante. Teaching attached to very tighten study plans conditioned the types of methods that could be used in the past. The worldwide situation of crisis that especially reached Spain and the bursting of the housing bubble generated a lack of employment that reached universities where careers related to construction, Architecture and Architectural Technologist, suffered a huge reduction in the number of students enrolled. In the case of the University of Alicante, students’ enrolment for Architectural Technology reached an 80% reduction. The necessity of a reaction against this situation made the teachers be innovative and use the new Bologna adapted study plans to develop new teaching experiences introducing new concepts: people wellbeing in buildings and BIM. Working with healthy solutions in buildings provided new approaches for building design and construction as an alternative to sustainability. For many years sustainability was the concept that applied to housing gave buildings an added value and the possibility of having viability in a very complex scenario. But after lots of experiences, the approved methodologies for obtaining sustainable housing were ambiguous and at the end, investors, designers, constructors and purchasers cannot find real and validated criteria for obtaining an effective sustainable house. It was the moment to work with new ideas and concepts and start facing buildings from the users’ point of view. At the same time the development of new tools, BIM, has opened a wide range of opportunities, innovative and suggestive, that allows simulation and evaluation of many building factors. This paper describes the research in teaching developed by the University of Alicante to adapt the current study plans, introducing work with healthy solutions in buildings and the use of BIM, with the aim of attracting students by improving their future employability. Pilot experiences have been carried out in different subjects based on the work with projects and case studies under an international frame with the cooperation of different European partner universities. The use of BIM tools, introduced in 2014, solved the problems that appeared in some subjects, mainly building construction, and helped with the evaluation of some healthy concepts that presented difficulties until this moment as knowledge acquired by the students was hard to be evaluated. The introduction of BIM tools: Vasari, FormIt, Revit and Light Control among others, allowed the study of precise healthy concepts and provided the students a real understand of how these different parameters can condition a healthy architectural space. The analysis of the results showed a clear acceptance by the students and gave teachers the possibility of opening new research lines. At the same time, working with BIM tools to obtain healthy solutions in building has been a good option to improve students’ employability as building market in Spain is increasing the number of specialists in BIM with a wider knowledge.

Fortification and Frontier: The Project Drawn up by Juan Martín Zermeño for Puebla de Sanabria in 1766

Following the death of engineer General Jorge Próspero de Verboom in 1744 and after a few years of transition in the management of Spanish fortifications, Juan Martín Zermeño took on the role, initially with a temporary mandate, but then definitively during a second period that ran from 1766 until his death in 1772. He began this second period with a certain amount of concern because of what had taken place during the last period of conflict. The Seven Years War (1756–1763) which had brought Spain into conflict with Portugal and England in the Caribbean had also lead to conflict episodes along the Spanish–Portuguese border. Zermeño’s efforts as a planner and general engineer gave priority to the northern part of the Spanish–Portuguese border. After studying the territory and the existing fortifications on both sides of the border, Zermeño drew up three important projects in 1766. The outposts that needed to be reinforced were located, from north to south, at Puebla de Sanabria, Zamora and Ciudad Rodrigo, which is where he is believed to have come from. This latter township already had a modern installation built immediately after the war of the Spanish Succession and reinforced with the Fort of La Concepción. However, Zamora and Puebla de Sanabria had some obsolete fortifications that needed modernising. Since the middle of the 15th century Puebla de Sanabria had had a modern castle with rounded turrets, that of the counts of benavente. During the 16th and 17th centuries it had also been equipped with a walled enclosure with small bastions. During the war of the Spanish Succession the Portuguese had enlarged the enclosure and had erected a tentative offshoot to the west. In order to draw up the ambitious Puebla de Sanabria project Zermeño had the aid of some previous reports and projects, such as those by the count of robelin in 1722, the one by Antonio de Gaver in 1752, and Pedro Moreau’s report dated June 1755. This study includes a technical analysis of Zermeño’s project and its strategic position within the system of fortifications along the Spanish–Portuguese border.

Reuse of Spanish civil war air-raid shelters in Alicante: the R46 Balmis and R31 Seneca shelter

More than a hundred public air-raid shelters were constructed beneath Alicante during the Spanish Civil war. Their architectural uniqueness and humanitarian purpose render these shelters a tangible testament to our recent history. The Alicante Municipal Archives hold reports written by technicians who inspected the shelters in the 1940s, which were subsequently included in the Special Plan for public shelters in 1953. Half a century later, in 2003, information on the air-raid shelters was included in another Special Plan aimed at protecting Alicante’s archaeological heritage. Thanks to the work of the Municipal Heritage Conservation unit (COPHIAM) and the Special Protection Plan for Urban Archaeology (PEPA), the exact or approximate locations were identified for almost 90% of the shelters known to have existed. This paper describes interventions in two of these architectural spaces using advanced museology techniques. The first concerns air-raid shelter R46, located in the Plaza del Dr. Balmis in the city centre. This was built in 1938, and is rectangular with two entrances. The second is air-raid shelter R31, located in the Plaza Séneca.

Summary of the evolution of the fortifications of Santa Barbara Castle in Alicante from its origins to the beginning of the eighteenth century

Since ancient times, Alicante has been considered a strategic location on the east coast of Spain. Situated close to the sea, it is protected to the southeast by the Cape of Huerta and to the southwest by the Cape of Santa Pola. The city lies at the foot of Mount Benacantil, a high outcrop which has been the site of defensive buildings since time immemorial due to its naturally strong position: it was undoubtedly one of the strongest natural sites in the Levant. Its summit, lying 160 metres above the sea, is topped by a series of fortified enclosures now known as Santa Barbara Castle. This paper briefly describes the alterations made to the castle fortifications from its origins through the Renaissance, including the Muslim and Christian periods until the late fifteenth century and subsequent alterations to adapt new bastioned fortification techniques, and depicts the status of the fortress in each period. This paper is the result of doctoral research carried out at different national and international archives and leading to a thesis presented in 2011.

Engineer Leandro Badarán’s project to safeguard the fortresses of Alicante in 1794

After the construction of the San Carlos bastion in Alicante in the final decade of the seventeenth century, and the great trench which the English built around the district of San Francisco during their years of dominance in the War of Succession, the waters of the San Blas gully caused serious damage to these fortifications of the city and to the trade buildings of the port. In 1772, the diversion canal was built. It was designed to divert the riverbed of the gully and send the waters directly to the sea. The project had been initially designed by the Engineer General, Jorge Próspero de Verboom in 1721. This unique work of engineering had some defects, principally in the breakwater which prevented the waters from flowing down the former river course. On several occasions, the water returned to its original riverbed due to the weakness of the breakwater, the narrowness of the channel’s bed and its lack of regularisation, causing serious damage to the bastion, the Babel-facing façade, the traders’ warehouses and other buildings. This study describes the project that the military engineer Leandro Badarán carried out in 1794 in order to technically improve this canal and examines his report on the state of the fortifications. Similar works built in Spain are also explained. It also analyses the repeated disputes between the war department and the port throughout these years over finding a technical solution to the problem.

Tiburzio Spannocchi’s project for the fortifications of Fuenterrabía in 1580

Fuenterrabía (Hondarribia) is a town located on the Franco-Spanish border. Between the 16th and 19th centuries it was considered to be one of the most outstanding strongholds in the Basque Country due to its strategic position. The bastion system of fortification was extremely prevalent in this stronghold. It was one of the first Spanish towns to adopt the incipient Renaissance designs of the bastion. The military engineers subsequently carried out continuous fortification projects that enabled the structure to withstand the advances being made in artillery and siege tactics. After the construction of the citadel of Pamplona had begun in 1571, following the design of the prestigious military engineer, Jacobo Palear Fratín and being revised by Viceroy Vespasiano Gonzaga, the aforementioned engineer undertook an ambitious project commissioned by Felipe II to modernise the fortifications of Fuenterrabía. Neither the plans nor the report of this project have been conserved, but in the year 2000, César Fernández Antuña published the report written by Spannocchi on the state of the fortifications of Fuenterrabía when he arrived to the Spanish peninsula, discovered in the Archivo Histórico Provincial de Zaragoza. This document conducts an in-depth analysis of Spannocchi’s project and how it was related to Fratín’s previous project. It concludes that this project encountered problems in updating the new bastions at the end of the 16th century, and identifies the factors which prevented the stronghold from being extended as was the case in Pamplona after Fratín’s project.