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Scan to HBIM for Energy Performance Analysis and Sustainable Design Scenarios in Military Architecture: A Case Study: Ex-bunker in Montecatini Terme
No full textThis master's dissertation delves into the integration of Heritage Building Information Modeling (HBIM) with sustainable construction practices within urban heritage environments, focusing specifically on 20th century architecture. The case study of the bunker in Montecatini Terme from WW2 selected according to its not only historical and cultural significance but also its complexity as a military architecture presents unique challenges and opportunities for adaptive reuse. The dissertation aims to reevaluate the 20th century heritage’s potential through a comprehensive analysis using BIM methodologies. It examines documentation techniques, existence condition analysis and energy performance analysis. Moreover, creation of the different design scenarios
regarding the HBIM based outcomes and environmental impact of those decisions through whole life cycle assessment. The findings highlight key benefits, challenges, and best practices, demonstrating how HBIM can balance sustainability with heritage preservation and concluding with recommendations for decision making in early stages, future research and practical applications. By leveraging HBIM for detailed documentation, analysis, and planning, the study seeks to propose sustainable retrofit solutions that not only preserve the heritage values but also provide a comparison between the solutions according to their capability in terms of high energy
performance and comfort level for the new life of the heritage site. Through this approach, the dissertation aims to showcase how modern technologies can be harnessed to honor historical architecture while meeting contemporary sustainability challenges
Ahozko hizkuntza Haur Hezkuntzan eta elebitasuna: proiektu baten proposamena
No full text45 p. -- Bibliogr.: p. 38-41[EUS] Gradu Amaierako Lan honetan Haur Hezkuntzako bigarren etapara zuzendutako zazpi jarduerez osatutako proposamen didaktiko bat eskaintzen da. Jarduera horiek ahozko eta idatzizko hizkuntzaren bidez elebitasun gehitzailea lantzea dute helburu. Komunikatzeko modu desberdinen garrantzia ulertzeko (ahozko-hizkuntza eta idatzizko-hizkuntza), horri buruz dakiten hainbat egileren informazio zientifikoa erabili da. Horregatik, hainbat testuinguruetan eman daitekeen gatazka linguistikoak ekiditeko asmoz, ahozko- idatzizko-komunikazioa eta hizkuntza guztiek duten garrantzia azalarazteko nahiarekin jolasera bideratutako esku-hartze bat diseinatu da. Beraz, Euskal Herriko ikastetxe batean praktikan ipintzeko esku-hartze bat dela kontuan izanda, euskara eta euskal kultura sustatu nahi da, betiere norbere ama-hizkuntza baztertu gabe. Horrekin bat, haurrek euskararen erabilera inposaketa bat balitz bezala ez ikustea lortu nahi da jolasa bitartekari erabiliz. Azken finean, diseinatutako esku-hartzearekin euskara aldarrikatu nahi da azken emaitza euskaldunen hizkuntzara bideratuz baina beste edozein hizkuntza gutxietsi gabe. GrAL honen esku-hartzea ahalik eta eraginkorrena izan dadin 75/2023 Dekretua kontuan eduki da eta Haur Hezkuntzako ikasleekin lortu nahi diren konpetentzia espezifikoak eta lorpen adierazleak ezarri dira.[ES] En este Trabajo de Fin de Grado se ofrece una propuesta didáctica compuesta por siete actividades dirigidas a la etapa de Educación Infantil, en concreto a la segunda etapa. Estas actividades tienen como objetivo trabajar el bilingüismo aditivo a través del uso de la lengua oral y escrita. Para poder entender e interiorizar la importancia de las diferentes formas de comunicación (oral y escrita), se ha recurrido a información científica de diferentes autores expertos en los temas que se quieren trabajar. Además con el fin de evitar posibles conflictos lingüísticos en el aula, se ha diseñado una intervención centrada en el juego, que busca poner en valor tanto la comunicación oral y escrita valorando todas las lenguas. Como se ha mencionado se trata de una intervención pensada para llevar a cabo en un centro educativo del País Vasco, se tiene como objetivo fomentar el euskera y la cultura vasca, sin menospreciar en ningún momento la lengua materna del alumnado. Asimismo, se busca que los niños y niñas no perciban la lengua vasca como una imposición, utilizando el juego como herramienta. En definitiva, con la intervención diseñada se quiere reivindicar el uso del euskera, teniendo como objetivo orientar el resultado final hacia la lengua de los hablantes vascos, sin quitar prestigio a ninguna otra lengua. Para que esta intervención didáctica sea lo más eficaz posible, se ha tenido en cuenta el Decreto 75/2023, estableciendo las competencias específicas y los indicadores de logro que se quieren alcanzar con el alumnado de Educación Infantil.[EN] The present Final Degree Project constitutes a didactic proposal, comprising seven activities that have been specifically designed for the Infant Education stage, specifically for the second stage. The objective of these activities is to promote additive bilingualism through the utilisation of oral and written language. In order to understand and assimilate the relevance of the different types of communication (oral and written), scientific information from various authors who are experts in the subjects to be addressed has been used. In the domain of education, a methodology has been formulated with the objective of preventing potential language conflicts within the school environment. This approach, predicated on play as a ludic strategy, seeks to promote the value of oral and written communication, recognising linguistic diversity in its totality. As previously stated, the intervention has been meticulously designed to be implemented in an educational centre located in the Basque Country. The fundamental purpose of this intervention is to promote the use of Basque and Basque culture, whilst guaranteeing respect for the pupils' mother tongue at all times. In this sense, the objective is for the children not to perceive the Basque language as an imposition, but to utilise the game as a tool to facilitate their learning. In summary, the objective of the intervention is to justify the utilisation of Basque, with the ultimate aim of orienting the result towards the use of the language. In order for this didactic intervention to be as effective as possible, Decree 75/2023 has been taken into account, establishing the specific competences and indicators of achievement to be achieved with the pupils of Infant Education
Proyecto innovación BPSO: Implicación y difusión del proyecto
No full textIntroducción: El proyecto BPSO es una estrategia de traslación de buenas prácticas basadas en la evidencia que explica al personal sanitario aquellos cuidados que dan buenos resultados, repercutiendo en la seguridad del paciente. La OSI Donostialdea, adherida a este programa, es un Centro Comprometido con la Excelencia en Cuidados que utiliza diversas Guías de Buenas Prácticas en su práctica enfermera para obtener los mejores resultados bajo el marco de la evidencia.
Objetivo: Participar en el programa BPSO de la OSI Donostialdea en actividades de gestión, difusión y evaluación con profesionales sanitarios y estudiantes de Enfermería.
Actividades y resultados: Durante el curso 2024/2025 he participado en el programa BPSO asistiendo a reuniones con profesionales de la OSI Donostialdea y colaborando en actividades de difusión dirigidas al estudiantado de tercer curso de la sección de Enfermería de la Facultad de Medicina y Enfermería (UPV/EHU) de Donostia y a enfermeras de Atención Primaria. Esta participación ha permitido desarrollar diferentes acciones, como el análisis de datos sobre el conocimiento del proyecto, la elaboración de infografías de difusión y la evaluación de resultados.
Reflexión personal: Este proyecto me dio la oportunidad de participar en comités en los que fui elaborando mi aprendizaje y posibles acciones que podía realizar de manera activa. Conforme avanzaban las reuniones, tomé conciencia del papel fundamental que desempeñan las estrategias de implantación del proyecto en el entorno sanitario y durante mis experiencias en el Practicum, observé que muchas enfermeras desconocían el programa, lo que reforzó mi interés por promoverlo. En este contexto, diseñé, en colaboración con el equipo BPSO y el departamento de formación del Hospital Universitario Donostia, un proyecto de sensibilización dirigido a estudiantes de Enfermería. Posteriormente lo implementamos y pudimos comprobar el interés y las resistencias que podía generar, así como su impacto positivo en el aprendizaje del alumnado.
Palabras clave: Enfermería, Educación, BPSO, Evidenci
Dantza eta sormena ikasgelan: bigarren eta hirugarren zikloan gorputz-adierazpena garatzeko ikas-egoera
No full text58 p. -- Bibliogr.: p. 36-38[EUS] Sormena gizakiaren berezko gaitasuntzat hartzen da, eta gaitasun hori txikiak garenetik sustatu egin daiteke eta sustatu egin behar da. Sormenak arintasuna, malgutasuna eta originaltasuna uztartzen ditu, eta ezaugarri horiek jolasa, esplorazioa eta esperimentazioa integratzen dituzten hezkuntza-proposamenen bidez landu daitezke. Ikasleei testuinguru seguruak, ludikoak eta inolako epairik gabekoak eskaintzen zaizkienean, haurrak arriskatzeko, sortzeko eta partekatzeko prestatuago sentitzen dira. Horregatik, sortu den ikas-egoera testuinguru ezin hobean planteatzen da Lehen Hezkuntzako bigarren eta hirugarren zikloko ikasleentzat, dantza. Ikas-egoera hori ere ebaluatzen da, proposamen berritzaile bati dagokionez duen eraginkortasuna kontuan hartzeko. Hori guztia kontuan hartuta, egindako proposamena gauzatu ezin izan bada ere, sormenaren printzipio teorikoen ikuspegi sendoa eta koherentea erakusten du, eta ikasleei garapen artistiko, emozional eta adierazkorrerako aukera ugari eskaintzen dizkie.[ES] La creatividad se considera una competencia propia del ser humano que puede y debe potenciarse desde que se es pequeño. La creatividad combina agilidad, flexibilidad y originalidad, cualidades que pueden trabajarse mediante propuestas educativas que integren el juego, la exploración y la experimentación. Cuando se ofrecen a los alumnos contextos seguros, lúdicos y sin ningún tipo de sentencia, los niños se sienten más preparados para arriesgar, crear y compartir. Es por eso que la situación de aprendizaje creada se plantea en un contexto óptimo para el alumnado de segundo y tercer ciclo de Primaria, la danza. También se evalúa la situación de aprendizaje para tener en cuenta su eficacia respecto a una propuesta innovadora. Por todo ello, aunque la propuesta realizada no ha podido materializarse, muestra una visión sólida y coherente de los principios teóricos de la creatividad y ofrece al alumnado múltiples posibilidades de desarrollo artístico, emocional y expresivo.[EN] Creativity is considered a human competence that can and should be fostered from a very young age. Creativity combines agility, flexibility and originality, qualities that can be developed through educational proposals that integrate play, exploration and experimentation. When students are offered safe, playful and non-judgmental contexts, children feel more prepared to take risks, create and share. That is why the learning situation created is set in an optimal context for second and third cycle primary school students: dance. The learning situation is also evaluated to take into account its effectiveness with respect to an innovative proposal. Therefore, although the proposal has not been able to materialize, it shows a solid and coherent vision of the theoretical principles of creativity and offers students multiple possibilities for artistic, emotional and expressive development
Evolution of Physiological Responses and Fatigue Analysis in Padel Matches According to Match Outcome and Playing Position
No full textPadel is a doubles racket sport played on an enclosed court, characterised by intermittent
high-intensity efforts, frequent directional changes, and short recovery periods. This study
aimed to analyse the evolution of physiological responses and neuromuscular fatigue in
amateur padel players according to playing position (Right Side [RS] vs. Left Side [LS]) and
match outcome (Win or Lose). A total of 52 padel players (35.6 ± 11.6 years) participated,
competing in 13 matches. The mean match duration was 57.2 ± 15.7 min, with an average
of 152.0 ± 40.4 points per match. Physiological variables were recorded during each set,
and neuromuscular variables (countermovement jump [CMJ] and handgrip strength) were
assessed before the match and after each set. No significant differences in physiological
load were found between winners and losers or between RS and LS positions. However,
differences in handgrip strength were observed at T1 (p < 0.05, d =−0.72) and T2 (p < 0.05,
d =−0.59) (post-set testing), with LS players showing higher grip strength. Regarding the
progression of physiological responses across the different sets, a progressive increase in
cardiovascular load was observed within each subgroup, with significant differences across
sets (set 1, set 2, and set 3) in several variables, including HRpeak, HRavg, zone 1, zone 2, zone
3, and TRIMPEdwards. No performance decline was observed in CMJ or handgrip strength
in any of the groups analysed. These findings suggest that physiological responses increase
throughout a match, particularly in the final sets, but no signs of neuromuscular fatigue
(CMJ and handgrip) were observed, regardless of match outcome or playing position. These
results highlight the need to include high-intensity scenarios and role-specific strategies in
training to address the progressive physiological demands and positional differences in
match play
Zarauzko Osasun Zentroan bakardade sentimendua pairatzen duten 65 urtetik gorako emakumeei zuzendutako Osasun Hezkuntza Programa
No full textSarrera: Azken urteetan gizartearen zahartze progresiboa ematen ari da, eta horrekin batera adinarekin datozen patologien agerpena. Horien artean desiratu gabeko bakardadea dugu, isileko arazoa. Sentimendu subjektibo honek eragin negatiboak ditu pairatzen dutenen osasunean eta ongizatean, eta hortaz abian dira horri aurrea hartzeko estrategiak.
Helburuak: Lanaren helburu nagusia, desiratu gabeko bakardade sentimendua pairatzen duten 65 urtetik gorako emakumeei zuzendutako Osasun Hezkuntza Programa (OHeP) bat diseinatzea da. Helburu nagusia lortzeko, helburu zehatzak planteatu dira.
Metodologia: Proiektuaren helburu nagusiari erantzuteko, hainbat datu base erabili ziren. Batetik, PIO galderari erantzun ostean, deskriptoreak erabiliz (DeCS eta MeSH), bilaketa bibliografikoa burutu zen osasun arloko datu-base ezberdinak kontsultatuz: Pubmed eta Cochrane. Bestalde, web-orrietan informazio gehigarria ere bildu zen.
Garapena: Desiratu gabeko bakardadea duten emakumeei zuzenduriko Osasun Hezkuntza Programa diseinatu da. Horretarako bost saio programatu dira, non helburu pedagogikoak lortzeko hainbat jarduera metodologiko diseinatu diren. Programa 2 erizainek gidatuko dute Zarauzko Osasun Zentroan.
Ebaluazioa: Osasun Hezkuntza Programaren ebaluazioa modu jarraian egingo dute 2 erizainek. Programa osoan zehar proiektuaren prozesuaren, emaitzen eta baliabide eta egituraren ebaluazioa egingo da behaketaren eta teknika kuantitatiboen bidez.
Ekarpen pertsonala: Esperientzia pertsonaletik abiatuta, bakardadearen arloan hutsune bat dagoela ikusi dut eta gai hori jorratzea erabaki dut. Hazkuntza prozesu bat izan da, bai arlo pertsonalean eta baita profesionalean ere, nirekin eramango ditudan hainbat ikasgai jaso baititut.
Garapen iraunkorreko helburuak: Gradu Amaierako Lan honetan Garapen Iraunkorreko helburuak lantzen dira. Hirugarren helburuak bat egiten du lanaren xede orokorrarekin, pertsonen ongizatea areagotzea. Bestetik, 17+1. helburuan ere laguntzen du, euskararen erabilera osasun arloan sustatzen.
Hitz gakoak: “adineko pertsona”, “osasun hezkuntza programa”, “erizaintza arreta”, “bakardadea
Designing the city of the future: comprehensive and gender-inclusive strategies for sustainable urban mobility in the Buenos Aires Metropolitan Area.
No full textThis study analyzed gender disparities in daily mobility patterns in the Buenos Aires Metropolitan Area, with a focus on the impacts of built environment factors and considering the socioeconomic characteristics of the individuals.
Using data from the 2018 Household Mobility Survey and multilevel regression models, the gender gap in mobility was analyzed with a particular emphasis on work commutes and accompanying trips. The inclusion in the analysis of gender interactions, in particular with transportation and land use factors, is a novel contribution to the field, as it allowed us to analyze in depth the extent to which these factors differentially affect the urban mobility of men and women and could, therefore, contribute to widening or narrowing the gender mobility gap.
Our findings demonstrated that public transport availability and land-use characteristics primarily affect travel time and distance, with gender-differentiated impacts. Women benefited more from improved public transport coverage and diversity, while higher population density, greater self-containment, and higher density of street intersections reduced travel distances and travel times in general, although they affected women’s mobility less. This study underscores the need of integrating gender perspectives into sustainable urban mobility strategies to ensure equitable access to goods and services. However, urban and transport policies alone would be insufficient to reduce the mobility gap, because the results showed that individual socioeconomic characteristics also significantly influence mobility, with women
facing greater constraints due to domestic responsibilities or limited access to private vehicles. A comprehensive approach incorporating social measures addressed to mitigate the restrictions that women face is essential to achieving a gender-inclusive mobility.This work was supported by the UPV/EHU EKOPOL Research Group (Basque Government grant IT1365-19), EHU Econometrics Research Group (Basque Government grant IT1359-19) and funding received from Grant PID 2023-150480NB-I00 funded by MICIU/AEI/10.13039/501100011033
Parkinsona duten pertsonen zaintzaile informalen beharrak aztertzen
No full text78 p. -- Bibliogr.: p. 37-42Parkinson gaixotasuna gaitz neurodegeneratibo bat da. Espainian, 160.000 pertsonari eta mundu osoan 7 milioi baino gehiagori eragiten die. Gaixotasun honek jasaten dutenei ez ezik, zaintzaile informalei ere eragiten die. Zaintzaileen rola Parkinson gaixotasuna duten pertsonen ongizatean eta haien bizi-kalitatean izan dezakeen eragin negatiboa kontuan hartuta, ezinbestekoa da zaintzaileen beharrak aztertzea.
Helburua: Parkinsona duten pertsonen zaintzaileen beharrak (emozionalak, fisikoak, sozialak eta ikaskuntzazkoak) analizatzea.
Metodologia: Adierazitako helburua lortzeko, 2015 eta 2025 urteen artean argitaratutako literatura zientifikoaren berrikuspen kritikoa egin zen. Zortzi datu-base kontsultatu ziren, baita eskuzko bilaketaren bitartez lortutako beste baliabide batzuk ere. Barneratze eta
kanporatze irizpide batzuetan oinarritutako hautaketa-prozesu zorrotz baten ondoren, ikerketarako garrantzitsuak ziren 14 azterlan sartu ziren guztira.
Emaitzak: Parkinson gaixotasuna duten pertsonen zaintzaileen hiru behar aztertzen dira: emozionala (laguntza psikologikoa eta laguntza taldeak), soziala (euskarri sistemak, laguntza komunitarioa eta egokitzapen sozioekonomikoa) eta ikaskuntza (gaixotasunari
buruzko informazioa, kudeaketa estrategiak eta eskura dauden baliabideak).
Ondorioak: Literaturaren azterketak Parkinsona duten pertsonen zaintzaile informalen behar nagusiak identifikatu ditu. Zaintza-lanek esfortzu fisiko handia eskatzen duten arren, behar fisikoei buruzko informazio falta nabarmentzen da. Testuinguru honetan, erizaintzaren rola funtsezkoa da: informazioa, prestakuntza eta baliabideetara sarbidea eskainiz, eta beste profesionalekin lankidetzan, zaintzaileen ongizatea eta arreta pertsonalizatua bermatzeko
Bridging Torino: Reconnecting 2006 Olympic Sites with the City’s Urban Landscape: Exploring Adaptive Reuse and Connectivity for Urban Regeneration
No full textThe 2006 Winter Olympics in Torino marked a pivotal moment in the city’s urban history,
catalyzing transformation and reshaping its urban identity. While the event successfully
showcased Torino to the world, many of the Olympic venues and infrastructures left behind remain underutilized and disconnected from the broader city fabric. This dissertation, titled "Bridging Torino: Reconnecting 2006 Olympic Sites with the City’s Urban Landscape," seeks to address the legacy of the 2006 Olympics by exploring adaptive reuse, urban regeneration, and connectivity strategies for these dispersed sites, with a particular focus on the abandoned ex Moi Arcade. The thesis aims to reimagine these Olympic venues, not as isolated remnants of a past event, but as active nodes within the city’s evolving urban landscape. By investigating the adaptive reuse potential of the ex Moi Arcade and proposing strategies to link the dispersed Olympic sites, this research envisions a new future for these spaces that serves both the local community and the city as a whole. The goal is to transform the fragmented legacy of the Olympics into a cohesive, vibrant network of public spaces and hubs, contributing to the regeneration of surrounding neighborhoods and fostering a stronger connection between different parts of Torino
Lettuce entertain you: Assessing Sandwich Builder as a measure of auditory short‑term memory
No full textPublished on 4th JuneNumerous language models propose a critical role of auditory short-term memory in spoken language processing, making reliable estimations of individual listeners’ memory capacities essential in linguistic research. Although a variety of cogni-tive tasks exist for assessing both visual and auditory short-term capacities in a laboratory environment (e.g., digit span), these types of tasks are typically not engaging for the participant. In the current study, we assess the validity and reliability of a novel “gamified” short-term memory assessment tool called Sandwich Builder. In Sandwich Builder, the participant
completes 12 trials of a sandwich-building game. In each trial, a drive-thru customer’s sandwich order is presented auditorily, including a list of 1 to 10 sandwich ingredients (e.g., salami, cheddar cheese, mayo, and olives). The participant needs to remember these sandwich ingredients and then build the customer’s sandwich by selecting the necessary ingredients in the correct order. We evaluate Sandwich Builder as an estimate of auditory short-term memory, finding significant correlations with other classic short-term memory measures. Additionally, we measure affect (i.e., mood), fatigue, and motivation fol-
lowing Sandwich Builder as compared to classic tasks: Participants leave Sandwich Builder in a better mood, less fatigued, and more motivated than they leave other memory tasks. Sandwich Builder shows strong convergent, discriminant, and predictive validity, and moderate-to-good test–retest reliability. Finally, we examine the practicality of Sandwich Builder as a measure of individual differences in speech perception research, providing expected power curves for two common paradigms. Altogether, we robustly demonstrate the utility of Sandwich Builder, which is openly available online.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This work was supported by the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No. 101103964, the Basque Government through the BERC 2022-2025 program, the Spanish State Research Agency through BCBL Severo Ochoa excellence accreditation CEX2020-001010-S, and a Gorilla & Prolific Behavioral Research Grant