Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The capacity of the structures to develop inelastic behavior is a fundamental property. Ensure the stability of the structure along all its inelastic behavior it’s the most important issue on earthquake structural design, in order to provide the necessary inelastic capacity. The foundation must be able to transmit the forces produced on the superstructure up to the systems maximum inelastic displacement. In this paper, an analysis of the maximum forces produced by the superstructure over the foundation while developing all its inelastic capacity is presented. Push over analysis is used as reference method and only reinforced concrete frames are studied. Alternative simplified procedures are proposed to avoid the necessity of non-linear analysis. It is shown that maximum forces introduced to foundation by the superstructure are associated with the structures overstrength ratio.

A methodology for comprehensive assessment of the structural safety of existing reinforced concrete buildings affected by intense earthquakes, based on field works and numerical analysis results, is presented. It can also be applied to new constructions on which there are uncertainties of their integrity or structural behavior, or to structures that have been reinforced and it is desired to verify its effectiveness. The methodology includes recommendations for lateral stiffness deterioration and structural integrity monitoring, through the evolution of the parameters that characterize the structural dynamic behavior.

Cyclic inelastic behavior of six beam–column connections experimentally tested through natural-scale models are discussed. Selected configurations are widely employed in moment–resisting steel frame structures by the Mexican practice. According to the results, tested moment-resisting connections under large inelastic deformations demands developed an unexpected damage concentration that is not enough ductile for a high-ductility steel structure. The effect of various welding parameters and fabrications details are emphasized in order to improve the response of the connections under seismic demands.

When a road embankment is built, the safety factor is analyzed as one of the most important variables in the design; since it is necessary that slopes are safe and stable. In most cases, a static analysis is used for design purposes. This paper presents results of a study on the seismic behavior of the safety factor of slopes, in high road embankments under seismic action. An experimental design 32 was performed for this study. In the experimental design, three different embankment heights were considered and the level of seismicity was varied through accelerograms from the design spectrum bearing in mind the parameter of the section 3.1 of the “Manual de diseño de obras civiles de la comisión federal de electricidad” of Mexico. To obtain the results, the finite element method (FEM) and the Newmark method were employed by the software Geo-Studio; using the sub-modulus QUAKE/W for dynamic analysis, and the sub-modulus SLOPE/W for stability analysis. The results shown the necessity to review these structures in high intensity seismic regions for embankments higher than 12 m.

Eight structural models representing 4, 7 and 10-level reinforced concrete frames are dynamically analyzed via Monte Carlo simulation and the Canny-E analysis program. The aim is to establish a simplified procedure to take into account the effects of the accidental torsion in the seismic design of buildings. The results show that it is possible to design a typical office frame building to withstand the accidental-torsion effects by using a simple relationship that amplifies the response of the corresponding torsionally balanced model to estimate the design forces and displacements.

The current study is aimed to explore the links showed by the people in relationship with the near heritage. It’s raised as the first diagnostic stage of a bigger local research-intervention project. Thus, this first probe has been carried out through an on-line survey, over a convenience sample advertised in the social networks and the local media. The sample consists of 108 participants. The outcome reveals the complexity of the relations the people plays with the environment, building affective, behavioral, sociocultural, geographical and interpersonal ties, which undoubtedly, can be taken as referents to guide any heritage process. Likewise, the distance between this nearly and personal link and the ascribed values to certain heritage elements is well seem, where the institutionalized speech is predominant, highlighting the tourist value first, over any other heritage virtue.

Today talking about inclusion in museums and heritage implies putting the focus on people, their audiences and teams. The concept of inclusion used in non-formal spaces is indebted to studies and practices applied mainly to schools, but also to social and cultural fields. If we add to this the growing concern among educators and museologists regarding the disconnection between the world of culture that museums represent and the youth public, can we raise the need for an inclusive museology? In order to respond to this reality, two quantitative instruments were designed for the investigation, the Inclusive Museology Traits Scale and the Inventory of Qualities of Inclusive Museography, with an important sample of adolescents and youths from different Spanish cities. The results show the necessary rethinking of the current museum.

Initial training requires a profound transformation of the teaching and learning processes if we want to stimulate the reconstruction of the practical knowledge of future teachers. The Lesson Study (LS), as numerous investigations show, can become a privileged setting for reflection and cooperative action to simulate the practical thinking of active teachers. In the field of initial teacher training, although with fewer studies and evidence, this research model also sheds light on interesting findings. In this article we present the results of a case study on an experience that incorporates LS into initial teacher training through the Practicum and Final Degree Project. The main findings of this study point to the LS, through its different phases, as key factor for the reconstruction of the practical knowledge of investigated case. Specifically, the emphasis on focusing on children, cooperation, the continuous relationship between theory and practice, and tutoring as facilitation appear as the most significant influences.

Emotions are the most influential affective factor in the professional identity of teachers. Emotions configure your Pedagogical Content Knowledge (PCK) in the integration of reflection and practice. This article presents the analysis of the change in emotions of 54 teachers in initial training towards an expert trainer, while they participate in a subject of Didactics of Experimental Science with an intervention based on Inquiry Based-Science Education that promoted emotional regulation. The intensity of the emotions was analyzed from the degree of agreement on a Likert scale, before, during and after the intervention. Also, interviews with the trainer and a new teacher, classroom observations and narratives of the students were carried out to identify the causes of change. The data was subject to descriptive, inferential, and content analysis. The results suggest an improvement in positive emotions and a considerable decrease in negative emotions. A significant increase is detected for enthusiasm, satisfaction, interest, tranquility, well-being, and wonder. Also, a significant decrease is reported for fear, frustration, boredom, and rejection. The change is related to the vocational and affective profile of the trainer, who promotes authentic relationships with future teachers through her labor with an approximation to the PCK model of Gess-Newsome, transferring positive emotions in the classroom climate.

In this work, the emotions and reasons for emotional change in pre-service teachers (PST) in relation to science in general, and physics and chemistry in particular have been identified, in the context of the Didactics of Sciences subject of a Catalan Public University. In addition, it is intended to know the factors that promote emotional change as well as to determine if there is a difference between the modality of classroom and online teaching from the perspective of the PST. To achieve this goal, we have used a pre/post questionnaire that PST have answered before and after the course. The results show a remarkable modification of negative emotions towards positive emotions with respect to physics and chemistry. These changes are related to the role of the teaching staff as a guide in the training process, as well as to the experimental classroom methodology. In relation to the teaching modality, it is observed that the PST without prior science training attributes their emotional change to the face-to-face classes, while those with more knowledge in science show greater independence from the classroom modality as a factor of emotional change. An important result is that the practices that are carried out and the management of the classroom must be meaningful to promote a favorable change in the emotions of the PST.