I Int.Conference LN 2012 by Teresa Gallego

ORENBURG STATE

UNIVERSITY

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING 1

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

on improving language skills, researching teaching methodologies and exchanging administrative procedures for mobility in Engineering and Architectural Studies

Universitat Jaume I Castellón de la Plana, Spain 16 – 20 July, 2012

- INDEX SUSTAINABILITY. ...............................................................................................Pg. 5 SUSTAINABILITY- NEWS FROM FINLAND, Olli Ilveskoski, ………………………………Pg. 6 ENERGY NEUTRAL BUILDINGS, Poul Børison Hansen, ..........................................Pg. 14 ENERGY REHABILITATION OF THE THERMAL ENVELOPE OF EXISTING BUILDINGS, Marta Braulio Gonzalo, ………………………………………………………………………..Pg. 18 REUTILIZATION OF CERAMIC WASTE MATERIALS IN THE CONSTRUCTION SECTOR, Lucía Reig, Maria José Ruá, Mª Victoria Borrachero, Jose Monzó, Mauro M.Tashima, Jordi Payá, ………………………………………………………………………………………….…Pg. 23

RESEARCH PROJECTS, ..................................................................................Pg. 29 APPLICATION OF ENERGY CERTIFICATION TOOLS TO OPTIMIZE THE ENVIRONMENTAL IMPACTS OF CONSTRUCTION SOLUTIONS OF THE ENVELOPE, Patricia Huedo Dordá, Arantza Redondo González, ………………………………...…...Pg. 30 FIBER REINFORCED POLYMERS (FRPs) FOR REINFORCING CONCRETE STRUCTURES, Milagro Iborra Lucas, .......................................................................Pg. 38

MOBILITY PROGRAMS, ....................................................................................Pg. 43 INTERNATIONAL RELATIONS’ TASKS OF A CENTRAL LEVEL OFFICE, Teresa Blasco Izquierdo,……………….………….…Pg. 44 AGREEMENT OF DOUBLE DIPLOMA, Teresa Gallego Navarr,……………….………..Pg. 49

TEACHING METHODOLOGIES,........................................................................Pg. 54 TOWARDS DISRUPTIVE INNOVATION IN EDUCATION: THE PROBLEM-BASED LEARNING (PBL) APPLIED TO TECHNICAL DISCIPLINES IN HIGHER EDUCATION, Enrique David Llácer, ………………………………………………………………………….Pg. 55 WORKSHOP RESOURCES: INTERNATIONALIZATION OF TECHNICIAS AT THE BUILDING FIELD, Enrique David Llácer, ……………………………………………………Pg. 63 A MULTI-LEVEL LEARNING ENVIRONMENT, Hannu Elväs, .....................................Pg.64 WORKSHOP RESOURCES: QUANTITATE AND QUALITATIVE REFLECTION – DEVELOPING 1 st SEMESTER STUDENT REFLECTIVE CONPETENCIES BY GRAPHICALLY PROFILING, SELF-ASSESSED LEARNING GAINS ON A WIDE RANGE OF COMPETENCIES WITHIN A BLOOM’S TAXONOMY-BASED TOOL, Gordon L. Alcock, Henrik Blyt, ...............................................................................................................Pg. 67

LOCAL CONSTRUCTION, .................................................................................Pg. 70 TRADITIONAL MOTIVES IN CONTEMPORARY UPPER SILESIAN ARCHITECTURE, Grażyna Duda, Iwona Terlecka, ……………………………………………………………..Pg. 71 VISTABELLA DEL MAESTRAT: MORPHOLOGIC ANALYSIS OF THE TRADITIONAL CONSTRUCTION. GRAPHICAL EXPRESSION I, Beatriz Sáez Riquelme, María de la Cueva Santa Morro Rueda, .................................................................................................Pg. 76 LOCAL CONSTRUCTION- VETERAN HOUSE, THE BEGINNING OF INDUSTRIAL HOUSING IN FINLAND, Jari Komsi, ..........................................................................Pg. 82

SUSTAINABILITY 5

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

SUSTAINABILITY- NEWS FROM FINLAND Olli Ilveskoski Hame University of the Applied Sciences Hämeenlinna / Finland olli.ilveskoski@hamk.fi

Abstract The growing demands for the Sustainability means that the architects and engineers have to approach their projects differently than before and find new solutions. This give great opportunities to the technically advanced products. The Sustainability is a general term that describes environmentally conscious design techniques. Sustainability seeks to minimize the negative environmental impact of buildings by enhancing efficiency and moderation in the use of materials, energy and development space. Most simply, the idea of Sustainability is to ensure that our actions and decisions today do not inhibit the opportunities of future generations. This term can be used to describe an energy and ecologically conscious approach to the design of the built environment.Sustainable society includes e.g. urban planning, buildings, waste management, distributed energy, lightning and traffic. To create good sustainable society and architecture means new solutions, building processes and training on every level. On the other hand pursuing the ambitios goals there exists the danger of loosing the common sense. This paper presents architectural projects, building processes and solutions are studied especially from the sustainable point of view.

1 Introduction 1.1 Sustainable Construction The Finnish Government has been working since the mid 1990s to make construction more ecologically sustainable. Notable policy instruments have included the new Land Use and Building Act, the Ecologically Sustainable Construction Programme, procedures relating to the energyefficiency of buildings, and various development projects designed to create useful tools for evaluating and incorporating environmental factors in construction schemes. Tools have been created for the evaluation of various aspects of construction at many levels, from construction products and building elements, through whole buildings and construction systems to municipal level evaluations. The Life Cycle Analysis LCA of construction products is particularly well developed in Finland. The manufacturers of building materials have additionally established a widely used environmental product declaration system. The first evaluation methods designed for individual buildings to be applied in practice in Finland were related to the “PIMWAG” criteria used in Helsinki’s Eco-Viikki housing project. The latest and most advanced Finnish environmental evaluation criteria for assessing existing and new buildings form part of the PromisE environmental classification system. /Ministry of Environment/

2 History 2.1 Eco–Viikki / City of Helsinki, Ministry of Environment/ The general awareness of ecological problems increased in Finland at the beginning of the 1990s. In 1987 the Brundtland Commission defined the concept of “sustainable development” and ecological sustainability became an important goal also in land use planning and building. There was a strong belief that by using technology and by developing specific methods one could achieve more “environmentally friendly” buildings and living environments. Research programmes were initiated in order to ascertain what sustainable development in urban planning and building would actually mean. In August 1994 it was decided that Viikki would become the pilot area for the Eco-Community Project. In the planning competition organised by the City of Helsinki ecological visions and model solutions were sought. The competition produced a large number of carefully thought out proposals that highlighted the relationship between nature and building as well as ecological aspects of residential building.

2.2 Eco – criteria There was no eco-criteria in use in Finland at that time, yet it was felt that various criteria in use elsewhere could not be directly applied to Finnish conditions. It was thus decided to create a set of ecological criterias specifically for Viikki. The so-called PIMWAG criteria were drawn up in spring 1997. They consist of 5 factors to be taken into account in assessing the level of ecology of a scheme: pollution, the availability of natural resources, health, the biodiversity of nature and nutrition. These factors contain a total of 16 criteria to be assessed in a project, and are given 0-2 points, depending on the degree of “ecologicalness”

2.3 Ecological themes in housing

Fig.1. Eco-Viikki Solar Energy All Eco-Viikki schemes were to include experimental ecological building. The buildings had to have, for instance, thicker insulation than in conventional building, a higher standard of insulation in the windows, and heat recovery from the extracted air. The utilisation of solar energy is the most visible ecological theme in the residential buildings, though many other ecological features were also implemented. Common themes in the housing production in Eco-Viikki include separate metering of water consumption for each dwelling, conservatories/glazed balconies, water-saving plumbing fittings (e.g. toilets), and making use of rainwater in the communal yards.

2.4 Eco–Viikki project’s results The eco-area has been built in a rather traditional way. The building types are mainly conventional ones: normal blocks of flats and terraced houses. The large number of glazed balconies and conservatories facing southwards is the most evident feature differing from convention. The different kinds of ecological “supplementary features”, such as the solar collectors, ventilation cowls on the roofs of the residential blocks, earth cellars, etc., also help to create an ecological image for the area.

3 The Finnish Sustainable methods /VTT Materiaalit ja Rakentaminen/ Viikki is a reflection of its time: in the mid 1990s ecology was almost a synonym for sustainable development. Only in recent years have also other elements of sustainable development emerged in the research and development. National methods for environmental management of buildings and building products have been developed during recent years. These include the method for the environmental assessment and environmental declarations of building products, EKA method and the classification method for buildings PromisE.

3.1 EKA method EKA is a Finnish national, voluntary method for environmental assessment of building products. The method describes the principles that should be followed in the environmental assessment of building products and introduces the format of environmental declarations. The procedure for environmental assessment and declaration of building products includes the following issues: -

principles for data collection and data handling (Life Cycle Inventory, LCI)

generic environmental profiles for energy and transportation

the declaration format

procedure of environmental assessment; auditing, approval and publication of declarations

principles that one should follow when using the environmental profiles of building products within building design.

3.2 Life cycle assessment LCA of buildings and building products A data base of environmental profiles of materials and products has been formulated on the basis of the results of inventory analyses. The program includes -

Environmental profiles, costs and maintenance costs of building materials

The structures for designing outdoor walls, indoor walls, roofs, floors, etc.

Material quantity calculations

Environmental profile calculation for designed structure

3.3 Service life assessment - ENNUS-TOOLS ENNUS-programmes has been developed for the service life assessment of building structures for designers. The programmes help designers to determine parameters that affect the service life of the structure under scrutiny. These parameters include materials, details, workmanship, outdoor and indoor conditions, use conditions, and care and maintenance. ENNUS tools have been developed for concrete walls and balconies, steel facades and roofings and for wood outdoor walls. /VTT Materiaalit ja Rakentaminen/

Fig.2. ENNUS Steel Programme

4. International sustainable criterias When it comes to energy consumption, buildings account for a significant share. Construction solutions that are based on recyclable and re-usable materials, such as steel, help to reduce energy consumption and carbon emissions during the life cycle of buildings. Environmental certification systems, LEED (Leadership in Energy & Environmental Design) and BREEAM (BRE Environmental Assessment Method), have been created to support building of environmentally responsible and resource-efficient buildings. The Green Building rating system considers the whole life-cycle of buildings from their conception to operation and finally to their deconstruction. The purpose of Green Building rating system is to reduce the impacts of buildings to the environment through efficient resource use, protecting our health and reducing pollution, waste and other harmful effects. Steel in construction has many benefits which link to Green Building â&#x20AC;&#x201C; the structures are light, construction time short and material extremely recyclable. Looking at the certification systems steel gives opportunities to achieve points when materials are being considered, when looking at constructions and their lifecycle and when the disturbances of construction operation are assessed. Steel is directly connected to material issues and indirectly affects successful solutions in several issues.

4.1 LEED credits /www.ruukki.com/

Fig.3. U.S.Green Building Council LEED (Leadership in Energy & Environmental Design) is an internationally recognized green building certification system developed by the U.S. Green Building Council (USGBC), providing third-party verification that a building or community was designed and built using strategies aimed at improving performance across all the metrics that matter most: energy savings, water efficiency, CO2 emissions reduction, improved indoor environmental quality, and stewardship of resources and sensitivity to their impacts. LEED scoring criteria includes following factors: Site Planning - Sustainable Site (SS credit), Energy and Atmosphere (EA credit), Material Use - Materials and Resources (MR credit),and Indoor Air Quality - Indoor Environmental Quality (IEQ credit).

4.2 BREEAM credits /http://www.breeam.org/

Fig.4. BREEAM

BREEAM (BRE Environmental Assessment Method) is the world's most widely used environmental assessment method for buildings. BREEAM assesses buildings against the seven separate criteria and provides an overall score: Pass, Good, Very good, Excellent or Outstanding.

4.21 BREEAM case: Hämeenlinna Business Centre

Fig.5. Hämeenlinna Business Centre The first BREEAM cases are under studies in Finland. Hämeenlinna Business Centre is one of the examples.

Green Strategy Environmental- and energy-related issues are emphasized throughout the whole construction phases. All measures and proposals are checked during the design and construction stages to ensure they are at the forefront regarding environmental and energy issues. For example, as the building has too much waste heat, the aim is for future developments in the area to use this excess. Materials such as the steel-frame, windows, floor and walls are checked by an environmental engineer before being installed in the building. The building also has energy-efficient lightning: there are different levels of lightning in every room depending on what the room is being used for at any particular time. The provision of lockers, showers, changing rooms and drying spaces has also been made, to encourage employees to cycle, walk or run to work.

5. Sustainable products and projects 5.1 Sandwhich panels /www.ruukki.com/

Fig.6. Sandwhich panel Sandwich panels are used in facades, roofs, compartmenting structures, partition walls and ceilings. The new energy panel solution creates savings in heating costs, leading in turn to significantly reduced carbon dioxide emissions generated by the use of the building. Ruukki’s sandwich panel walls have a high degree of thermal insulation and air-tightness by default. By using sandwich panel solutions, the LEED and BREEAM credit count can be increased for the building as well as lower heating energy costs and CO2 emissions.

5.52 Fully integrated solar panel /www.ruukki.com/

Fig.7. Solar Power System

Ruukki has developed a photovoltaic system that has been fully integrated into a façade to convert sun rays into energy. The solar power system does not depend on the sun's warmth, only its radiation. The electricity generated is used either to meet the building's own needs or is fed into the electricity grid.

5.3 Additional storey construction

Fig.8. Extra Storeys with Steel Structures Construction Companies have been devoping the technique to build extra stories above the old multistory houses. By selling the new flats the rest of the house’s renovation can in many cases be financed. The extension is usually made with bearing steel structures outside the old frame. At the same time the building’s sustainability rating can usually be raised.

6. Conclusion The growing demands for the sustainability means that the architects and engineers have to approach their projects differently than before and find new solutions. This give great opportunities to the technically advanced products. Tools have been created for the evaluation of various aspects of construction at many levels, from construction products and building elements, through whole buildings and construction systems to municipal level evaluations. In Finland has been developed for the sustainable assesment national tools and criterias like EKA and ENNUS. In addition international methods like LEED and BREEAM are used to check the sustainability values. The environmental evaluation is to a great part still voluntary but it will probably become a compulsory part of the design and the construction in the near future.

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

ENERGY NEUTRAL BUILDINGS Poul BĂ¸rison Hansen VIA University College Horsens / Denmark poh@viauc.dk

Abstract Designing low energy Buildings is a challenge. We design Buildings that has low energy consumption, but often forget the indoor climate. This should be the most important factor while designing Buildings. The health of inhabitants must be considered the main aspect of building design. Humans need steady state conditions in order to ensure a healthy life. Buildings are made to protect us from the outdoor environment. Primarily to protect us from rain and wind. Secondly, ensure a healthy indoor climate. This involves a good indoor air quality, acceptable temperatures, natural light and protection from noise. The climatic conditions we face are varying, depending on the location, varying from tropical to arctic conditions, oceanic and continental. We face the challenge to design buildings with healthy indoor climate no matter the location. Guidelines for Healthy Housing[1], describes the temperature that is acceptable for the elderly and kids as ranging from 18 - 26oC. We can ensure these indoor conditions in the different climates mechanically, that is simple, but will use large amounts of energy. Designing buildings that ensures healthy conditions, but uses a minimum of energy for mechanical devices is complicated. But an analysis of local conditions based on a general design idea may help. The main idea is to have a design team of architects and engineers working together to develop the outline design. Design of Energy neutral buildings involves analysis of indoor climate from the very first design phase. This will ensure that the indoor energy loads can be balanced with the exterior climate, and thereby reduce energy consumption. [4] The presentation will look into some aspects that affect design of buildings in Europe. KYOTO PYRAMID

Illustration from Design Strategy and corresponding Technologies

Indoor environmental Climate The indoor climate in our buildings must sustain a healthy life. The overall meaning of buildings is to protect us from an at times hostile environment. This being; in the northern Europe a large part of the year with low temperatures, and in the southern Europe long periods of high temperatures. Either which, it is stressing our body, causing illness and stresses our ability to perform maximal. It has been known for many centuries how we may do our best to create liveable conditions in the different regions we populate. The Vikings made large buildings, they shared with their livestock. The Arabs were able to condition their buildings, conditioning them on demand. It was two very different strategies needed to make buildings liveable. In the end of the 20th Century, things changed. We became able to build machines that could condition the interior climate; old building tradition became obsolete because the mechanical conditioning was cheaper and simpler. Now as Energy is hard to obtain and is getting expensive, we must try to find sustainable solutions to the problem. Going back to methods used centuries ago is not a viable solution, as we have learned that our health is tightly connected to stable temperature conditions. [1]. Furthermore we need light and fresh air in order to feel comfortable. Now we should aim to fulfil specific values for the indoor Environment including thermal, air quality and light and noise [2]. The European Standard specifies conditions such as the temperature during heating and cooling season. WHO â&#x20AC;&#x201C; Design guide for healthy housing, the reports main aim is to improve conditions in east and south European regions, but it gives a reference to basic health requirements. The report is applicable for policy makers with recommendations for urban development, infrastructure and for decision makers creating buildings with healthy indoor climate. It brings up all the aspects that are included in the European standard for accessing indoor environmental climate. prEN 15251 criteria for Indoor Environment Quality. This standard brings some aspects of indoor environment into a measurable and predictable level. With it we will be able to predict the indoor environment for some of the things that affect us. The standard uses terms like PMV and PPD - Predicted Mean Vote, how people feel the climate, and Predicted Percentage of Dissatisfied, how many people is unhappy with the same climate. This Standard specifies how indoor climate meet the intent of the EPBD.

Energy demands In the EPBD[3], it is stated that we must improve buildings energy performance and take into account climatic conditions as well as indoor climate environment. We should do simulations of the buildings energy performance, not only during heating season; it should cover the annual energy consumption. The annual energy consumption must include thermal conditioning, ventilation, adequate natural light and design of the building. Also it should include the application of renewable energy. The design of buildings should with these simulations be almost energy neutral. One challenge is the local climatic conditions, position from equator, altitude, coastal or inland. Another is the optimization of the buildings envelope, making it compact, using insulation where it is needed, positioning windows for the optimal balance, not the maximum energy gain. In Denmark the newest regulations (BR 10) [5], on energy consumption of buildings, are divided into two groups: Residential and Non-Residential. Both groups are having 3 qualities of expected energy consumption.

Characteristic values Maximum of delivered energy to

Conversion factors

Residential buildings (houses, hotels, etc.) Non-residential buildings (offices, schools, institutions and other buildings Electricity District heating

Energy frame 2010 52.5 + 1650/A in kWh/m²a 71.3 + 1650/A in kWh/m²a

Energy frame 2015 30 + 1000/A in kWh/m²a

Energy frame 2020 20 kWh/m²a

41 + 1000/A in kWh/m²a

25 kWh/m²a

2.5

1.8

1.0

0.8

0.6

Where A is the heated gross floor area These demands are including all the energy a building uses, for heating, cooling, hot water production, ventilation and artificial light. With these demands, there is a limitation for overheating. If it is assumed during a full year simulation that the temperature inside the building exceeds 26 degrees C there will be a penalty of some extra energy included. This is simulated in a software program BE 10. BE 10 calculates the Yearly energy consumption based on the buildings location, orientation and building typology, as intended in EPBD.

Energy balance As stated earlier, we have very different Climatic conditions even in Europe. From the south to north, from east to west, the external climate changes a lot. Not only temperatures over the year, also sun light is changing. This is causing the buildings to meet different challenges. No matter which location we are looking at, the indoor environmental conditions should be acceptable. This gives room some interesting thoughts. As we want indoor temperatures to differentiate from external temperatures, we should first of all look into passive methods. This should first of all be looking into an energy balance, where energy gains and losses are estimated, followed by insulating, and then applying solar energy in a sensitive way, trying to harvest solar energy when appropriate, and ad shading for warm periods. As we live or stay inside buildings our activities produce energy, this being from sleeping or hard physical activities. Being in our homes, cooking, watching television, using a PC, in our workplace, we humans produce and use lots of energy. Even the energy we use for lighting is converted to heat loads. External loads are the environmental conditions, the location, is it a rural area, or in a city centre, what is causing shadows, protecting from strong winds etc. The changes of solar angle over the full year in the north is very large, and in south almost not existing, the length of days vary with the solar angle, but the changes in insolation (suns effect / m2) does not have the same large variation.

Integrated Design The most sensible way to have all these factors included in the building design is by applying integrated design. This ensures that Architects and Engineers work together from the earliest phases of design. A part of this integrated design strategy will be to identify possible problems in the design, so both Architect and Engineer may contribute to design exterior as well as interior.

Design guide An international group under IEA (international energy agency) published a report [4], on early integrated design of buildings. The report summarizes experiences of integrated designed buildings. from Europe and Japan. These buildings have been designed with special attention to IEQ and Energy consumption, including innovative technologies, this being the integration of constructions that has the ability to adjust to changing demands from the environment.

A Responsive Building Concept The Idea of this responsive Building Concept is to include components and Building Services that are able to adapt to exterior climatic conditions, while keeping a healthy interior climate with minimal energy consumption. Responsive building components must have the ability to capture energy (window systems), transport energy (as air movement) or energy storage (as materials with a high thermal storage capacity). The Design Strategy starts at the bottom of the KYOTO PYRAMID (See illustration above), by applying strategies and technologies for reducing demands then applying renewable energy sources and finally including minimal use of fossil fuels. By optimizing the building envelopes form and orientation, insulating and ensuring an airtight envelope applying efficient ventilation with heat recovery and using energy efficient lighting, and finally including Responsive building elements we reduce the demand for energy. From the optimization of the buildings envelope, we will gain passive solar heating, daylight, natural ventilation, we may adapt night cooling and energy storage, before “active” elements as solar panel and PV’s or biomass furnaces. Finally, if necessary, introducing the most energy efficient fuels,heatpumps etc. with intelligent control and demand controlled heating, lighting and ventilation. Design phases of Responsive Buildings

Illustration from Design Strategy and corresponding Technologies

Reference [1] Guidelines for Healthy Housing, WHO, 1988 [2] prEN 15251, Criteria for the Indoor Environment including thermal, indoor air quality, light and noise, 2005 [3] EPBD, DIRECTIVE 2010/31/EU OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 19 May 2010, on the energy performance of buildings [4] Expert Guide, IEA, Annex 44 Integrating Environmentally Responsive Elements in Buildings, June 2010; Editor: Per Heiselberg. [5] Building Regulation 2010, The Danish Ministry of Economic and Business Affairs Danish Enterprise and Construction Authority, Copenhagen 12. of December 2010 Ilustrations list: Kyoto pyramid; Expert Guide [4] Design Phases of Responsive Building [4]

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

ENERGY REHABILITATION OF THE THERMAL ENVELOPE OF EXISTING BUILDINGS Marta Braulio Gonzalo Universitat Jaume I Castellón de la Plana / Spain marta.braulio@gmail.com

Abstract Residential buildings are great producers of CO2 while the current energy context is trying to minimize these emissions into the atmosphere. In order to achieve the requirements imposed by legislation, we must improve the energy performance of buildings by reducing energy consumed in heating and cooling. The research presented here focuses on the rehabilitation of existing buildings, where there is the greatest potential for savings. We propose the renovation of the thermal envelope of existing buildings applying only passive measures. We selected a building of homes with architectural value as a prototype for this study, which can be extended to other buildings with similar characteristics and rating in the future. Firstly, we analysed the existing building and obtained a rating level energy of E. After applying several improvements involving the implementation of thermal insulation, we determined a rating of D. Even though this is a positive result, the objective was to reach a rating at least of C. In order to do this we needed to analyse the exact influence of the different elements on the energy performance of the building and implement those improvements that will have a greater impact. We ran several simulations in order to quantify different effects and found that facades and windows are the most decisive items on improving the rating of this particular building. Finally, we implemented these measures in the thermal envelope of the building and reached a rating level energy of C. Simulation of the effect improvements allowed us to determine the savings in energy consumption due to the rehabilitation of the building as well as the reduction of CO2 emissions.

1. Introduction The building sector has a very important role in global energy consumption. It has a great influence on CO2 emissions into the atmosphere. The energy demand of residential buildings depends on many variables but, we can claim that increased consumption is due to the use of the air-conditioning system in order to achieve thermal comfort, both in heating and cooling, accounting for 42% of the energy consumed [1]. Thus, the main measure to improve the energy performance of buildings is to act on its thermal envelope, in order to minimize its losses and therefore, minimize energy demand. The afore mentioned being the goal to obtain more energy efficient buildings. This leads us to comply with an commitment which is to reduce carbon dioxide emissions to acceptable limits, to improve the energy efficiency of buildings, as provided for in Directive 2002/91/EC [2] on the energy performance of buildings. The Spanish legislation since 2006, has included in the Código Técnico de la Edificación [3] as one of the instruments to achieve those objectives. The problem is not so reflected in the new buildings, which are projected according to the appropriate measures under the aforementioned legislation, but lies mainly in the existing building stock, which in Spain amounts to more than 8 and a half million residential buildings, accounting for 11% of the country's energy consumption [4]. Therefore, the greatest potential for savings is in the existing building stock. This paper ‘Rehabilitation of the Thermal Envelope of existing buildings’, is going to argue this.

For the study, we selected an actual building of homes located in Castell贸n de la Plana, which was built in 1948 and which is representative of the existing buildings built at that time. It also has the peculiarity that its facade has architectural value, a condition that will be a drawback, because the renovation cannot result in the alteration of the outside of the building, just the inside. Another limitation is set by the activity inside the building, because it is busy and in use. Figures 1 and 2 show a picture of the building and a floor plan type.

Fig.1. Picture of the study building

Fig.2. Type floor plan and solar orientation

2. Research questions and objectives The main objective of this research is to find solutions, both technical and economic viability, which would improve the energy performance of the building in order to achieve high ratings of energy Certification or at least C and D, on the scale of energy performance of buildings. The questions to which we try to answer with this research are: What are the most viable renovation solutions for an old building with architectural interest and that interfere less with of domestic activity? How can we define and classify the existing buildings energy performance and apply our conclusions and findings to other buildings with similar characteristics? What range of improved energy rating can be achieved with the rehabilitation of the thermal envelope of existing buildings with only passive measures? What energy and CO2 emissions savings involve the energy rehabilitation of an existing building?

3. Methodology 3.1 Analysis and building energy rating in its current state In order to proceed to the analysis of the building in its current state, we had to make two important steps in order to collect data. Sketching and technical drawings were done to define all plans of the building and we conducted work to discover the composition of the building systems, considering: facade walls, floors, roofs, glazing and window system. Once this data was known, we proceeded to the simulation of the building with LIDER [5] and CALENER VyP [6], both recognized by Spanish law, and used to calculate the energy demand of the building and the rating energy, respectively. With this process we also reached calculating the thermal transmittance (W/m2k) of the building elements and obtained a rating level energy E [7]. This rating E, is what this study hopes to improve. Subsequently, we defined the new thermal envelope of the building, which will determine the elements on which we have to act and provide it with thermal insulation.

3.2 Proposal of modification of the thermal envelope On identification of the thermal envelope, different solutions were proposed to act on it, all them as passive intervention measures. Therefore, the installations are outside the scope of study. These proposed solutions are such that their incorporation into the building are constructively feasible, taking into account that the work should affect the daily activities of the occupants and users of the property, as little as possible. So, it is worth noting that the proposed solutions are not only based on consideration of technical and constructive factors, but also economic and energy efficiency factors. Modification of the thermal envelope is performed in two different ways:

Providing thermal insulation in the items that define the thermal envelope: facades, roofs and floors. Replacement of the window frames and glazing. The incorporation of thermal insulation is not recognised in the same way in all elements, because each one has different requirements. The front facade can not be modified, so the provision of thermal insulation is carried out on the inside. In shared walls the only feasible actuation is also on the inside. However, the facades in the courtyards are isolated from the outside, which is more favorable because it avoids thermal bridges. The pavement of the ground floor is covered by thermal insulation and above this, we put a new pavement. There are two types of roofs: a flat roof, where the insulation is provided on the outer face (inverted roof) and it is projected a floating pavement with ventilated air chamber; and the tiled roof, where the insulation is provided on the inside of the non-habitable space between the slab and the roof. In relation to the windows, we studied the possibility of maintaining the existing wood because it has a low thermal transmittance. However, after studying the situation, it was decided to replace the windows with new frames and glazing, for maintenance reasons. We proposed an aluminium frame and double glazed windows with 4mm-thick glass and 6mm air chamber. The calculation programmes are then applied to the alterations made and an energy rating of D is obtained. These decisions are made with the support of Guía Técnica para la Rehabilitación de la Envolvente Térmica de los Edificios (Andimat) [8].

1 2 3 4 5 6 7 8

Masonry stone walling 43-50cm Brick walling 14cm Brick walling 28cm Flat roofing Tiled roofing over sloped slab Tiled roofing over flat slab Concrete Flooring Simple glazing and wooden frame

Fig.3. Simulation with LIDER and CALENER VyP

3.3 Optimization and improvement of the rating level energy The rating level energy obtained is a positive result, as we managed to improve two levels above the rating of the building in its current state. Despite this, we intend to carry out further improvements on the building, suggesting improvements that allow us to reach a rating at least of C. To do this, we wanted to study what is the exact influence of the different elements on the energy performance of the building, in order to select and implement those improvements that will have a greater impact allowing for optimal results. To achieve this goal, we made a total of 25 simulations in both calculation programmes, LIDER y CALENER VyP, acting separately on facades, roofs, floors and windows. And finally, acting on all together. The conclusions are represented graphically below:

Existing building Strategy 1

Initial proposal

Strategy 2

Influence termal insulation

Strategy 3

Influence wooden windows

Strategy 4

Influence aluminum windows

Strategy 5

Influence windows+insulation

Fig.4. Results of 25 simulations to optimize the solution

3.4 Definition of the rehabilitated building Based on our findings, we decided which items should be prioritized for the rehabilitation. These are, facades, other vertical walls and windows, which are the most decisive influence on improving the rating, due to the form factor of the building. The following Table 1 shows the comparison between existing solutions and new solutions proposed to achieve the energy rating C:

Building system

Masonry stone walling 50cm Masonry stone walling 43cm Brick walling 14cm Brick walling 28cm Concrete flooring 10cm Flat roofing Tiled roofing Slab+tiled roofing Frame Glazing

U existing building (W/m²K)

U required CTE (W/m²K)

2.49

1.07

2.37

U %U reduction

Thermal insulation

0.37

85.14%

MW 6cm

1.07

0.38

83.97%

MW 6cm

2.49 1.84

1.07 1.07

0.43 0.40

82.73% 78.26%

PUR 5cm PUR 5cm

2.15

0.68

0.37

82.79%

XPS 8cm

2.34 2.59 1.97 2.20 5.70

0.59 0.59 1.07 5.70 5.70

0.34 0.31 0.47 3.30 3.20

85.47% 88.03% 76.14% -50.00% 43.86%

XPS 3cm MW 8cm MW 8cm RPT>12mm 4+6+6

rehabilitated

building (W/m²K)

VERTICAL WALLS

FLOORS

ROOFS

WINDOWS

U Thermal transmittance RPT Thermal bridge breakage Table 1. Final solutions applied in the thermal envelope

4. Conclusions From this research we can conclude that we have found the most appropriate solutions to implement in the rehabilitation of an existing building, according to constructive, economic and energy efficiency criteria. This allows us to classify the building in its current state and in the future apply these findings to other buildings with similar characteristics. We have achieved a significant improvement in rating scale of energy performance, from level E to C, only with the implementation of passive measures, ie, acting only in the thermal envelope of the building. This fact leads us think Fig.5. Energy performance label that if we acted both in the building installations and the of the building C thermal envelope, we could get an even better rating, possibly levels B or A. Finally, we achieved to determine the consumption energy savings that will involve the rehabilitation and also, the reduction of CO2 emissions, as can be seen from the graph below.

Fig.6. Energy consumption savings

Fig.7. CO2 emissions reducing

References [1] [2] [3] [4] [5] [6] [7] [8]

IDAE, Instituto para la Diversificación y Ahorro de la Energía. http://www.idae.es [Last access on the Internet 6/07/2010] DIRECTIVE 2002/91/CE of the European Parliament and of the Council, of 16 December 2002, on the energy performance of buildings. Official Journal of the European Communities. 2002 Código Técnico de la Edificación, REAL DECRETO 314/2006, de 17 de marzo. Ministerio de Vivienda. Official Journal of Spain. 2006 Institut Cerdà, Proyecto RehEnergía. Rehabilitación energética de edificios de vivienda, Jornada de Rehabilitación Energética, Ministerio de Vivienda (2008). http://www.icerda.es [Last access on the Internet 2/07/2010] LIDER, Documento Básico HE Ahorro de energía. HE1: Limitación de la demanda de energética. Documento Reconocido. Ministerio de industria, turismo y comercio. CALENER VyP, Calificación energética de edificios. Edición: Viviendas y edificios terciarios pequeños y medianos. Documento Reconocido. Ministerio de industria, turismo y comercio. REAL DECRETO 47/2007 de 19 de enero, por el que se aprueba el Procedimiento básico para la certificación de eficiencia energética de edificios de nueva construcción, Ministerio de Vivienda y Ministerio de Industria, Turismo y Comercio. Official Journal of Spain. 2007 Asociación Nacional de Industriales de Materiales Aislantes (ANDIMAT), Guía Técnica para la Rehabilitación de la Envolvente Térmica de los Edificios. IDAE, Madrid (2008), ISBN: 978-8496680-37-1. http://www.idae.es/index.php/mod.pags/mem.detalle/relcategoria.1030/id.48/relmenu.53 [Last access on the Internet 30/10/2009]

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

REUTILIZATION OF CERAMIC WASTE MATERIALS IN THE CONSTRUCTION SECTOR Lucia Reig1, Maria José Ruá1, Mª Victoria Borrachero2, Jose Monzó2, Mauro M.Tashima2, Jordi Payá2 Universitat Jaume I Castellón de la Plana / Spain 2 ICITECH, Universitat Politècnica de València, Camino de Vera s/n 46022 Valencia, Spain, lreig@uji.es, rua@uji.es, vborrachero@cst.upv.es, jmmonzo@cst.upv.es, maurotashima@hotmail.com, jjpaya@cst.upv.es

Abstract Ceramic materials represent around 54% of construction and demolition waste, originating not only from the building process, but also as bricks and tiles rejected from the industry. Despite the fact that these wastes are mostly used as road sub-base or construction backfill materials, they can also be employed as supplementary cementitious material or even as raw material for alkali activated binders. In this research, some ceramic materials that usually are part of the construction and demolition wastes were selected and conditioned. The ceramic binder was ground (average particle diameter, 20 microns) and the starting material was characterized by SEM, FRD and ADL. Mortars were prepared using sodium hydroxide and sodium silicate as an alkaline activator, and siliceous sand as aggregate. Compressive strengths from 23 to 30 MPa were obtained after curing for 7 days at 65ºC, depending on the concentration of the SiO2/Na2O and ‘activator/binder’ ratios. These results confirm that it is possible to obtain binders by alkali activation of ceramic waste materials, providing alternative materials suitable for the construction sector.

1. Introduction The cement industry has been considered as unfriendly and highly pollutant, mainly due to it involves a high amount of energy (≈ 850 Kcal per Kg of clinker), and involves the emission of high amount of greenhouse gases into the atmosphere (near 0.8-1t of CO2 per t of clinker produced) [1]. On the other hand, the construction sector originates an important volume of wastes, which were estimated on 790 Kg per person and year in 2007 [2]. The Second Spanish National Plan about Demolition and Building Waste Management (Segundo Plan Nacional de Gestión de Residuos de Demolición y Construcción, IIPNGRDC 2007-2015), incorporates the amount of building wastes per square meter, according to the data of the Technological Institute of Construction of Catalonia and some professional associations. Table 1 shows the Kg/m 2 depending on the type of building activity considered: Building activity

Kg building waste per square meter 2

New buildings

120.0 kg/m built

Refurbishment

338.7 kg/m refurbished

Total demolition

1,129.0 kg/m demolished

Partial demolition 903.2 kg/m demolished 2 Table 1. Kg/m building waste depending on the type of building activity. Source: IIPNGRDC 2007-15

Building wastes are generated not only by the industry, but also during the building process, being about 54% of them ceramics [2,3]. Table 2 shows the percentages of building wastes, generated during the building process, classified by typologies. This data were gathered from surveys made by waste dumps in Spain, as reflected in the First Spanish National Plan about Demolition and Building Waste Management (Plan Nacional de Gestión de Residuos de Demolición y Construcción, PNGRDC 2001-2006). RCD % Weight Average density t/m3 Stony materials Bricks, tiles and other ceramics 54.0 1.60 Sands, gravels 4.0 1.60 Concrete 12.0 2.50 Stone 5.0 2.70 Another materials Timber 4.0 0.60 Glass 0.5 2.60 Plastic 1.5 2.10 Metals 2.5 7.50 Asphalt 5.0 1.30 Plaster 0.2 1.25 Paper 0.3 1.10 Potentially dangerous and others 4.0 1.50 Rubbish 7.0 1.20 Table 2. Percentages of Demolition and Building Waste collected by waste dumps in Spain Source: PNGRDC 2001-06

The Royal Decree 105/2008, on february 1st, regulates the production and management of the Demolition and Building Waste. It promotes the “valorization” of wastes, meaning that they should be recycled or reused whenever it is possible. Regarding to ceramic materials, and taking into account the high percentage that they are representing (Table 2), this could contribute hugely to increase sustainability in the Building Industry. Several studies have been performed by the scientific community in order to reuse ceramic waste and reduce both the damage to the environment and the emission of polluting gases [1,4-6]. Some of these studies [1,7] focused on potential of ceramic wastes as a replacement in the portland cement production; others [6] analyzed the pozzolanic properties of the ceramic materials as a partial substitution of Portland cement; while their use as recycled aggregates was analyzed by several authors [5,8-10]. Another way to reduce the contamination originated by the cement industry is to develop alternative binders, such as that obtained by the alkali activation process. In this method, an aluminosilicate material is dissolved by a highly concentrated solution to form a new mineral compound. The process is divided into three stages: destruction of the structure, polymerization and stabilization [11,12]. In the first one, aluminosilicates of the starting material are dissolved and transformed to an ionic form. During the polymerization, smaller particles agglomerate to form larger ones that will precipitate as a gel. This gel contains SiO4 and AlO4 tetrahedra randomly distributed along the polymer chains, so that + + the intertwining of these chains provide gaps big enough to accommodate the alkali ions (Na , K , +2 Ca ). Finally, when the nuclei reach a critical size, they initiate their growth and stabilization. The success of the alkali activation process has been extensively proved in materials such as fly ash, metakaolin or blast furnace slag [11,12], and its suitability has also been confirmed for other waste materials [13-16]. The aim of this research is to develop geopolymeric binders by alkali activation of two different ceramic waste materials (porous red ceramic and porcelain stoneware), analyzing the influence of the alkali activator type and concentration on the mechanical properties of the material developed.

2. Materials Two different ceramic waste materials, red ceramic (Brick = B) and porcelain stoneware (P), were used for the geopolymerization process. Fig.1 shows their chemical composition, determined by X-ray fluorescence (XRF). As shown, the amount of SiO2 is higher in the porcelain waste (71% versus 51%), while the presence of other compounds, such as CaO, K2O, MgO and Fe2O3 is hardly noticeable.

Fig. 1. Chemical composition of ceramic waste materials.

Raw materials were crushed in a jaw crusher and then grounded in a laboratory-type ball mill (alumina medium). Particle size distribution (Fig. 2) was measured using a laser analyzer (Mastersizer 2000, Malvern Instruments). As shown, both powders have similar particle distribution, with particles ranging from 0.2 to 100 μm, a mean diameter close to 20 µm, 90% in volume under 50 μm and nearly 7% under 1 μm.

Fig. 2. Particle size distribution of raw materials. As observed in Fig. 3, analyzed by scanning electron microscopy (JEOL JSM-6300), ground particles presented an irregular shape.

a b Fig. 3. SEM micrograph of ground raw materials: a) Brick; b) Porcelain stoneware.

3. Methods The alkali activated binders were developed by mixing ceramic waste materials with an alkaline solution. The activating solution was prepared by mixing sodium hydroxide pellets (98% purity) with water and sodium silicate solution (SiO2=28%, Na2O=8%, H2O=64%). The nomenclature of the mix proportions was established in this study as follows: x/ω/m/r-c, being x the type of ceramic material (B=brick, and P=porcelain), ω the amount of water per 100g of binder, m the molality of the Na+ solution, r the SiO2/Na2O molar ratio of the activating solution and –c the percentage of Ca(OH)2 (substitution of binder). The water/binder (w/b) was fixed in 0.35 for the samples made with porcelain stoneware and 0.45 for that made with brick, and a binder/sand (b/s) ratio of 1:3 was used. Mortars were cured for 7 days at 65ºC, under a relative humidity of 90%. The compressive strength was determined following UNE EN 196-1 standard.

4. Results and Discussion Several mixtures were prepared in accordance to previous results [13,14,17]. Mortars with a constant ‘SiO2/Na2O' ratio (1.60) and different Na+ concentration (6.0 to 9.0 molal) were developed for both ceramic wastes. Also, a 2% of the waste material was substituted by Ca(OH)2 for the porcelain mortars. Fig. 4 shows the compressive strength after 7 curing days. As observed, binders developed with the porcelain waste showed similar compressive strength (25 to 30 MPa) without a specific trend. However, the brick mortar with a 7 molal Na+ concentration gave the highest strength (28 MPa) after 7 curing days. These results are consistent with previous studies in which compressive strength was found to depend not only on the SiO2/Na2O ratio, but also on Na2O/binder and SiO2/binder ratios.

Fig. 4. Compressive strength of alkali activated red and porcelain ceramic waste mortars.

In Fig. 5 the microstructure of some geopolymeric pastes developed during the activation process is observed. As shown in Fig 5a, the material is mainly composed by a heterogeneous microstructure, containing unreacted ceramic particles surrounded by a geopolymeric binder phase. Nevertheless, some minor crystalline phases could be also identified (Fig. 5b).

a b Fig. 5. Scanning electron microscope images of alkali activated brick pastes cured for seven days at 65ºC: a) 45/5.0/1.60; b) 45/7.0/1.60.

5. Conclusions Alkali activated binders were obtained by the reutilization of two different ceramic waste materials, using NaOH and sodium silicate solution as activators. The addition of Ca(OH) 2 proved to be an essential parameter for the activation of porcelain stonewore, and only samples with 2% could be obtained. The maximum strength of mortars developed with the red ceramic waste was obtained for a 7 molal sodium concentration, being close to 30 MPa after 7 curing days. Although this value was achieved also for a alkali activated porcelain mortars, no significant trend was found when varying the sodium concentration, and further research must be conducted in order to completely understand the influence of the process parameters on the properties of the binder developed.

Acknowledgements The authors are grateful to the Spanish Ministry of Science and Innovation for supporting this study through Project GEOCEDEM BIA 2011-26947, and to FEDER funding. They also thank Universitat Jaume I, for supporting this research through the granted research stay.

References [1] Puertas, F., García-Díaz, I., Barba, A., Gazulla, M.F., Palacios, M., Gómez, M.P., MartínezRamírez, S.: Ceramic wastes as alternative raw materials for Portland cement clinker production. Cement Concrete Comp, 30 [9] pp 798-805 (2008). [2] Cuchí, A., Sagrera, A.: Reutilización y reciclaje de los residuos del sector de la construcción. Ambienta, pp 59-68, Mayo 2007. [3] Ministerio de Fomento de España: Actualización del catálogo de Residuos Utilizables en Construcción, pp 123-158 (2010). [4] Pacheco-Torgal, F., Jalali, S.: Reusing ceramic wastes in concrete. Constr Build Mater. 24 [5] pp 832-838 (2010). [5] Medina, C., Juan, A., Frías, M., Sánchez-de-Rojas, M.I., Morán, J.M., Guerra, M.I.: Characterization of Concrete made with Recycled Aggregate from Ceramic Sanitary Ware. Mater Construcc, 61 [304] pp 533-546 (2011). [6] Lavat, A.E., Trezza, M.A., Poggi, M.: Characterization of ceramic roof tile wastes as pozzolanic admixture. Waste Manage, 29 [5] pp 1666-1674 (2009). [7] Puertas F., Barba A., Gazulla M.F., Gómez M.P., Palacios M., Martínez-Ramírez S., Residuos cerámicos para su posible uso como materia prima en la fabricación de clínker de cemento Portland: caracterización y activación alcalina. Materiales de Construcción, 56, 281: 73-84 (2006).

[8] Senthamarai R. M., Devadas Manoharan P., Concrete with ceramic waste aggregate. Cement and Concrete Composites, 27, 9-10: 910-913 (2005). [9] Senthamarai R. M., Manoharan P.D., and Gobinath D. Concrete made from ceramic industry waste: Durability propierties. Construction and Building Materials, 25(5), 2413-2419 (2011). [10] Mansur M.A., Wee T.H., Cheran L.S. Crushed bricks as coarse aggregate for concrete Aci Materials Journal, 96(4), 478-484 (1999). [11] Fernández-Jiménez A., Palomo A., Criado M., Microstructure development of alkali-activated fly ash cement: a descriptive model. Cement and Concrete Research, 35: 1204-1209 (2005). [12] Duxson P., Fernández-Jiménez A., Provis J.L., Lukey G.C., Palomo A., van Deventer J.S.J., Geopolymer technology: the current state of the art. Journal of Materials Science, 42, 9:2917-2993 (2007). [13] Reig, L., Tashima, M.M., Borrachero, M.V., Monzó, J., Payá, J.: Nuevas matrices cementantes generadas por Activación Alcalina de residuos cerámicos. II Simposio Aprovechamiento de residuos agro-industriales como fuente sostenible de materiales de construcción, November 8-9, Valencia, Spain, pp 199-207 (2010a). [14] L. Reig, M.M. Tashima, M.V. Borrachero, J. Monzó, J. Payá: Residuos de ladrillos cerámicos en la producción de conglomerantes activados alcalinamente, I Pro-Africa Conference: Nonconventional Building Materials Based on Agroindustrial Wastes, October 18-19, Pirassununga SP, Brazil, 18-21 (2010b). [15] Payá, J., Borrachero, M.V., Monzó, J., Soriano, L., Tashima, M.M.: A new geopolymeric binder from hydrated-carbonated cement. Mater Lett, 74, 223-225 (2012). [16] Kourti I.; Rani D.A.; Deegan D.; Coccaccini A.R.; Cheeseman C.R., Production of geopolymers using glass produced from DC plasma treatment of air pollution control (APC) residues. Journal of Hazardous Materials, 176: 704-709 (2010). [17] L. Reig, M.M. Tashima, M.V. Borrachero, J. Monzó, J. Payá: Alkaline Activation of ceramic waste materials, WASCON 2012 – towards effective, durable and sustainable production and use of alternative materials in construction. 8th International conference on sustainable management of waste and recycled materials in construction, Gothenburg, Sweden, 30 May – 1 June. Proceedings. Ed by: Arm, M., Vandecasteele, C., Heynen, J., Suer, P. & Lind, B. (2012).

RESEARCH PROJECTS 29

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

APPLICATION OF ENERGY CERTIFICATION TOOLS TO OPTIMIZE THE ENVIRONMENTAL IMPACTS OF CONSTRUCTION SOLUTIONS OF THE ENVELOPE Patricia Huedo Dordรก, Arantza Redondo Gonzรกlez Universitat Jaume I Castellรณn de la Plana / Spain huedo@emc.uji.es

Abstract One of the widespread failures of buildings design is to adopt constructive solutions, despising their environmental performance. A building to be sustainable, should try to achieve high energy efficiency through careful design of the envelope. This paper presents a survey of the assist in the selection of sustainable building assemblies and discusses the need to incorporate mechanisms for quantifying and prevention of environmental impacts due to energy consumption of the building during its life, linked to constructive solutions of the envelope in order to constitute a tool to assist designers in the early phases of design. In conclusion, a list of guidelines for the development of a Spanish tool to assist building designers in the selection of sustainable building assemblies is proposed. Keywords: Sustainable building, building environmental assessment tools, materials selection, building assemblies selection

1. Introduction Since 1987, when it was published the Brundtland report prepared for the ONU and was first used the term "sustainable development", defined as "development that satisfies present needs without compromising the needs of future generations" (1), environmental protection has become a global imperative and there grows the urgency to incorporate the values of sustainability to all our production processes. Considering the construction as responsible for a high percentage of environmental pollution, according to the UNEP (United Nations Environment Programme) and OECD (Organization for Economic Cooperation and Development) (2), the built environment represents a power consumption of 25 to 40%, a solid waste load of 30 to 40% and a charge of emission of greenhouse gases of 30 to 40%. It is imperative that building becomes sustainable and therefore (6), it would be necessary to incorporate mechanisms of quantification and prevention of impacts produced by the use of different constructive solutions taking into account the entire life cycle (3). One of the key issues around the construction process is the design of the building. The designer or planner as structuring axis for the further development or manufacture of the building must be able to adequately control the choice of materials and construction solutions used in their project (4). That is why he must consider a number of variables which force him to make decisions in the design phase that will affect the viability of the product and the end result. One of the most usual fails in the design of buildings is the adoption of international business solutions elsewhere for the outer envelope, despising fundamental considerations about the environmental performance of enclosures (5). In order to be sustainable, construction must try to achieve high energy efficiency through careful design of the building envelope that allows you to limit the use of climate control systems during its useful life. Evaluating the environmental impacts of construction solutions of the thermal envelope of the building in the initial design phase, and knowing whether a solution of faรงade or cover is better than another one, some factors must be considered. On the one hand, the impacts due to the manufacturing of products, their placing and their final withdrawal, as their contribution to building energy efficiency. In

fact, this aspect is one of the most complexes to undertake, and still more when considering constructive solutions of the building thermal envelope.

2. Objectives This project poses the following objectives: -To analyze the mechanisms of quantification and prevention of environmental impacts. -To obtain data on energy demand in consumption and emissions from the use of the building phase. That could be linked to the construction solutions adopted in the envelope to support the designer in the initial design phase of buildings.

3. Previous There are theoretical studies reported by other authors on the environmental impacts obtained from the ACV of materials or construction solutions and at the same time incorporate data on the reduction of energy demand of buildings in use phase (6, 7, 8, 9, 10, 11). In this paper, issues relating to the impacts of consumption linked to constructive solutions to the enclosure have been considered. For this purpose, some of the conclusions of the research project conducted by the research group at the University Jaume I 199 TECASOS "Assessment Model for assistance in selecting eco-efficient building systems in Spain", developed between 2006 and 2009. From this project, it could be inferred that the building energy consumption, attributable to the constructive solution of the envelope, was one of the main causes of impact on the building construction systems (12).

4. Methodology The methodology used was based on the evaluation of energy consumption and emissions of a house between party walls, holding fixed the parameters related to the facilities and checking the results for a number of constructive solutions combined with other variables. The equipment and systems used for domestic hot water and for air conditioning have been selected complying with current legislation, especially the CTE (13) and the RITE (14), guaranteed user comfort and an adequate price equivalent value between them. The methodological scheme used in this part of the research was divided into the following sections. The work consists of the following phases: 4.1 Description of a case study and definition of different constructive solutions of the envelope, as well as the variables to be taken into account in the analysis. 4.2 Calculation hypotheses 4.3 Implementation of the LIDER tool for evaluating energy demand different combinations obtained and CALENER VYP tool to determine energy consumption and CO2 emissions in each case. 4.4 Results and conclusions.

4.1 Description of case study It will be used as a case study a real project. It is a two floors terraced house, with back yard. It has two facades, one facing the street and the other one opposite to the yard. The side walls are party walls shared with other homes, leaving only the possibility of ventilation through the walls, as shown in the drawings Positioning of Figure 1.

Figure 1. Site Plan

The interior layout is described below: - Ground floor: living room, kitchen, double bedroom and a bathroom. - On the first floor, two bedrooms, a bathroom and a hallway.

Figure 2. Plans and section of the home used as a case study

5. Calculation Hypothesis VARIABLES To accomplish this study we have considered the following variables: - Thermal transmittance of materials (database program LIDER) - FH site modified Factor hole: 1 - FS Shade Factor: 1 - G ⊥ glazing solar factor: between 0.5 and 0.7. - Surface temperature (CTE DBHE) - The humidity class 3 (CTE DBHE) - Renewals hour = Flow / Volume = 1.5 h-1 - Percentage of holes in the facade 24.50% in the patio facade 30% - Permeability of the carpentry: ≤ 27 m3 / h m2. CLIMATE ZONES For the purposes of this study using the same criteria used in other studies of impact, we consider two areas with opposite climates. Zone B3 (temperate and humid climate, such as Castellón) Zone E1 (cold and dry climate, such as Avila) ORIENTATIONS Calculate the performance of the building according to the forty-five combinations indicated for the following orientations: 45º NE-SO and 135º SE-NO. CONSTRUCTION SOLUTIONS The envelope construction solutions that are analyzed are the following C1 Flat roof continuous hot, passable, protection of ceramic tile. C2 Flat roof ventilated , passable, protection of ceramic tile. C3 Inverted flat roof, not passable, protection of gravel.

Figure 3. Sections housing construction continues, ventilated and inverted. F15 Facade conventional factory slightly ventilated air space, solid brick outer leaf bricks, insulation 5cm. F25 Facade with non-ventilated air space, insulation plastered 5cm F210 Front with non-ventilated air space, insulation 10cm, plastered. F35 facade with ventilated air space, insulation 5 cm from the outside. F40 Light facade curtain wall. H: External carpentry H1: Aluminium carpentry H2: PVC carpentry

5.1 Application of the tools LIDER and CALENER To assess the demand of the building, the LIDER program, official version for verification of the requirement for Energy Demand Limiting (HE1), will be used

Street Facade Figure 4 Exemple imput windows in LIDER and CALENER The information obtained from LIDER program will be relocated to the official Building Energy Rating (CALENER VYP) to be used as a simulation tool to determine the energy demands of heating and refrigeration energy consumption and primary end CO2 emissions building study:

5.2 Getting Results It should be noted that the tools CALENER and LIDER work with relative terms, comparing the energy demands of the building according to the different solutions adopted, changing only the components of the thermal envelope, the climate zone in which it is located and orientation. Below are the results from the application of the tool CALENER grouped for each climatic zone and for each of the orientations studied:

C1F15H1

C1F15H2

Figure 5. Example output window in CALENER

6. Conclusions The results of primary energy consumption and CO2 emissions were analyzed, combining different constructive solutions of the faรงade, roof and carpentry. From the analysis of these results there can be inferred conclusions of the constructive solutions analyzed, combined with data on the environmental impacts. That gives a measurable environmental information that can be applied in the initial design phase. These are the main conclusions, which are represented in the charts below. Chart 1 and 2: Every chart contains a combination of features which are: climatic zone/orientation/constructive solution, giving different results of primary energy consumption, in kWh per year (for heating and cooling): Chart 1 represents the following features: climate zone B3, SE-NO orientation. It can be seen that the solutions that behave worst both for heating and for freezing are those that incorporate ventilated roof C2 and F3 ventilated facade. As it can be seen from the chart, the solutions that behave better in terms of emissions are those heating up the curtain wall F4. And the solutions that behave best overall are those which incorporate a thermal insulation 10 mm thick.

Chart 1. Primary energy consumption kWh / year. B3 climate zone. SE-NO orientation

Chart 2 represents the following features: climate zone E1, SE-NO orientation. Chart 2 shows that constructive solutions behave worse for heating are also those with ventilated roof incorporating C2 and F3 ventilated facade, but for cooling the solutions that behave worse are those of the curtain wall.

Chart 2. Primary energy consumption kWh / year. Climatic zone E1 SE-NO orientation

The conclusions from chart 2 are: Just as in the previous case, the solutions behave better overall are those which incorporate a thermal insulation 10 mm thick.The difference between the best and the worst result is 1840 kWh / year. If we consider a useful life span of 50 years, in this case the selection of one solution over another represents a reduction of primary energy consumption of 92,000 kWh of. Chart 3 analyse the influence of carpentry on energy consumption:

Chart 3 Primary Energy consumption kWh / year. Climatic zone NE-SO B3, comparing aluminum frames and PVC

As seen in chart 3, when comparing the climate zone B3, the same constructive solutions but substituting aluminum carpentry PVC carpentry, consumption increased by approximately an average of 2000 kWh / year in all solutions tested. The difference between using one or another type of carpentry, if we consider a life span of 50 years, represents a reduction of primary energy consumption of 1000 kWh. Chart 4 shows the emissions of CO2 per year, for climatic zone E1 and orientation NE_SO:

Chart 4. CO2 emissions Kg / year. Climatic zone NE-SO E1

In terms of emissions, Chart 4 shows the values of Kg of CO2 emissions per year from consumption of heating and refrigeration associated with each of the constructive solutions analyzed in a climatic zone E1, considering the orientations NE-S0. It is seen that constructive solutions behave worse for heating in both orientations are ventilated roof incorporating C2 and F3 ventilated facade, but for cooling the solutions behave worse are those of the curtain wall. It also can be seen that the solutions behave better in terms of heating emissions are those that make up the curtain wall F4. And the solutions behave better overall are those which incorporate a thermal insulation 10 mm thick. The difference between the best and the worst result is about 300 KgCO2/año. If we consider a life span of 50 years, in this case the selection of one solution over another represents a reduction of emissions of 15000 kgCO2.

References [18] Brundtland, G. “Our common future”. Report of the World Commission on Environment and Development. Transmitted to the General Assembly as an Annex to document A/42/427 Development and International Co-operation: Environment, 1987. [19] Oteiza, I., Alonso, C. “Análisis y revisión de herramientas para evaluación de la sostenibilidad de la construcción”. Actas de las II Jornadas de Investigación en Construcción, pp. 1149-1166. Madrid, 24 de mayo de 2008. [20] Huedo,P., Lopez-Mesa, B.,(2012). “Revisión de herramientas de asistencia en la selección de soluciones constructiva sostenibles en edificación” IC-11-048. Informes de la Construcción ISBN 0020-0883. [21] López-Mesa, B., Gallego, T., Mulet, E., Pitarch, A., Tomás, A. (2007) Exploring the need for an evaluation model to assist in the eco-efficient selection of building systems. Proceedings of the 16th International Conference on Engineering Design 2007 (ICED07). París, 28-31 agosto de 2007. [22] Acosta, D., Cilento, A. (2005) Edificaciones sostenibles. Estrategias de investigación y desarrollo. Tecnología y Construcción 21(1): 15-30. [23] Erlandsson, M., Borg, M., (2003) Generic LCA-methodology applicable for buildings, constructions and operation services- today practice and development needs. Building and Environment 38: 919-938. [24] Alonso, C. Oteiza, I. García, J. (2010) Criterios para la reducción de emisiones de gases de efecto invernadero en el proyecto de fachadas de edificios de Viviendas. Instituto de Ciencias de la construcción Eduardo Torroja. Universidad Politécnica de Madrid. [25] Gonzalo G, Ledesma S, Nota V, Martinez C, Cisterna S, Quiñónez G, Márquez G, Tortonese A, Garay A. (2000a).Determinación y análisis de los requerimientos energéticos para el acondicionamiento térmico de un prototipo de vivienda ubicada en San Miguel de Tucumán. Revista Avances en Energías Renovables y Medio Ambiente Vol. 4. pp. 05.19-05.24. ISSN 03295184. Ed. Milor. Salta, Argentina

[26] Oteiza, I., Alonso, C. Analisis y revisión de herramientas para evaluación de la sostenibilidad de la construcción. Actas de las II Jornadas de Investigación en Construcción, pp. 1149-1166. Madrid, 24 de mayo de 2008. [27] N. Mithraratne and B. Vale, "Life cycle analysis model for New Zealand houses," Building and Environment, vol. 39, pp. 483-492, Apr 2004. [28] Ortiz, O., Bonnet, C., Bruno J., Castells, F. (2009) Sustainability based on LCM of residential dwellings: A case study in Catalonia, Spain. Building and Environment 44: 584-594. [29] Rua, M.J., Vives, L., Civera, V., Lopez-Mesa, B. Aproximación al cálculo de la eficiencia energética de fachadas ventiladas y su impacto ambiental, Actas del XI Congreso mundial de la calidad del azulejo y del pavimento cerámico QUALICER 2010, Castellón, 15-16 de febrero de 2010. [30] Real Decreto 314/2006, de 17 de marzo, por el que se aprueba el Código Técnico de la Edificación [31] Real Decreto de 20 de julio de 2007, que aprueba la revisión del Reglamento de Instalaciones Térmicas de los Edificios (RITE) Figures and charts (All figures and charts are made by the authors) Figure 1. Site Plan Figure 2. Plants and section of the home used as a case study Figure 3. orientations analyzed Figure 4. Sections housing construction continues, ventilated and inverted Figure 5. Bricks facade, plastered facade, facade ventilated and curtain wall Figure 6. Exemple imput windows in LIDER and CALENER Figure 7. Example output window in CALENER Chart 1. Primary energy consumption kWh / year. B3 climate zone. SE-NO orientation Chart 2. Primary energy consumption kWh / year. Climatic zone E1 SE-NO orient Chart 3 Primary Energy consumption kWh / year. Climatic zone NE-SO B3, comparing aluminum frames and PVC Chart 4. CO2 emissions Kg / year. Climatic zone NE-SO E1

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

FIBER REINFORCED POLYMERS (FRPs) FOR REINFORCING CONCRETE STRUCTURES Milagro Iborra Lucas Universitat PolitĂ¨cnica de ValĂ¨ncia Valencia / Spain miborra1@csa.upv.es

Abstract The composites material FRPs have been used for year in some fields as aerospace, automotive, etc, but it wasnâ&#x20AC;&#x2122;t until 70s when GFRP bars were considered for structural engineering applications. Fiber Reinforced polymer composites (FRPs) have been proposed for use in concrete structure, instead of steel. The FRPs materials are lightweight, high strength, (some of FRP products are up to six times stronger than steel and one fifth the weight), nonconducting, nonmagnetic and noncorrosive. The corrosion of internal reinforcing steel is one of the chief causes of failure of concrete structures. These composites are a successful alternative reinforcing that will give structures a longer service life and reducing maintenance cost. Fiber reinforced polymers contain high-resistance fibers embedded in a polymer resin matrix. The fibers are stronger than the matrix and the mechanical properties of the final FRP product depend on the fiber quality, orientation, shape, and volumetric ratio, adhesion to the matrix and on the manufacturing process. Different types of fibers have been developed; include aramid, carbon, glass and basalt fibers. The matrix o resin transfers stresses between the fibers. There are two types of polymeric matrices, thermosetting and thermoplastic resin. The surface rods can be spiral, sanded o deformed in order to improve the bond with concrete. The reinforcement can take the shape of rebars, stirrups, tendons, anchors, etc. Glass fiber reinforced polymer (GFRP) and carbon fiber reinforced polymer (CFRP) can be used for reinforcing cast-in-place and precast concrete. This material is available in the form of very thin sheets makes it an economical solution for strengthening existing concrete structures, in rehabilitation projects, for confine concrete subjected to compression or improve flexural shear strength, as an externally bonded reinforcement.

Introduction.

The composites materials, according to his own definition there is, the combination of two or more different materials, which presents mechanical and physical special properties, where there combine the best properties of his components removing his faults. The combination of material organic polymers, as products of last generation, and other components like the glass, the carbon and the aramida, in the shape of fibers, he awards to these composites materials a high resistance and stability accompanied of a high ductility, lightness, resistance to the corrosion and therefore durability, being the corrosion very important aspect to consider in the area of the structures of reinforced concrete exposed to aggressive environmental means, already be marine, industrial with high chemical aggressiveness, etc. The composites materials develop initially in the field of the industry of the engine and of the aerospace engineering. And recently other applications are known inside the area of the civil work, as bridges, reinforcements of structures of reinforced concrete. The introduction of new materials both in the civil construction and in the architectural one, it added to the improvements in the constructive processes, they can give improve in the behavior of the

structures as well as also important reductions of costs, being this one a factor to bearing in mind when promoting his application is the final aim. In the construction of the structures of reinforced concrete, the steel is used so much as passive as active reinforced, opposite to other materials as the stainless steel or steels protected with resins, or polymers bars, for his minor cost. The steel, opposite of certain environmental conditions it suffers processes of corrosion, causing important deteriorations and being able to cause finally the collapse of the structure. To paralyze the processes of corrosion, that he drives to a high expenses, it becomes necessary to penetrate into the field of the application of new materials that prolong the useful life of the element, improve the durability of the structures.

The polymer composites. Composition and properties.

The FRP bars are made of constant longitudinal unidirectional fibers impregnated by rigid polymer resins material, being the fibers those that determine the resistance and stiffness in the direction of the fibers of the composites FRP. The polymer resin matrix is necessary to join the fibers and to protect his surface of the hurts during his manipulation, manufacture or life in service of the compound, also to disperse them and to keep them separated itself and to transfer the tension to fibers. The matrix must be a chemical and thermally compatible with the fibers and it plays a very important paper in controlling the total behavior of stress-strain of the composite material and his resistance to corrosive environments. The polymer resin matrix also concerns the mechanism of failure and the tenacity of the composite.The pultrusion is the most common process of manufacture. In addition, in order to improve the adherence between the bars FRP and the concrete different technologies are in use, as the deformation of the surface of the bar, covering sand bars, rolling thread on the surface, etc.

Fig.1. Composite structure at the micro-mechanical level [1]

2.1.

The fibers.

The fibers are used by his hardness, stiffness and lightness. The requirements are, both structural and functional, itâ&#x20AC;&#x2122;s need a high elastic module for an efficient use as reinforcement, high ultimate tensile load, low variation of the resistance between individual fibers, stability of his properties during his manipulation and manufacture, uniformity of the diameter of the fiber and his surface, high tenacity, durability, availability in suitable forms and acceptable cost. The fibers more commonly used to manufactured bars of reinforcement FRP are those of glass, carbon and aramid, recently the fibers of basalt also are available commercial. They all the fibers present a linear behavior, (fig. 2), not producing any plastic deformation. Glass fiber. The glass fibers are those of more common use for the manufacture of composites of matrix polymer, being in addition those of minor cost. The compound materials realized with glass fibers have as principal characteristics: the good relation resistance/weight, good dimensional stability, good resistance to the heat, cold, to the corrosion and good insulating electrical properties. Both classes of glass fiber used to make compound materials are the glasses E (electrical) and S (high resistance), and also the Alkali-resistant (AR). The glass fiber E are the cheapest of all, of there his major application in the industry of the plastic. Those of major cost are the glasses type S and AR, resistant to the alkalis, Zirconio is added to make it more resistant to the alkaline environment of the cement.

Carbon fibers. The carbon fibers have a high resistance and high modulus of elasticity, the principal disadvantage of this type of fiber is his high cost, being between 10 and 30 times more expensive than the glass fibers type E. Aramid fibers. These organic fibers structure is anisotropic, and have higher strength and modulus of elasticity in the longitudinal direction than in the axial transverse direction, as result of an alignment of the chain of polymeric along the axis of the fiber during the manufacturing process, thread and stretched. The cost, the service temperature and durability factors, limit their use to specific applications. Basalt fibers. The fibers of basalt are materials manufacturing by the smelting of volcanic lava, it has better properties that the glass fibers, and they are cheaper than the carbon fibers. The principal advantages of the fibers of basalt are his resistance to the fire. The temperature of work of 982 ยบC and the point of merger of 1450 ยบC, it is a material of application when resistance is demanded to the fire. The investigation of the fibers of basalt, as structural reinforcement in structures of concrete, is still in phase of development.

Fig. 2. Stress-strain curves of typical reinforcing fibers. [3]

Matrix polymer.

The matrix polymer, in the case of FRP, is the material that serves to support the fibers together, transfer the load to the fibers and protect then environment conditions or while handling the bars. The choice of the resin is very important at the moment of designing a compound system and it was concerning the mechanical and physical properties the final product. The matrix generally occupies between 30 and 60 % of the volume of the total composite polymer. The resin can be thermoplastic (nylon, polyethylene, terephthalate) or termostables.

Table 1. Property of some matrix termoestables. [3] Resins epoxy. The principal advantage of these resins is his high mechanical resistance, easy manufactured, his low retraction during the cured one and the good adhesion to the different tipologies of fibers. They have a high resistance to the corrosion and the water and the heat affect them less than other matrix polymeric. They have his high cost and his long period of treated, as disadvantage The polyester resins, are used in applications in which high resistance is needed to corrosion. His principal disadvantage is his high volume of retraction, being able to be avoided by means of the addition of thermoplastic components. The vinyl ester resin is a combination of both previous ones. But his retraction is high than the epoxy doing that has a minor adherence. There is a great variety of resins vinyl ester available for applications over 170ยบC. They are very resistant to the alkalis, acids and solvents.

FRP Bars. Properties.

FRP's bars are manufacturing by pultrusion process, producing bars of transverse constant section. The filaments of fiber are submitted to a bath by resin. Later they stretch to form the profile. In order to increase the adherence with the concrete, superficial deformations are applied in the bar before his final hardening, filaments of fiber in spiral form along the bar, in other occasions they take place carved in the bar, also covering with a film texturized around the bar and in other cases they join arid thin in the surface with the end to increase his exterior ruggedness. The mechanical properties of the bars FRP are going to change significantly depending on the type of resin and fiber, the orientation on this one, and of the quality control in the production, also they meet affected by the type of load and his duration, by the temperature and by the dampness. The FRP bar is anisotropic, the longitudinal axis is stronger. The low density of reinforcing bars mass contributes to a cost reduction of transport and manipulation of the material, are nearly four times lighter than steel. The values of the thermal expansion will change depending on the proportion of resins and fibers of the FRP bar. The design methodology for FRP reinforced concrete is similar that of steel but must be in account the linear elastic, the material is non-ductile, the rupture of the bar could occur simultaneously. The modulus of elasticity of FRP bar is lower than steel bar. The tensile strength of the FRP bars, unlike those of steel, is a function of the bar diameter. According to the effect "Shear Lag", the located fibers near the surface of the bar is submitted to major tensions that the fibers of the center. This phenomenon is translated in a reduction of the efficiency in large diameters bars. Shear strength of composites is very low; the FRP bar can be cut very easily in the transversal direction. It has a good fatigue resistance, in some test was concluded that the CFRP with epoxy matrix had better fatigue strength than steel, in glass composites, GFRP, is lower than steel.

Fig.3. Tensile stress-strain [1]

Table 2. Tensile properties of reinforcing bars. [2]

Factors that concern the mechanical properties.

Moisture. An excessive absorption of water in the bars can result in a considerable decrease and the resistance and the inflexibility. The resin on having absorbed water can increase of volume or deform the bar. Resins resistant to the dampness exist, must be used when the structure is going to be of permanent form in touch with the water or in situations of ice / thaw.

Fire and temperature. In FRP's composites the effect of the temperature is bigger in the resins than the fibers; the resins contain big quantities of carbon and hydrogen, which are inflammable. The concrete is the barrier to protect the bar of the direct contact with the flames. With the increase of the temperature the bars will meet affected his resistance. It is important that to know the properties of the bars and the use of the resins to high temperatures. Ultraviolet rays. The ultraviolet rays cause chemical reactions in the matrix polymeric it the properties of FRP bar, to avoid it must be incorporate into the resin suitable additives. When the bars are into the concrete, logically this damage is not necessary to account. Corrosion. Unlike the bars of steel, FRP bars does not affect them deterioration electrochemical, they resist to corrosion for the aggressive effect of the acids, salt and materials, but on the other hand, can deteriorate in alkaline way, there will be important the use of resins resistant to the alkaline way of the concrete that they protect to the fibers of the composite material.

Fields of interest of the use of the FRP. Applications.

There are different aspects of interest at the moment of proceeding to the use of the compound materials; nowadays still we are speaking about new materials in the area of the construction not being of frequent application for ignorance of his properties and characteristics. The high costs of the own material, is a disadvantage for the progressive and rapid incorporation of these materials on the market. Nonmagnetic. The steel bars used in the reinforced concrete can interfere in the magnetic fields, of there that, the composite materials turn out to be interesting when magnetic neutrality is needed, in cases like bases of big engines, equipments of magnetic exploration, railroads with systems of magnetic levitation, in the industry of the mobile telecommunications, in defense and in enclosures of hospitable buildings where there are in use equipments of magnetic resonance (MRI, Magnetic Resonance Imaging). Investigations in the matter: High resistance and lightweight. The high resistance that there offer the FRP bars can be used to reduce the high concentration of bars in certain applications and the lightweight to reduce costs of transport and manipulation. Corrosion resistance, durability. FRP bars are a successful alternative reinforcing that give us structures longer service life. Is important to use the composite system of resin and fiber can protect the fibers from degradation. Facility of court temporary structures. The compound materials FRP offer a minor resistance to the cut that the traditional steel bars, it does an ideal material for the case of temporary structures of concrete, since they are the walls diaphragm which have to be partially destroyed for you scheme TBM (Tunnel Boring Machine) facilitating to these the above mentioned task and reducing significantly the times of work. Applications: concrete exposed to de-icing, to marine chlorides, to high voltages and electromagnetic fields. Concrete susceptible to corrosion. Tunneling and mining. Masonry strengthening and historic preservation and concrete strengthening.

Conclusions.

The FPP bars presents disadvantages as no yielding before brittle rupture, low transverse strength, low modulus of elasticity, durability in moist and alkaline environment and high coefficient of thermal expansion perpendicular to the fibers. The FRP's that even not being sufficiently investigated in most areas, they are lasting materials and with resistant important characteristics to be considered in the area of the reinforcement of the reinforced concrete. Are needed changes in the design philosophy of concrete structures using FRP reinforcement. Several countries have established design procedures specifically for the use of FRP reinforcement for concrete structures.

References. [1] State-of-the-art Report on Fiber Reinforced Plastic (FRP) Reinforcement for Concrete Structures. ACI 440R-96. [2] Guide for the design and construction of concrete reinforced with FRP bars. ACI 440.1R-06. [3] FRP reinforcement in RC structures (2007). Fédération International du Betón. FIB. Bulletin nº 40. [4] Hota V. S. GangaRao, Narendra Taly, P.V. Vijay. (2007). Reinforced Concrete Design With FRP Composites. Ed. Taylor & Francis Group, USA.

MOBILITY PROGRAMS 43

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

INTERNATIONAL RELATIONS’ TASKS OF A CENTRAL LEVEL OFFICE Teresa Blasco Izquierdo Universitat Jaume I Castellón de la Plana / Spain blascot@sg.uji.es

Abstract Universitat Jaume I is actively taking part in Erasmus student exchanges since its foundation and in staff exchanges since its start in 2008 with good numbers, specially in outgoing students both for studies and work placements (ca. 300 students every year). We have also put an important part in the quality of exchanges with several actions to improve user’s satisfaction after evaluating strong and weak points, which we will describe in this session. We have also enlarged our international dimension with our own exchanges with the United States, Latin America and more recently Australia, Russia and Japan. The session will also explain how this enlargement has been achieved. We are coordinating an Erasmus Intensive Programme in the field of Tourisme and are members of an Erasmus Mundus Master Consortium in Geinformatics. We are now looking into increasing the number of IPs and Erasmus Mundus projects funded. The session will provide some hands-on information on how to get one of these projects funded. The structure of the International Relations’ Office will be described with explanation of the funding of extra personnel. And finally some time will be devoted to analyzing the double degree agreement at Bachelors’ level recently signed with VIA University College in the Building Engineering area.

Outgoing students In 2011/2012, 290 outgoing students have participated in the Erasmus programme with an average duration of 7,7 months. The Erasmus participants are a 71% of the overall participants in exchange programmes. And they mean a 15% of the graduate students. We have also enlarged our international dimension with our own exchanges with the United States, Latin America and more recently Australia, Russia and Japan. 28 students have gone out to nonEuropean English speaking universities, 30 to Latin American Universities and 55 to Spanish Universities. The Spanish government partly funds an exchange programme at national level, which was designed by the Spanish Rector’s conference 10 years ago. In total, 408 students have benefited from a study period abroad at another Spanish university in 2011/2012, and 353 have benefited from a study period abroad, which means that 19% of our graduates have done a study period abroad. If we add to them, the Erasmus student placements, 38 in 2011/2012, we have had 21% of graduates done a mobility learning experience abroad. We have thus already reached the goal of the Conference of the European Ministers for Higher Education set in 2009 that in 2020 at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad. The main countries of destination are also the biggest in Europe: Italy, France, United Kingdom and Germany in this order. Obviously the Faculty that sends most students for study reasons is Faculty of Social and Human Sciences, 51% of all in the Erasmus programme, 52% in study abroad programmes, 51% in all programmes. Mainly the degrees of English Studies and Translation and Interpreting.

But also students of Audiovisual Communication make the biggest share. The second most sending Faculty is the School of Engineering and Experimental Sciences, with a 33% in the Erasmus programme, 33% in study abroad programmes and a 30% in all programmes, including Spain. The degree of Technical Architecture had 4 students taking part in the Erasmus programme and 1 to Latin America, and the new Bachelorâ&#x20AC;&#x2122;s degree of Building Engineering had 1 student participating in the Erasmus programme.

Incoming students Our mobility numbers are not balanced. Unfortunately we receive far less students than what we receive. In the Erasmus programme we have received 185 students in 2011/2012, which makes a reciprocity of 1,56 for every outgoing student and when all programmes counted, the imbalance is more acute, 1,63 incoming for every outgoing student. In all, we have received 249 students in 2011/2012, slightly more than the year before. Reasons for this imbalance will be highlighted, by the main reason being that we do not offer programmes in English, therefore certain students, especially of Engineering and Science, which is the Faculty which receives less and has the greatest imbalance, have no previous knowledge of Spanish. Only two European students studied in the degrees of Building Engineering and Technical Architecture, both from Politechnika Slaska and one from Latin America , Universidade Brasilia. We receive students mainly from: France, Germany and Italy, being the rest of the countries well below 20 each.

Quality We have also put an important part in the quality of exchanges which measures satisfaction of students, tutors and coordinators, with several actions to improve userâ&#x20AC;&#x2122;s satisfaction after evaluating strong and weak points. Here are some results of the year 2010/2011.

Satisfaction of students: Outgoing students The questionnaire has been answered by 99,9% of the students, therefore it gives very accurate data. The most satisfied students with the universities of destination are the ones going to US and Canada Universities (4,33 out of 5) by far, then to Latin American Universities, Erasmus, and national programme. The overall satisfaction is 3,80. The most satisfied students with Universitat Jaume I are the ones taking part in the Latin American Programme (4,39 out of 5), and then there is little difference between the rest of the programmesâ&#x20AC;&#x2122; participants, being the overall satisfaction with UJI higher than the satisfaction with destination: 4,16. That means, that our university stands in a good position when compared with our partner universities, and it wins when compared with the Erasmus and national universities. Outgoing students are more satisfied with the aspects related to the non academic part of their stay, such as culture, friends, free-time, and less with the studies (4,02) although the score is not too bad. And unfortunately they do not see a strong connection between their studies and their future career prospects (3,85), but they would in a majority of cases, would do another stay abroad for study, work or placement reasons (4,62). There are 3 week points that appear every year and are difficult to overcome, the amount of the aid, the linguistic preparation and the duration of the stay. Generally the role of the coordinator is not well known, and they seem to blame them for not offering enough places or not adequate. They also complain that the tutors do not know well the academic conditions of the universities of destination. And all factors related to the Studies, are not well rated.

Incoming students The questionnaire has been answered by 115 students, 47% of the students. They are very satisfied with the exchange programme (4,5). They are much more satisfied with UJI (4,47) and they give a very good rating, than with their home university (3,59). The gap between the satisfaction of home and host university is bigger than among the outgoing students. And in terms of programmes it coincides with the outgoing students, the most satisfied students with their home universities are those from US and latin American Universities, being the Spanish students the less satisfied. North and Latin American students rate us very highly (4,67) and (4,76). This reinforces the idea that our university is highly valued by incoming students. Also for incoming students the personal results outstand the academic ones, and almost like outgoing students, do not see a strong connection between their studies and their future career prospects (3,84). Strong points are the Programme of Activities run by the Office, information, help, information on the Studies, campus and facilities, relationship with teachers, all factors related to intercultural sensitivity. Weak points; Although we are running a Mentor’s Programme for the integration of the Foreign with the local students, where we pair 50 students every semester, this is still one of the weak points, others are: group work in the classroom and little improvement of Spanish.

Coordinators and tutors Coordinators are well satisfied with their job (4,14) out of 5 and generally committed to their tasks as they would repeat another year. They are not happy with the academic description of the subjects at the partner universities, with the selection of students and with the linguistic preparation of the students, and are happy with recognition process and the duration of the stay of the students. Tutors are also satisfied with their participation (4,15) out of 5 and committed to continuation, but are more auto critical. Academic conditions of the partner universities and linguistic preparation of the students and tutorisation of the incoming students are also the weak points. Strong point is the satisfaction with the learning agreement process.

Improvement measures After analyzing strong and weak points we have developed several improvement measures: We have developed recently with the assistance of the IT Services a project to publish information of the learning agreements on the web. The mentor’s programme helps incoming students being more integrated with local students. We are stricter with the language skills’ level of the outgoing students during the selection process. Reviewing of agreements with non recommended universities by students. The Ambassadors’ programme is trying to counter effect the imbalance of students as one of the reasons for this imbalance is the lack of knowledge of our university. A call for applicants for academics to teach in English with university’s own funding.

Academic staff exchanges Every year we send over 50 teachers abroad with the Erasmus programmes and also Santander Programmes to the rest of the world, of which approx a 65 % are new teachers. Main countries of destination are France, United Kingdom and United States and in geographical areas, Europe is the main continent of destination followed by Latin America. The most active centre is the Faculty of Human and Social Sciences, followed by the School of Engineering and Experimental Sciences and within this School, The Analytic and Physics’ Chemistry and the dept of Mechanical Engineering and Construction are the most active ones, but generally with not more than 3 teachers per year each.

Extending International Relations We have also enlarged our international dimension with our own exchanges with the United States, Latin America and more recently Australia, Russia and Japan. This has been done mainly thanks to the economical support of Fundación Santander Universidades and our effective management of calls for applicants. Both academic and administrative staff have had the chance to apply for funding for doing one week stays in universities in certain parts of the world where we wanted to develop cooperation and this has emerged to the surface many research contacts from academics that have been expanded to academic cooperation, such as student mobility, invitation of staff to teach in English and scholarships for Latin American students to do Postgraduate courses.

We are coordinating an Erasmus Intensive Programme in the field of Tourism and the Institute of Local Development hast just won another one. Intensive Programmes offer a good chance to work in networks. Some important clues on how to get one funded will be outlined in the presentation. We are members as partners of an Erasmus Mundus Master Consortium in Geoinformatics. The coordinating institution is the Department of Geography of the University of Münster, DE and the other partner is the University Nova de Lisboa, PT. Key success of this Erasmus Mundus master Programme lies in 2 factors, it is a strategic topic of the European Union, the partners are complementary, each one has specialized in a particular area required to the field of Geoinformatics. Generally other factors’ are now required, for example, the European Union wants to fund larger networks that are more difficult to take place unless some extra funding is provided.

The International Relations’ Office The structure of the International Relations’ Office is described with explanation of the funding of extra personnel. The senior management of the International Relations’ Office rests with the Vicerector of International Cooperation, who has an Advisory Body composed of the academic director, exchange coordinators, representatives of each school and the programme managers in the office. We have an extensive network of coordinators, who are the main representatives of each study programme. They have a place in the academic commission of the degree and they have to coordinate the tutors, academics who write the learning agreements with the outgoing and incoming students. About 70 academics are appointed each year and receive an extra gratification from the University for their dedication. The tutors are distributed in numbers to each School according to the numbers of outgoing and incoming students, having the outgoing students the main weight in this calculation. The academic director works part-time and generally coordinates the staff of the office, supervises the network of tutors and coordinators, and reports to the Vicerector. There are 3 programme managers with good language level who work full-time, each one devoted to a different geographic part of the world, Europe, Latin America and Spain and the rest of the world. We have 2 administrative support people, each one dedicated to incoming and outgoing students. Them having unfortunately no language skills. The administrator of incoming students, as there are less students, is also dedicated to the bilateral agreements and the appointment of tutors and coordinators. We have an accountant that we share with the Career’s Service. This personnel is full-time and permanently employed by the university, what we call Civil Servants. But it is not enough to cope with all the work in the office, therefore we hire a full-time international student advisor with the money of the Erasmus programme for organisation of mobility. This person has excellent language and intercultural skills and does less administrative work and more organisational and integration activities, such as the programme for incoming students. During the last years we have been employing during most months of the year some temporary workers with European Unions’ Social Funds, managed by the Regional Employment authorities. And thus we have been able to extend our programme of activities for both incoming and outgoing students with excursions in the province, a Mentor or Buddy programme, country presentations, Spanish cinema,

Spanish cooking experience, etc, those type of activities outside the office that are required to create a good atmosphere and integrate foreign students. Those calls have not been advertised this year, so we are trying to compensate this personnel shortage with other Calls such as Eurodissey or having Erasmus students on workplacement. With the money of Santander Universidades we hire a part time administrator to support all their mobility programmes.

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

AGREEMENT OF DOUBLE DIPLOMA Teresa Gallego Navarro Universitat Jaume I Castell贸 de la Plana / Spain tgallego@uji.es

Abstract Due to action: Joint Degree from the Bologna process and the interest of professional mobility within the Directive 2005/36 [1]. The Jaume I University (UJI) describes a procedure to develop Double Diploma between UJI and other institution for the degree of Building Engineering. The procedure is described in five different stages: a) Previous b) Development c) Academic revision d) Administrative revision e) Signature. The needed formats are drowning up to help futures agreements.

1. Introduction Since 1999, significant changes to European universities have occurred as a result of the Bologna Process, which has tried the alignment of higher education system across Europe. 47 European countries has participated [2]. If we attend to the action lines of Bologna Process [3] and analyse the actual implementation level: - Qualifications frameworks / Three-cycle system - Joint degrees - Mobility - Recognition - Quality Assurance - Social dimension - Employability - Lifelong learning - EHEA in a global context - Stocktaking The results have been different in different countries. The national qualifications frameworks are developed to be compatible with the overarching framework of qualifications of the European Higher Education Area (EHEA) which was adopted in 2005-2010 and consist of tree cycles (e.g. bachelor, master, doctorate), where specific qualifications can be related to a common framework. In this case, even though the national specifications follow the tree cycle, the way it have been implemented is different [4]: 3+2, 3,5+2, 4+1, and some time a combination between them depending of the degree. In my opinion just one thing has full implemented in all members state, the ECTS European Credit Transfer System within the Recognition action. It allows learners to use their qualifications from one education system to another without changing the real value. However, the actual situation still makes difficulties to student/lectures mobility and of course professional recognition along the EURO 27. That麓s the reason, why EHE institutions need to establish bilateral agreements to develop Joint Degrees, also called Double diploma. The meaning is that two national diplomas issued by at least two institutions engaged in a joint programme, then student obtains a diploma from both institutions recognized in two countries. When the studies are related with professional qualifications, then institutions ought to ensure to student (future professional) the specified competences for their work. Double Diploma DD provides several benefits to students [5]: A joint degree programme offers a series of interrelated benefits for students, staff and institutions alike. In particular, institutions are able to combine their strengths in a collective programme becomes more valuable than the sum of its parts.

In addition to opportunities for developing and practising language and cultural skills, joint programmes also offer the potential to develop more internationalised, multi-dimensional curricula. Students experience the intellectual stimulation of viewing their chosen subject and professional activities through more windows, developing new learning methods and ways of thinking. Other added values to the EHE: Mobility. Transparency recognition. Quality enhancement of programmes. International employable graduates. It is foundation with all staff for further international cooperation. All of these reasons make the sense to define this paper to improve the process to define DD.

2. Methodology This paper is based on the experience when DD was defined between Universitat Jaume I and VIA University Collage for Building Engineering and Architectural Technology. Out of this academic and administrative work a useful procedure will be defined to improve process for future DD with other Institutions.

3. Development 3.1. Previous stage On the first stage, several recommendations should be taken into account: a) Complete information of each study program. An example is in figure 1, where we are all subjects of the study program of UJI-Building Engineering. AT the beginning will be enough with a schedule with the name and credit distribution of all subjects. Figure 1: Student program Building Engineering in Universitat Jaume I in Castell贸n (Spain) UJI-Building Engineering programme 1st SEMESTER 2nd SEMESTER 1 st academic year Subject credits Subject credits MATHEMATICS I PHYSICS I GEOMETRY MATERIALS I ENGLISH

Subject BUSINESS DRAWING II MATERIALS II STATICS II CONSTRUCTION II

Subject CONSTRUCTION IV CONSTRUCTION V FACILITIES I FACILITIES II QUALITY CONTROL

Subject PROJECTS II FINANCIAL MANAGEMENT

COOPERATION PROJECTS

PRACTICAL PLACEMENT PROJECTS II

6 6 6 6 6

2nd academic year credits

Subject

credits 6 6 6 6 6

Subject

credits

PROJECTS I RESOURCES MANAGEMENT SAFETY MANAGEMENT ECONOMIC MANAGEMENT CONSTRUCTION MANAGEMENT

6 6 6 6 6

3rd academic year credits

4rd academic year credits 6 6

6 6 6 6 6

BUILDING LAW TOPOGRAPHY MATERIALS III STATICS III CONSTRUCTION III

6 6 6 6 6

MATHEMATICS II PHYSICS II DRAWING I CONSTRUCTION I STATICS I

Subject

FINAL PROJECT OPTIONAL SUBJECTS I: 1.- ECOEFFICIENCY + RENEWABLE ENERGY 2.- EUROPEAN PROJECTS +MANAGEMENT 3.- PATHOLOGY + INTERVENTION TECH. 6 OPTIONAL SUBJECTS II: 1.- CERAMIC MATERIALS 2.- PROFESSIONAL SKILLS 3.- ADVANCED DRAWING 4.- FACILITY MANAGEMENT 12 FINAL PROJECT 6 OPTIONAL SUBJECTS I: 1.- ECOEFFICIENCY + RENEWABLE ENERGY 2.- EUROPEAN PROJECTS +MANAGEMENT 3.- PATHOLOGY + INTERVENTION TECH. TOTAL CREDITS 240 ECTS

credits 12 12

12 12

The complete subject description should be available to understand full contents. b) Establish the length of the DD according to the longest study program c) Design the new study program out of competences and not out of subjects. In this stage, it should be identified each University conditions, they can be according to academic matter or to professional matter. Following the case study, the UJI-BE degree has the following academic conditions: - 5% of English teaching - Study program length 240 ECTS If we attend to the professional conditions: - The competences of a Building Engineer in Spain are the one defined in LOE[6] for the Arquitecto TĂŠcnico. It means that the study program will develop the following competences: a) Competences of construction control, then subjects as Structures, Quality Control, Materials, Building process b) Competences of economy control, then subjects as Economy Management and Process Management.

3.2. Development stage In this is moment is time to settle down contents in each University for each academic year. Then it is st nd needed to distribute according to 1 or 2 semester, we donÂ´t have to be forced keep the same academic year for all subjects. We have to attend to semesters. See example in figure 2. Figure 2: Contents distribution example UJI-VIA st 1 period in UJI

2st period in VIA o in UJI/VIA

The contents of this table identify subjects and credits according to Theoretical, Practical, Lab. and Tutorial.

When information data is been collected, the student mobility by semesters can be defined. It is important to remember that the ERASMUS program only finance for 1 academic year. This can affect to student decisions, then it is necessary to put out of this. If the program mobility has to be more than one academic year students should be informed about they have to pay for the full cost or Universities should get extra funding. See example of mobility plan for UJI-BE in figure 3. Figure 3: Mobility plan for UJI students

3.3. Academic revision On this stage, it is needed to check if the University specifications for bachelor degree are implemented, for example: a) UJI: Bachelor extension will be 240 ECTS b) UJI: The minimum English lecturing will be 5% over 240 ECTS c) Deans are the responsible of the agreement and they have the right of Signature Contents of the Double Diploma Agreement: Article 1 Both universities are committed to promoting the exchange of students under the Erasmus…. Article 2 Each university will designate an office or a staff member to oversee matters relating to the welfare of exchange students accepted under the present agreement. Article 3 Each university reserves the right to award the official title for their own students, in accordance with existing legislation. Article 4 The number of exchange students each academic year is determined by the Erasmus agreement signed by the two universities. Article 5 The students transferring between the two institutions will have the following financial conditions:… Article 6 The host institution will issue the diploma in question when having received full documentation from home institution that the students in question have passed all required………. Article 7 The home university will select and nominate DD candidates by 31st April at the latest for entry in August (Denmark) or September (Spain). The home university may optionally invite... Article 8 Both institutions will inform their candidates during the application process of the following: “Their personal data (name, id, postal address and e-mail) will be communicated to..... Article 9 Details of the subjects and courses to be studied, the methods of studying (e.g. length of lectures, requirements for reading/private study) at the partner institution shall be.. Article 10 The present agreement becomes effective upon the signature of the present documents and will be valid for the period of 4 years. It is renewable for another period upon mutual e-mails... Article 11 In any event both parties undertake to make all reasonable efforts to ensure, that any disagreement shall not adversely affect students undertaking the studies according to this agreement.

The present agreement is signed in English and in Catalan and contains 4 Appendixes. Signatures …………………………………………………………………………………………………………………….. Appendix 1 ACADEMIC REQUIREMENTS AND SEMESTER SEQUENCE FOR STUDENTS BEGINNING THEIR STUDIES AT VIA UC Appendix 2 ACADEMIC REQUIREMENTS AND SEMESTER SEQUENCE FOR STUDENTS BEGINING THEIR STUDIES AT UJI Appendix 3 Grading system: 7-scale / ECTS-scale at VIA University College Appendix 4 Grading system at Universitat Jaume I. It is according to the Decree of the Spanish Ministry of Education, RD1125/2003. The comparison with the ECTS scale is only for information purposes, as it has not been officially approved. 3.4. Administrative revision stage On this step, it has to be reviewed if all University and Professional specifications are according to the actual legislation: - Specifications in case of subject retake. - Registration rules - Diploma emition - Diploma responsable - Contact information - Financial specification in case of internal or external founds The whole document will be reviewed by the juridical office of the University to assure that internal specifications are fulfilled.

3.5. Signature stage This stage is no difficult but it can take some time to collect both signatures. These have to be original and in all DD papers. Both Universities can decide the way to publish the new agreement: individual, common, presence presentation.

4. Conclusions As a conclusion, I could say that the process is slow, in some cases it takes more than one year to get the agreement signed. The agreement needs to be reviewed by many parties Academic, Administration, Juridic, etc. It is recommended to control paper works, several versions will be written down. Even though, sometimes it is tiring, it is necessary to get deeply in all agreement details to avoid future uncertainaties and student problems. It should be published and it has to present attractive to best students. The learning process for DD students is versatile. The students have to get a wide range of knowledge; this is from the mobility, aboard lectures and different contents because of different context. This study case has define an agreement between studies for similar professional activity, the next future purposes will line out the possibility of degrees with different professional activities as Civil Engineering and Architect.

5. References [32] The modernisation of higher education in Europe, 22 March 2012. [33] Directive 2005/36. Professional mobility in Europe [34] Bologna Process. 47 European countries, 1999 [35] www.study-in-europe.org visited on the 9th of July 2012. Information of courses on offer in EHEA. [36] http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ visited on the 9th of July 2012. It provides information about all Bologna Process. [37] LOE. Ley de ordenación de la edificación en España

TEACHING

METHODOLOGIES 54

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

TOWARDS DISRUPTIVE INNOVATION IN EDUCATION: THE PROBLEM-BASED LEARNING (PBL) APPLIED TO TECHNICAL DISCIPLINES IN HIGHER EDUCATION Enrique David Llácer Polytechnic University of Valencia Valencia / Spain endalla@csa.upv.es

Abstract The process of teaching in technical universities have remained unchanged for years despite the speed and importance of the latest technological advances in access to information. Surprisingly, architectural education has been mainly structured in tutorial-teaching, where lectures are based on transfering the knowledge and experience of the mentor-professor. In recent years, there has been an increasing interest in the way to integrate practical skills in educational curricula. Most studies in practiced-based learning have only been carried out in a small number of subjects and schools, and these attempts demonstrate the utility of the system in technical disciplines. But in the end, due to the limited understanding of the process by staff and lecturers, it is poorly applied in formal educational settings. This paper is based on the experience of the last three years lecturing in construction with a methodology based on real problems.

“One experience is never a failure; it always comes to prove something”. Thomas A. Edison. Introduction In the new global economy, educational innovation has become a central issue for trying to achieve the best adaptive profile of technicians. They are asked by companies and employers to implement the latest advances in every technique and only by getting used in practical skills the succeed is possible. From this point of view, the opportunity offered by teaching such practical subject as construction should be utilized to attempt to incorporate these learning techniques. Some gaps in knowledge which have been detected in the relatively new curriculum derived from the Bologna process might be adressed with this system, that is in the center of the discussion of learning contemporary theories. The aim of the study is to stimulate this discussion about what could be the best way that help us to articulate the problem-solving instruction.

Target: Educational innovation Is it adequate to talk about innovation in education? Some specialists in educational analysis clearly pointed out the need to practice in educational process, (Schank, Childers 1988). Traditionally schools have been organised around subjects, like mathematics and physics, but not around processes. Learning is a human process and should be known as well as contents in curriculum. The first analysis should therefore be made from this perspective, trying to find out the system in teaching which takes into account the cognitive processes that underlie learning. As Schank reminds us, students forget information when they act as passive agents at lecturing classes. They are able to remember some bits of information when participating at lab sessions; but the highest level of knowledge only comes when students have developed professional skills and face real problems like experts do. The easiest way could be the one which tends to incorporate case studies to the student curricula. Although this tendency is widely extended in

technical degrees, the depth of the approach to real cases makes the difference between schools and subjects. In addition, some authors have qualified innovation. They distinguish between evolutionary innovation and disruptive innovation around the learning process. The term disruptive innovation was early introduced in 1994 by Clayton Christensen, (Christensen 2010) applied to marketing. Evolutionary innovation can be defined as the natural process of improving components or elements involved in any system. That is, what we normally consider innovation thanks to the perception of one or more human contribution has improved. Evolutionary innovation is the logical answer to the entry of new competitors in the market. The only problem is that the effort and the economical cost is not fairly considered by the costumer because the difference is not always appreciate. For example, since its discovery, photography has evolved by improving quality of films, cameras, optics, until the sudden appearance of digital photography. Innovation was then logical during more than one century, and could be qualified as evolutionary. But one only fact, no predictable before, which is the invention of the digital camera was enough to change the whole industrial sector. This is what we consider disruptive innovation. This strategy comes up always by incorporating new trends and products for the market, which have never known before. Following the previous example, photography has completely changed: worldwide companies as Kodak have been forced to redefine their strategies... nowadays it is even very difficult to buy a regular film! The need for a similar shift in the educational field was introduced by several authors, as Christensen and Johnson (Christensen et al. 2008). They suggested that the higher educational field wonâ&#x20AC;&#x2122;t be able to survive in the existing conditions, if possibilities offered of social and technical advances are not explored in order to improve at the highest possible level. Questions have been raised about what might be considered a total innovating track in the process of transferring knowledge. Improving quality of the media used in teaching, as audiovisual aids, or notes and books which is the material normally offered to the students seems to be a logical improvement and therefore not disruptive. Even some advances in the treatment of information like some test and exams, now assessed by the internet should be qualified as evolutionary innovation. And they should be considered as normal advances mainly because the knowledge is transfered along a single direction, from lecturer to student. What really can be valued as distruptive innovation is to allow students to participate in a self-directed process of learning where they have free access to the information, like true professional, facing real problems that occurs in real life. This point of view, which may seem exaggerated from a traditional perspective, is in fact the leitmotiv to increase the students motivation in learning. It is also much more realistic because students are pushed to adress real problems directly related to the topic. In fact, this instructional strategy based in authentic cases is highly valued by students who think and work harder when they are interested and believe that they are able to solve the problem, as Jonassen pointed out. (Jonassen 2000) Perhaps the most serious disadvantage of traditional teaching system based on lectures is that students have never faced a full-real problem in a topic, like a graduated does at daily work. Practices that are solved in lectures are prepared by the lecturer with selected items from the topic and for that reason this practices should be considered partially connected to real problems. The radical change arises when the learning process is redefined if students are considered as valid agents of knowledge: They have a chance to incorporate their own findings to the process. This keyidea, placed in the heart of the new training program, could be considered daring in secondary education but it fits adecuately in what higher education means. As lecturers, we should admit that contents in practical subjects as construction are always being adapted to new technologies and regulations which we didnâ&#x20AC;&#x2122;t study before. Technologies and regulations are in a constant process of renovation and we are forced to study them as soon as they emerge in the market or the law. We can agree that we are the only experts in understanding our field of work while being adapted in every practical problem. And also that this is exactly the lack of the studentâ&#x20AC;&#x2122;s subject knowledge. Apart from that, the students have the same access to the available information as their teachers have, and they are able to find out publications and papers faster than anybody. This is the truly disruptive innovation. The knowledge flows from both sides, teachers and students, all of them involved in a self-oriented path following a real approach. Obviously one of the most important points of the problem-based learning is the free access to information. This base was not easily achievable some years ago, but at nowadays is very easy to reach. The full implementation of the internet at university and the access of students to scientific webplatform searching engines let them way to the highest level of information. We must take advantage

of current technological resources which facilitates the exchange of information between students and teachers elsewhere. Classes are then converted into work sessions as in real life. And the focus of the learning process is centered in work the way of the problem itself, instead of picking up some limited resources from presential lectures.

The problem-based learning system The problem-based learning (PBL) is widely regarded as a successful and innovative method for engineering education, as De Graaf pointed out (De Graaf, Kolmos 2003). Since it was firstly applied at McMaster University in Canada during the sixties, hundreds of web sites and published papers are dedicated to this educational method. A brief overview was formerly published in 1996 by Howard S. Barrows (Barrows 1996). By reading again the paper, we can clearly accept that reasons which originated the change forty years ago are fully valid today: The students were disenchanted and bored with their medical education because they were saturated by the vast amounts of information they had to absorb, much of which was perceived to have little relevance to medical practice. Do it sound familiar to us? The traditional learning method which is centered only in transferring information to students might be considered not effective in training them through the process of underline the relevant content for practice. The outcomes of studentâ&#x20AC;&#x2122;s survey every year are similar with those offered by students forty years ago. Students need to be trained to handle the information, instead of being loaded by packs of information. Faculty members can see how students think, what they know, and how they are learning. This allows teachers to intervene early with students having trouble before it becomes a more difficult issue. (Barrows) Main characteristics of the system are these: -

Learning is student-centered. The main agents of the process are the students, who must take responsibility of their learning. This specific rule is close what Schank predicates: It is time to consider the learning as a process. While students donâ&#x20AC;&#x2122;t take care of their paper in the process, success is not guaranteed. Learning occurs in small student groups. That is, the Achillesâ&#x20AC;&#x2122; heel of the system when applied at public Universities. Continuous monitoring of the process by the staff is crucial, and it becomes an impossible task when more than twenty students per group that are following the matter. Teachers are facilitators or guides. The tutor introduces practical skills to students through stating questions or complementary points of view of the problem. This means higher dedication of staff, which is not always understood in terms of improving quality. There must be a constant level of customization in every problem and global solutions are not appropiate for this system. Problems form the organizing focus and stimulus for learning. Attempting to solve the problem, the students will realize that they need theoretical knowledge and information, not only thar coming from one specific discipline. Therefore they are then asked to integrate information from many subjects, as it happens in real life. New information is acquired through self-directed learning. The well-oriented problems might result in new contributions to expertise. This is the normal outcome when students and teachers spent their time in working together debating what they have learned through the task.

One of the most challenging sides of the method is that the learning experience is different for every student. In view that knowledge is reached solving a real case, results are different depending on what options the students decide during researching. And then, the faculty staff tends to take control. This danger has been highlighted by Barrows: This educational goal is easily weakened by tutors who are directive with students, by faculty statements about learning expectations with each problem... All these tend to make the students dependent on the faculty telling them what to learn, as in

conventional curricula, instead of being the independent learners that they must be in (medical) practice. Anyway we must recognize that the metatheory of problem-based learning is not simple. Jonassen admits that the ability to solve problems is a function of the nature of the problem and the way that the problem is represented to the solver. Problems vary in terms of theirs structuredness, complexity, and abstractness. Speaking about structuredness, we should distinguish between well-structured problems and illstructured problems. The first ones are normally faced in controlled domains of knowledge where the number of issues, functions, or variables is limited and connectivity is always possible. On the other hand, ill-structured problems are typical in everyday professional practice, because they were formulated in a free environment and their solutions were not predicted. This type of problems are the most interesting in engineering Degrees where theoretical knowledge should be applied by studying every option and by classifying them in a ranking of efectiveness. Perfect solution is not always possible and finally the one selected is the best in the ranking. Therefore the problem must be represented by the lecturer in its natural complexity. This could be qualified as the abstractness grade of the problem. For a good level of learning in higher education, the accuracy is important in the simulation that we suggest to students at universities. Complexity should not be avoided by lecturers when they design the problem at the begining of the process. Jonassen classified the problems into eleven types, some of which were extensively researched, such as logical problems. Among all the types, we are interested in Design Problems, which are defined as design intervention for a given situation. DESIGN PROBLEMS Learning activity

Acting on goals to produce artifact; problem structuring and articulation

Inputs

Vague goal statement with few constraints; requires structuring

Success criteria

Multiple, undefined criteria; no right or wrong –only better or worse

Context

Complex, real world; degrees of freedom; limited input and feedback

Structuredness

Ill-structured

Abstractness

Problem situated

Table 1: Description of Design Problems according to Jonassen, 2000.

A good discusion and analysis near the architecture was published by De Graaf (De Graaf, Cowdroy 1997). And more recently the same author reminds us the main characteristics in learning process (De Graaf, Kolmos 2003) where he considers that one of the most important principles is the inter-disciplinary. The solution of the problem can extend beyond traditional subject-related boundaries and methods. If faculty staff keeps in mind this important principle, connections between subjects will be finally introduced. That is, curriculum could easily be understood as a whole. Related to this, it was an extraordinary opportunity the redefinition of curriculum that took place recently following the Bologna process in higher education. More overlaps in contents and work tasks would be optimal but, in the end, the curriculum was only theoretically adapted, keeping the same outdated information or procedures in learning. The oportunity was missed because nobody questioned the system of learning instead of filling the curriculum with traditional subjects. The PBL learning method must be implemented in a curriculum which could be structured in a thematic blocks, instead of subjects. This could be considered “transversal problems” which covers specific types of projects related to the degree. As De Graaf reminds us, in order to create the good conditions for learning, we must consider two ideas related to the structuration: Changes in the educational format are closely connected with the system of examinations and material selection.

The members of the team have to learn to co-operate effectively. That is, interactive discussions where knowledge comes from someone of the group and is quickly transferred to everyone. Finally, it seems to be clear that problem assignments are important because the more the problem is connected to reality, the more the students feel confident and motivated with the task. Some analysts have reported different fine distinctions within the PBL method when it is applied to polytecnic disciplines. Delgado Cepeda (Cepeda 2005) have studied a course of mathematics for architects. In another major study, Yew (Yew, Schmidt 2011) have provided measurements of how learning takes place in this method. This study have explained effectively a very realistic approach of what is called “one-day-one-problem” which is described in detail when it is applied to a group of 25 students and one tutor-facilitator: - Phase 1: Problem analysis phase (approximately 1 h): Facilitator presents problem for the day. Students work in teams of five to identify their prior knowledge and learning issues. - Phase 2: First self-directed learning period (approximately 1h): Students do individual research or work with their teams on worksheets and other resources provided. Time is spent teaching one another with the team. Most of the individual research is done by reading online resources from the internet. - Phase 3: Group meeting with facilitator (approximately 1.5 h): Each team of students meets with the facilitator for about 20 min. to share their progress and strategy of understanding the problem. The rest of the time is spent continuing on self-study and/or discussion. - Phase 4: Self-directed learning (approximately 2 h): Extended time where teams consolidate their reseach and formulate a response to the problem. - Phase 5: Reporting phase (approximately 2 h): Each team presents their consolidated findings and response to the problem, defending and elaborating based on questions raised by peers and the facilitator. The facilitator would also clarify key ideas if necessary. This procedure can be easily adapted to one-month period of work, by only increasing the number of meetings at the end of each week. LIMITED EXPERIENCE ATTEMPTING TO INTRODUCE THE PBL SYSTEM IN CONSTRUCTION The challenge of teaching a fully practical subject like construction not always guarantee adaptation. During many years the regulations were not changed and the solutions of problems were similar. Construction in the past was understood as a collection of technical details, junctions which were composed and designed by one technician and then accepted for everybody. But at the moment this system is not effective. But the number of standards and regulations has doubled in recent years and there is an unlimited number of variations in construction systems to be studied at university. On the other hand, the students were only interested in copying sketches and technical details from former years without thinking in the possibilities of the problem. The good access to information technologies in this university, reported by Blasco (Blasco García, Mas Tomas,Maria De Los Angeles & Lerma Elvira 2012) teaching the subject of construction, was not used by students to achieve the goal properly. From this background, it was considered the best moment to try a new experience in teaching where students could have opportunity to solve problems as in real life. It was thought a good idea to introduce the practical work of every theoretical block as a practical problem, trying to adapt the PBL system to the entire subject. Students would work over a real project proposed by them. Complexity or simplicity of each project was different for every student. They were asked to choose the more realistic project as possible, but not being a singular building. It was expected an increase in motivation of students, since it was they who had chosen the project. The assignment was made for every students at the same level. They would face the design of their project through applying the theoretical knowlegde in regulations and lectures. A brief description of the sessions timetable is shown: st - 1 week: Assignment of the problem. Review of construction materials and components at laboratory. nd - 2 week: Visit to construction on site. Students can check a real construction and discuss with teacher on site. Sketch what commented. - 3rd week: General discussion workshop. th th - 4 and 5 week: Detailing workshop.

Workshops were designed as a fully practical corrections. The students would post their works and discuss with the whole group the drawn solutions. This system was better valued because of the generalization of comments and discussion with students. This system is not well known in building engineering school, but generally accepted in different degrees. The corrections in the past years were conducted only in particular tutorial meetings and the problem for teacher was the high level of repetitions in solving the same details and junctions. Avoiding repetitions and highlighting important contents are benefits of public practical sessions. In addition, theoretical classes were reduced in order to solve general doubts and needs of the assignment. Time was spent by introducing the legal framework and the method for solving the problems of students. With this scenario, everything seemed to be controlled: Workshops properly scheduled, students fully motivated, problems based in real-life questions, projects being chosen by students... The approach was fully adapted to what the new curriculum required to the subject organization: Continuous assessment of knowledge. Everybody could easily pass the subject only by following the practical work and sessions. Because no threshold was imposed, students could add in each part its own little score to the final mark. Honestly, results hardly could be more disappointing. While the first and second sessions had no problems in terms of working and debating, the rest of the sessions were a complete disaster. Time was spent in correcting mistakes for the only couple of brave students who dared to post their work. Mistakes were normally related to drawing quality, composition and so on. This behaviour was repeated every week, and when students were asked about what was the fault, they agreed in thinking that they were unable to follow the trail. A trail in working absolutely soft for them, because they had two weeks for working before showing the first results. The only advantage of that absence of working in projects was the speeking time with students for feedback about reasons of their behaviour. According to the students, these were the reasons of the lack of their working: -

They have not usually worked into interactive groups. They need more communication skills between groups of students. They had never opportunity to defend their work in public. They also need to be more efficient in oral presentations. Only a strong schedule program of checking points could force the students to work properly. They are not aware of deadlines when they manage their time. The problem was considered too big or too complicated: Starting point was difficult to found because they thought that a lot of information should be collected. Although the problem had to be presented individually, the students stopped at work when they found any small problem. The size of the group could affect results. In the beginning there were more than 40 students and only 32 students followed classes.

It seems possible that these results are due to the students attitude facing the subject. They are convinced that copying from classmate sketches of the past years could be enough to pass exam.

Fig. 1: A typical practical correcting session. The group was 23 students and only 2 work were posted to discuss and correct their partial content.

Conclusions This paper presents an integrated concept of the latest findings and contributions for innovation in technical education. The subjects of mainly practical content should adapt their systems in teaching by introducing new processes of integrate real experiences. For this target, it could be used the well known problem-based learning system (PBL) which is used in disciplines as medicine and engineering. The main advantage of the new learning process is that students are close to real problems. Knowledge comes from discussion and researching in small groups of students. Another important finding is the integration of knowledge. Classical contents of subjects need to be connected and adapted in order to solve the real case.

References Banerjee, H. & De Graaff, E. 1996, "Problem-based learning in architecture: problems of integration of technical disciplines", European journal of engineering education, vol. 21, no. 2, pp. 185-195. Barrows, H.S. 1996, "Problem‐based learning in medicine and beyond: A brief overview", New directions for teaching and learning, vol. 1996, no. 68, pp. 3-12. Blasco García, V., Mas Tomas,Maria De Los Angeles & Lerma Elvira, C. 2012, Experiencias en investigación para la enseñanza de la construcción arquitectónica. Cabrol, M. & Severin, E. 2010, "TICS en educación: una innovación disruptiva", Banco Interamericano de Desarrollo, . Cepeda, F.J.D. 2005, "Designing a Problem-Based Learning Course of Mathematics for Architects", Nexus Network Journal, vol. 7, no. 1, pp. 42-47. Christensen, C.M. 2010, "The Innovator’s Dilemma", When new Technologies Cause Great Firms to Fail.Harvard Business School Press, Boston, ass, vol. 977. Christensen, C.M., Horn, M.B., Johnson, C.W. & Amazon. com (Firm) 2008, Disrupting class: How disruptive innovation will change the way the world learns, McGraw-Hill New York.

De Graaf, E. & Cowdroy, R. 1997, "Theory and Practice of Educational Innovation through the Introduction of Problem-Based Learning in Architecture", International journal of engineering education, vol. 13, pp. 166-174. De Graaf, E. & Kolmos, A. 2003, "Characteristics of problem-based learning", International Journal of Engineering Education, vol. 19, no. 5, pp. 657-662. Duch, B.J., Groh, S.E. & Allen, D.E. 2001, The power of problem-based learning: a practical" how to" for teaching undergraduate courses in any discipline, Stylus Pub Llc. Jonassen, D.H. 2000, "Toward a design theory of problem solving", Educational technology research and development, vol. 48, no. 4, pp. 63-85. Lagace, M. 2008, "How disruptive innovation changes education", Retrieved February, vol. 19, pp. 2009. Lewis, W. & Bonollo, E. 2002, "An analysis of professional skills in design: implications for education and research", Design Studies, vol. 23, no. 4, pp. 385-406. Schank, R.C. & Childers, P.G. 1988, The creative attitude: Learning to ask and answer the right questions, Macmillan New York. Wood, D.F. 2003, "Problem based learning", Bmj, vol. 326, no. 7384, pp. 328. Yew, E.H.J. & Schmidt, H.G. 2011, "What students learn in problem-based learning: a process analysis", Instructional Science, , pp. 1-25.

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

WORKSHOP RESOURCES: INTERNATIONALIZATION OF TECHNICIANS AT BUILDING FIELD Enrique David Llรกcer Polytechnic University of Valencia Valencia / Spain endalla@csa.upv.es

Abstract The deep crisis currently experienced by the field of construction activity in countries like Spain has highlighted the need to seek career opportunities abroad. One of the best contributions that universities can offer to our students is handle the best and most updated information about the validity of the study program and the possibilities open to them in each country. Central to this is recap and update the information we all know. The opportunity for contact between teachers attending this Conference, experienced specialists in their work-related materials in the area of the building can be exploited for mutual benefit through this workshop, aiming to complete a table of contents. Information will focus on aspects such as Professional Institutions, Organisations and other entities Specialized Construction Related Recruitment Agencies CV preparation Covering Letter preparation The Academic Framework Construction related degrees offered in each country And additionally reviewing online resources and other inputs valid to introduce graduate students in the world of work.

REFERENCES Manual for emerging architects. Silvia Forlati and Anne Isopp. Springer-Verlag, 2012. 12 Essential skills for software architects. Hendricksen, Dave. Pearson Education, Inc. 2012. A guide for writing as an engineer. David Beer, David McMurrey. John Willey and sons, 2009.

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

A MULTI-LEVEL LEARNING ENVIRONMENT Hannu Elväs HAMK University of Applied Sciences Hämeenlinna / Finland hannu.elvas@hamk.fi

Abstract The Härkätie Project was a multi-level learning environment focused on the planning and construction of the infrastructure for the Härkätie area. The project was a joint venture between eight operators who were testing and developing a new kind of learning environment. The city of Hämeenlinna acted as developer in the project with local water, energy and telecommunications companies. The official partner was Destia Oy, who together with three educational establishments carried out the planning and construction of the site. The educational establishments involved were HAMK university of applied sciences, JAKK and Tavastia Vocational College. Härkätie area plan has 18 plots. Within the scope of the Härkätie project water pipes, sewers, electricity and telecommunication cables and street structure was built. Destia Oy was directing the students together with the educational establishments. The aim of the multi-level learning environment was on one hand to bring capable young people into the infrastructure field and on the other hand to develop the co-operation of the educational establishments and to increase the networking of the establishments, students, enterprises and construction companies [1].

1. Introduction Group mentoring is, as the term implies, the mentoring of a group. Traditionally mentoring has been seen as a more intimate relationship between two individuals, the seasoned professional (the mentor) and the younger/less experienced colleague (apprentice). In group mentoring one mentor will have several apprentices that he or she is mentoring simultaneously. In the Härkätie project a group of students were mentored for the duration of one academic year.

2. The Härkätie project In the Härkätie project the infrastructure - water pipes, sewers, electricity and telecommunication cables and the street structure - was built for the 18 plots in Härkätie area. The work, both the planning and the construction, was carried out by students of three educational establishments. The project was a joint venture between eight operators. The City of Hämeenlinna acted as the developer together with the local water, energy and telecommunications companies. Destia Oy was the constructor, who directed the students work on-site and during the planning. The educational establishments involved were HAMK university of applied sciences, JAKK and Tavastia Vocational College. The eight operators together created a multi-level learning environment for the students. The students were mentored mainly by the constructor Destia, but also the developers took part in the mentoring.[1]

2.1 Short introduction of the operators The City of Hämeenlinna is the fourteenth biggest town in Finland. According to the Land Use and Building Act municipalities are responsible for the building and maintenance of municipal engineering in areas with urban status. Hämeenlinnan Seudun Vesi Oy (HS-Vesi) is a water service company jointly owned by the City of Hämeenlinna and the municipalities of Hattula and Akaa.[2] AinaCom Oy is the local ICT service company providing computer and information technology solutions to both private, public and commercial customers. [3]

The local energy company Vattenfall is one of Europe's largest generators of electricity and the largest producer of heat. Vattenfall's main products are electricity, heat and gas. In electricity and heat, Vattenfall works in all parts of the value chain: generation, distribution and sales. [4] Destia is a Finnish infrastructure and construction service company. They build, maintain and design traffic routes, industrial and traffic environments, and also complete living environments. Their services cover the whole spectrum, from comprehensive over ground operations to subterranean construction.[5] HAMK is a multidisciplinary university of applied sciences with 29 bachelor-level degree programmes, 7 master-level degree programmes and around 8000 students. It offers broad-based, high-quality education, research and development, and strong internationalisation.[6] HAMK has units in seven locations within a 100 km area. These units specialise in specific areas, namely culture; natural resources and the environment; natural sciences; social sciences, business and administration; social services, health and sport; technology, communication and transport; and professional teacher education.[6] JAKK is a vocational adult education centre with activities in 11 locations. JAKK provides education for motor industry, transport logistics, earth works, infrastructure, housing construction and industry.[7] Tavastia Vocational College is, with its 2300 students one of the biggest upper secondary colleges of its kind in Finland. It provides vocational qualifications in 41 educational fields. The six sectors of education provided by the college are: culture, natural sciences, social sciences, business and administration, social services, health and sports, tourism, catering and domestic services, technology, communications and transport.[8]

2.2 The progress of the project The first phase of the project took place in the three educational organisations. The participating noneducational organisations were closely involved in the planning and execution of the academic year (from autumn 2009 to spring 2010). [9] In HAMK the constructors representative, together with academic staff from the educational organisations, carried out the majority of the lectures and mentoring, but parts of the lectures were given by representatives of the developer. These lectures involved not only theory but also problem solving exercises. The Construction Engineering students from HAMK carried out the tender calculations and technical planning for the Härkätie project. During the academic year all the necessary plans for carrying out the work on the site were completed by the students under the supervision of the interested parties. [9] The second phase, the actual construction work, started in spring 2010, and was completed by autumn 2010. The engineering students from HAMK University of Applied Sciences were responsible for the supervision of the work. Tavastia Vocational College provided students for the construction and site surveying and JAKK provided machinery operators. In addition to study credits the students participating in the actual work on site received wages from the constructor. It must be noted, that not all the students participating in the planning phase were involved in the actual construction phase. The final phase in autumn 2010 consisted of the final reporting, economic calculations and evaluation of the project. The participants were unanimous in their approval of the results. The project was a success, the budget and timetables were met and the quality of work was commended. The project was an excellent example of combining theory and practice in education.[10] As mentioned above, HAMK's role was to produce all the necessary planning and supervision on site. nd rd Ten 2 and 3 year students were involved in the project. The students produced the overall technical plan and other implementation plans. All the ten students participating in the planning phase received 15 study credits, and the two students chosen for the supervision work also received wages for their work during the summer 2010.The study program for the participating students is shown in table 1.[9] Table 1. The study program for construction engineers in Härkätie project [9] Date Subject 2.10.2009 Introduction of the learning environment 6.11.2009 Objectives, orientation groups, site visit, exercise1. Demonstration of company operating system. 13.11.2009 Exercise 1, breakdown and conclusions 20.11.2009 Customer work and marketing 27.11.2009 Getting to know the construction design and mass calculations 4.12.2009 Call for tenders. Tender calculation - tender annexes. 11.12.2009 Developers requirements, supervision, meetings. (City of Hämeenlinna) 11.12.2009 Tender calculation - basics.

15.1.2010 22.1.2010 29.1.2010 5.2.2010 12.2.2010 19.2.2010 26.2.2010 5.3.2010 19.3.2010 26.3.2010 9.4.2010 16.4.2010 Week 16, 2010 26.4.2010

October 2010

Job application, interview questions, work contract Tender calculation-exercise 2 (all students) Tender calculation-summary of the exercise Procurement plan and schedule for the procurements exercise 3 (all students) Site planning scheme and schedule for the scheme exercise 4 (all students) Plan of action, quality plan and communication plan exercise 5 (all students9 Safety plan and environmental plan (2 groups) Surveying plan (exercise 7, group of surveyor included) and summary of previous exercises Round-up of the tender and demonstration of the exercises to the client Negotiations for an agreement between city of Hämeenlinna, educational establishments and contractor. Signing of the contractual instruments Management and supervision of the construction site On-the-job learning and orientation. Self-evaluation and feedback Preparations for starting the project Collective training for the site team (staff resources) Preliminary work, supplies, site surveying etc. Realisation of the site Site meetings Site releasing exercise, finishing the site files Final financial clearance, work transference to the customer, closing session and summary report

2.3 Feedback from students In 2012 a study was conducted in RAMK (Rovaniemi University of Applied Sciences) to evaluate and develop group mentoring. The Härkätie project was one of the case studies used. Among other things the study included a survey for the students who took part in the project. The survey shows, that the students were pleased with all the aspects of the project. The visiting lecturers from the participating organisations were given positive feedback. Their different styles and apparent deep knowledge of their professional area was found to be inspiring. The project motivated the students, they felt that the link to a real life project made the course more interesting and that the visiting lecturers gave added value to the course; for example by giving real life examples to enliven the theoretical facts.[9]

References [38] http://www.destia.fi/ajankohtaista/tiedotteet/harkatie-hameenlinnassa-valmistuiopiskelijavoimin.html [39] http://www.hsvesi.fi/ [40] (http://www.ainacom.fi/yhtiotieto/) [41] .( http://www.vattenfall.fi/fi/vattenfall-suomessa.htm) [42] http://www.destia.fi/apunavigaatio/yritys.html [43] (http://portal.hamk.fi/portal/page/portal/HAMK/In_English/About_HAMK/HAMKingeneral) [44] ( http://www.jakk.fi/) [45] (http://www.kktavastia.fi/portal/briefly_in_english/) [46] Rakennustekniikan oppimisympäristö ja sen kehittäminen, Ilkka Soukka 2012 [47] Härkätien oppimisympäristö päätökseen tyytyväisin mielin(INFRA uutiset 6/2010)

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

WORKSHOP RESOURCES: QUANTITATE AND QUALITATIVE REFLECTION – DEVELOPING 1 st SEMESTER STUDENT REFLECTIVE CONPETENCIES BY GRAPHICALLY PROFILING, SELF-ASSESSED LEARNING GAINS ON A WIDE RANGE OF COMPETENCIES WITHIN A BLOOM’S TAXONOMY-BASED TOOL Gordon L Alcock, Henrik Blyt VIA University College Horsens / Denmark gla@viauc.dk, hbl@viauc.dk

Abstract This paper graphically documents 1st semester students’ self- assessment and reflections on’ L2L’ Learning to learn on initial exposure to a Danish collaborative PBL learning environment. The paper documents how such self-reflection within a Bloom’s taxonomy based framework greatly enriches their initial experience in what - for the majority of students – is a new form of learning practise. Based on the contents of 60 student portfolios and on both qualitative and quantitative methodology, the paper defines the perceived learning gains of 60 international students in a range of skills and process competencies involved in the initial phase of the Architectural Technology and Construction Management degree at VIA University College, Horsens Denmark. Using the students’ own and peer –assisted assessment the paper specifically documents their perception of their levels of competence within a range of 10 ‘core product’ skills such as Revit, Structural Design, Mathematics of Construction, Technical Installations; and 6 ‘process’ competencies such as ‘Working in a team; Sharing knowledge; Maintaining a portfolio and Reflecting ON learning at the start and end of the semester and calculates their learning gains as a percentage increase of their original defined competence levels. The Bloom’s taxonomy -based ‘tool’ is defined and is easily adaptable for any education to initiate, maintain and develop students’ reflective competencies . The paper documents student reflections on their individual and team learning aims and strategies - which forms a major part of their own individual and group learning portfolios The paper finds that the profiles resulting from this ‘quantification’ of student their learning gains are reflected in the qualitative reflection that forms a major part of their portfolios. Students report far higher levels of understanding of both what, and how they have learned as well as increased consciousness of the complexity of their learning processes in a Project Based Learning culture. Lecturers’ report a very positive influence on ‘guidance’ or ‘consultation ‘ meetings with students and the quality of their final, presentation-based examinations. Key words 1st year students, Initial exposure to PBL, L2l – Learning to Learn, Blooms Taxonomy, Project Based Learning, Quantitative and qualitative reflection on learning. Learning Portfolio,

Spain Universitat Jaume I in Castellon (Spain), 16th till 20th of July, 2012. Activity Led Learning (ALL) TEACHING NOTES ACTIVITY 1 - PORTFOLIO - DEFINING LEARNING – LEARNING GAINS / SELF REFLECTION INTRODUCTION – today we are all going to be students and one of us is going to win a prize as the “best student” DIVIDE GROUP number by 3 -- 24 people –gives 8 groups

1. Gives out 8 Bloom’s profiles each copied 3 times – the group have to WALK AROUND and ASK about how good they are at certain subjects to find the people with the same profile. MUSTN’T JUST COMPARE - (not until last 2 minutes) - they eventually find their own group of 3 - X X X Each group given 4 different QUALITATIVE REFLECTION PROFILES They have to find the qualitative reflection that fits their BLOOM PROFILE 2. Each member given the FINAL Bloom’s reflection of their own - both quantitative and qualitative 3. All shown how to calculate their student’s TOTAL LEARNING GAIN from that semester

4. They calculate it Prize to the student with the ‘best Learning gain’ SPEECH / DIPLOMA / CLAP DISCUSSION How do we document learning? / learning gains ? ‘ Do we used ‘Self’ assessment / ‘peer’ assessment? What are the advantages of documenting learning? If they were to have a ‘Bloom’s profile’ what subjects would be the same as in VIA’s profile? What new subjects would they leave out? What subjects would they add? How would they describe their ‘best student’ type? If there is time – move onto activity 2 or give out examples of a full learning portfolio (COPY FIRST) ACTIVITY 2 - developing a learning strategy Form NEW GROUPS – can be 2 / 3 or 4(max) man groups ( can be random / wild card / number chosen) Asked to discuss their Last semester – how much they learned! (INFO from ACTIVITY 1) Asked to define a LEARNING STRATEGY – WHO could help WHOM with WHAT subjects Form handed out to be filled in:-

Name / Skype / e-mail / phone

Subjects I can really help people with-

Subjects where I really need help, need to learn/improve

Then define and document (POSTER EXERCISE) – their LEARNING GOALS and LEARNING STRATEGY DISCUSSION How well prepared are students for university courses? How well prepared are students IN starting university courses? What tools – if any do you know / use to help students prepare or be introduced to university learning? How are students assessed / examined? What new assessment examination processes could be introduced? Do you students ever have to assess themselves / others? How do you see the concepts FORMATIVE / SUMMATIVE and SUSTAINABLE ASSESSMENT

LOCAL

CONSTRUCTION 70

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

TRADITIONAL MOTIVES IN CONTEMPORARY UPPER SILESIAN ARCHITECTURE Grażyna Duda, Iwona Terlecka The Silesian University of Technology Gliwice / Poland grazyna.duda@polsl.pl, iwona.terlecka@polsl.pl

Abstract The contemporary architecture of the Upper Silesia draws on its own tradition of industrial, big-city architecture. It has been developing the idea of rationalism and functionalism contributing a genuine quality and value to architecture. The industrial architecture of the Upper Silesia in the second part of the nineteenth century and the beginning of the twentieth century was created mostly by engineers. Mine head frames, blast furnaces, open-hearth furnaces, factory shops, belt conveyor flights, pipelines, viaducts, bridges, transport infrastructure, railways, channels, etc., were creating modern aesthetics and making people accustomed to the new form. It was the beginning of real modern architecture. Engineers and architects were experimenting with new technologies and materials. They created industrial structures adapted to manufacturing requirements. They were doing that in a cheap, reliable and easy way, not bothering with aesthetics so much. The form was a derivative of technology, function and structure. The beauty and power of the Silesian architectural tradition, historically close to European avant-garde, are an unceasing source of inspiration and quest of the socalled ‘Silesian School of Architecture’.

Architectural Revival in Poland Kenneth Frampton in his essay “Prospects for a Critical Regionalism” seeks “(…) an architecture with capacity to condense the artistic potential of the region while reinterpreting cultural influences coming from the outside.” [1], and “(…) authentic architecture, based on two essential aspects of architecture: an understanding of place and tectonics (…) evokes the oneiric essence of the site, together with the inescapable materiality of building.” [2] Political changes in Poland in 1989 provided a huge opportunity for the Polish architecture, mainly by changing the conditions of architects’ work and opening of our country to the world. When looking at designs and constructions of the recent two decades one may say with satisfaction that their conceptual and technological level has been systematically rising. A great repair of architecture in Poland proceeds. It does not happen in a homogenous nor combined way. The ‘revival front’ is divided. The circles of architects in several leading centres differ from one another. [2] This has a historical origin dating back to the pre-war times when the Polish society was unifying, being previously broken into three different territorial groups. Many years have passed since that time. The political differences faded away long ago, but cultural differences still exist. This has been reflected in the strongest architectural circles in Poland. Warsaw is cosmopolitan, wide open to the world, quickly responding to all novelties. Cracow tries o continue the tradition of modernism in a broader sense. Wrocław is ‘softly’ post-modernistic and also cosmopolitan. The Upper Silesia, instead, has been developing the idea of rationalism and functionalism, drawing from its own tradition of industrial and big-city architecture. The centre referred to as the Silesian School of Architecture is considered by many to be extremely interesting, contributing a genuine quality and value to the architecture. th The industrial architecture of the Upper Silesia in the second half of the 19 Century was created in most cases by engineers. Mine head frames, blast furnaces, factory shops, belt conveyor flights, pipelines, viaducts, bridges, transport infrastructure, railways, channels etc., were creating modern aesthetics and making people accustomed to the new form. It was the beginning of real modern architecture. At the same time academic architects continued creation in isolation from technical and social problems of the period. They were drawing inspiration from the history, creating eclectic works.

While architects were thinking of how to combine the Gothic with the classicism, designing e.g. a tenement façade, engineers were experimenting with new technologies and materials. Steel frameworks, light independent curtain walls, skylights, industrial structures, all of them created the socalled factory shops’ architecture adapted to manufacturing requirements. All done in a cheap, reliable and easy way not bothering with aesthetics. The form was derivative of technology, function and th structure. The functionalist revolution of the twenties of the 20 Century took place to a large extent due to the achievements of industrial architecture of previous decades created in Silesia. The idea of house-machine, house utilitarian object acquired an official elevation and worked its way up to a universal and global level. Products based on that idea appear worldwide. The beauty of the Upper Silesian architectural tradition, historically close to European avant-garde, have been an unceasing source of inspiration and quest of the local creators’ circle.

Faculty of Architecture in Gliwice The Faculty of Architecture of the Silesian University of Technology in Gliwice is the most important educational centre for young architects in Silesia. It has been operating in various forms since 1947. Presently, nearly 800 students are studying there and the school graduates are considered to be very well prepared for their future work as architects. They turn up to be good both at creating conceptions and drawing up specification sheets for architectural projects. A multitude of prizes and awards obtained in international competitions confirms a high position represented by the students and the graduates of the school. Since 1989 the students and the staff of the Faculty of Architecture of the Silesian University of Technology in Gliwice have won many prizes in European and world competitions. What, if any, is a teaching strategy of the Gliwice Faculty of Architecture? It has never been formally defined. However, it can be formulated as the following set of principles: 1. An architect is rather a rational engineer than a “sublime designer.” 2. In the course of architectural work, it is more important to concentrate on the building’s space and its idea rather than its form. 3. Artistic work starts when we give up pretending and imitating and start creating things that are new, unique, and foster values, even in small things. 4. Innovation comes up with a good knowledge of the history of architecture. One has to know their own classics, especially the modernist period, in which the contemporary architecture originated. 5. Each creative designing is a research process by its nature. The knowledge of theories and the skill of developing them is a prerequisite for creative thinking. There is nothing more practical than a good theory. We cannot contrast theory with practice, creating a classic conflict between scientists and architecture creators, because there is no good theory without practice and vice versa. 6. One should notice things and phenomena seemingly small, insignificant, and grey, which happen around us. Grey is beautiful. 7. Silesia is beautiful. One should be capable of seeing and appreciating it. [3] Architects draw from a huge treasury, i.e., the building culture that surrounds them in their own countries , and has been accumulated through many generations. During the design process they continuously learn by starting relationships with many people, such as customers, investors, and subcontractors. Architects’ decisions are being reshuffled many times as they move towards an unknown target. This is the most exciting aspect of architecture. The ways of tradition and modernity meet.

Examples of New Upper Silesian Architecture Silesia has been an inspiration for many architectural works realized by Polish architects in the recent twenty years. Here are only some examples: 1997 - National Insurance Company (ZUS) office building in Zabrze, designed by Andrzej Duda,&Henryk Zubel / INARKO, Ltd.

Brickwork combined with aluminium, glass, steel, and stone undoubtedly characterizes the industrial architecture of The Upper Siilesia. The transparent structure of two of the lower building levels allows a visitor to view all the interiors as well as people working within the office block. It shows the idea of openness and democracy that should be represented by a public institution. (ZUS- Social Insurance Institution equivalence of British Inland Revenue Office). [4]

2003 â&#x20AC;&#x201C; Bolko Loft in Bytom, designed by Przemo Ĺ ukasik / MEDUSA GROUP

The former ‘Lamp Room’ transformed into a private dwelling is the answer to distinctive problem of social transformation in Poland. The Bolko Loft is an attempt at an individual rehabilitation of a part of a coalmine’s industrial infrastructure. The ‘Lamp Room’ suspended on eight reinforced concrete posts was adapted for a living space. Its steel structure was sanded, painted, and juxtaposed with the bare concrete ceiling. Existing walls were painted white while all the introduced ones were painted with other colours. [5]

2006 – Aatrial House in Opole, designed by Robert Konieczny/ KWK PROMES

The architect’s proposition was to lower the driveway in order to separate it from the garden and to create an inner atrium with the driveway in it. The aatrial house is closed to the inside and open to the surroundings. By stretching and bending particular surfaces of the cube, all the walls, floors, and ceilings were defined, together with inner atrium and terraces. Not only has this principle of formation created the structure of the house, but also defined interior and exterior architecture, including use of materials. [6]

References [1], [2] Kenneth Frampton, “Prospects for a Critical Regionalism” in “Theorizing a New Agenda for Architecture” (1996), 468-469 [3] Andrzej Duda, Henryk Zubel, “How to Teach Architecture” in “Architektura & Biznes” (10/2007) [4], [5], [6] “Silesian School of Architecture? Architecture of Upper Silesia after 1989”, exhibition catalogue, (2010)

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

VISTABELLA DEL MAESTRAT: MORPHOLOGIC ANALYSIS OF THE TRADITIONAL CONSTRUCTION. GRAPHICAL EXPRESSION I Beatriz Sáez Riquelme[1] María de la Cueva Santa Morro Rueda[2] Universitat Jaume I Castellón de la Plana / Spain [1] [2] bsaez@uji.es; mmorro@uji.es

Abstract The present communication it is focused on the morphologic analysis of “Vistabella del Maestrat” traditional buildings. However and because of the relationship with the methodology applied during the degree, we will introduce previously both, the concept and the application methodology of teaching by projects method. The methodology of teaching by Projects method based, during the first year Building Engineering degree, on the Analysis of Traditional buildings Construction, provides to graphic subjects an excellent opportunity to get depth into the analysis of the composition and typology of our region buildings. During theoretical lectures will get the foundations for the concepts explored in these subjects, in the practical lectures will be the assimilation of those main concepts. During Laboratory sessions we will get depth into the way to use the technology applied to graphic expression, being the part of the directed projects the one in which we will analyzed a real and complete architecture element. This methodology of teaching by projects method allows the students to apply each one of the main concepts of any one of the subjects of the first year degree to any familiar or traditional building with similar characteristics. This methodology of teaching allows instead to the teachers to the research in topics to the constructed heritage.

1. Introduction This communication it’s focused on the morphologic analysis in “Vistabella del maestrat” traditional buildings construction, and the relation between the methodology applied during the degree, through the application of the methodology of teaching by Projects method during the first year of building Engineering, in the " Analysis of the traditional building construction”, it provides to the graphical subjects an excellent opportunity to get depth into the analysis of the composition and typology of our region buildings.

2. Methodology of teaching by projects method. Building Engineering degree has committed since its own implantation in Jaume I University to a methodology of teaching by projects method. Firstly directed by the study of our traditional building construction. The bases of the concepts of the subjects are given in the theoretical lectures In the practices there will be activities that were help to get into its assimilation In the laboratories it is deepened in the use of the technology applied to the graphical expression, being the part of Directed Projects In those who a real and complete architectural element is analyzed, from all subjects.

3. Morphologic analysis of the traditional building constructions 3.1 Population under study plan “Vistabella” village is a small city located on the Norwest of Castellon. It is also located on the “Peñagolosa” mountains, these provides to the city a cold weather and a rugged environment, Cavanilles 1795-1797:85. That makes difficult to get to the village and allows it to continue with the original typology of the constructed buildings from the middle-end of XIX centuries, and the ones from the beginnings of XX century

3.2 Basic premises The study is done by samples comparison, cataloged by: chronology, location, and its uniqueness. Data are then analyzed, both externally and internally and considers the relationship between different studied items The number of analyzed buildings is 17, most of the buildings studied are single-family homes, among which is a mansion, and how nonresidential building an oil- mill has been studied Group 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Address C/ Jesús nº7 (Palacete I) C/ Jesús nº 9 (Palacete II) C/ Jesús nº 3 C/ Major nº 32 C/ Major nº 30 C/ Major nº 7 C/ Raval de Ntra Sra de Loreto nº 26 C/ Sense Cap nº 10 C/ Sense Cap nº 11 C/ Raval de Ntra Sra de Loreto nº 19 C/ Sant Roc nº 1 C/ Sant Roc nº 17 Plaza Hospital nº 18 C/ Castelló nº 8 (Molino) C/ Malcuinat nº 6 Avda Ramón Salvador Celades nº6 C/ Forn Vell nº 7

Year 1925* 1920* 1940 1922 1920 1901 1933 1887 1887 1902 1920 1887 1970 1938* 1887 1940 1901

suelo

S (m ) 65 45 32 56 43 37 48 31 46 56 43 33 181 63 41 31 37

construida

S 260 180 128 168 172 111 192 93 138 168 133 99 528 528 164 84 111

(m )

Floor V V IV III IV IV IV IV III+1/2 III+1/2 III III III II+1/2 IV IV I+IV

Fig 1. Table of analyzed buildings in Vistabella. 2011. Sáez. * The dates of construction are the ones indicated in the catastral information, those doesn’t corresponds to the contractive typologi, in some chases of medieval tips. There are four periods: the first one period are buildings constructed between 1887 – 1902, 6 houses; the second one period between 1920 – 1925, 5 houses, among which are the mill and the mansion constructed in 2 different phases; the third one period 1940 – 1942, during which two of the buildings studied were constructed; the fourth period, 1 house constructed in 1970.

Fig 2. Plane Vistabella. 2011. Morro. The basic documentation includes drawings and scaling of all floors of buildings, their elevations, sections of different points of interest considered, and full dimension, as the need for definition and complexity of the entity to illustrate along with an extensive photographic dossier properly classified and ordered. Data collection is performed by first-year students, it adds an additional difficulty to the task, and there exists a possibility of error. For most challenging it is supposed, because is the first time that they could get an exercise of these characteristics, so it is imperative to imposed from the beginning a methodology for data collection as representative (Heritage education), and also the teachers should realized a track of the process.

3.3 Analysis of the urban plot The construction is distributed along an axis that runs from the east to west, linking the “Plaza del dau” (the church is localized on it) and the “Plaza l`hostal”. perpendicular to the main road and on both sides, the secondary are disposed, following the slope. It means, is configured according to the basic schema of fishbone. The grouping of houses occurs in closed blocks, being these irregular both size and number of properties. This urban setting, makes easy in one hand the rain water evacuation, and for the other the sunlight , those characteristics’ are so important in a village with so cold weather. Mostly of the main face of the houses are oriented to west or east, and only a few are oriented to the south, and a very few to the north

Plot analysis Despite the marked irregularity of the blocks and the irregularity of the location, the parcel morphology is basically rectangular, exist as a measure as width of the main face’ of the houses, that oscillate in between 5 m, and a depth that vary around 10m Mostly of the parcels has a floor area between 31 – 63 squared meters, being normal the 40 squared meters as a floor area. The sum of the horizontal levels that make up each of them achieves constructed surfaces between 100 squared meters and 200 squared meters. Being 160 squared meters the common surfaces.

Front analysis The urban plot and the shape of the parcel causes that the mostly of the houses has a unique main face of the house, the arrangement of holes is asymmetric, existing a graduation of them. In that way the ground floor has one door and one window, first floor it has a big balcony, and any other bit smaller in the second floor, sometimes as small as the wall. In the case the house has two main facades, the second one corresponds to the side of the cover, it’s composition is null and it has not any hole at all, in the mostly of the chases.

Those buildings are very simple ones, with out any decorative element. The walls are composed by thick masonry, being the overall treatment plaster and liming, blocks reinforcing the corners in a few instances or intensify the arches, as an example the c/ san roc, nº1 house and also in the one of c/ mayor nº7, however that doesn’t occurs in the mansion as we could expect. Only two symmetric compositions are detected, and in which the hole located in a greater height has greater length than the ones located under it. And in a second one the holes are directly increasing related to the height. The first is located in c/ Ramon Salvador Celades n16, 1940, but its facade was recently reconstructed, and the one in Plaza del Hospital nº18, 1970. The facade of the house located in the street c /Raval de Nostra Senyora de Loreto nº 26, 1933, presents a totally different composition, that one it is based imitation of a lattice wood, it is not that one as a unique because there are any other similar constructions located inside the walled area.

Fig 3. Facade C/ Mayor nº30, Vistabella. 2011. Student: Tena Escrig . (Group 5)

Fig 4. Facade C/ Malcuinat nº8, Vistabella. 2011. Student: Cabanillas Garrido. (Group 15)

Heights analysis Although the samples data could be reduced to next formula for the predominant height is: PB+3 (IV), the urban plan shows that the mostly of the houses are configured by: PB+2 (III), that made the similar heights of the cornices in the same street. On the contrary it is appreciated some buildings with a one more floor, in outbuildings from the external west side of the wall.

Internal composition analysis The internal distribution of the houses lead directly to the practice concept, there are building to be used, that makes some rooms with not mach breezy and illumination. There only the rooms that are in the main facade are opened to the exterior. On the ground floor the possibility of the passage for food and animals makes a big dimension lounge, first main living room of the house is correctly illuminated and breezed. On the second floor the size is reduced and it is usual to have a sleeping room. And in the second and last floor breezed is needed, being less important the light.

Analysis of the stairs Because of the singularity that confers it to the communication element in between the different floors, it has been convenient consider to be studied as independent way. Mostly we found a lineal stairs; mostly of them are compensated in the beginning, in the end or in both. It is usual to found them together to the right middle wall, and they are closed by walls or by doors.

Fig 5. Floor C/ Mayor nº30, Vistabella. 2011. Student: Edo Escrig . (Group 5)

Fig 6. Section C/ Mayor nº30, Vistabella. 2011. Student: Lecha Bayo. (Group 5)

The use of the linear stairs found it’s own meaning again in the geometric parcel: generally rectangular. And their steps compensation in because the need to increase the small floor surface. And at the end they are closed because of the weather reasons. Exceptions: an ‘L’ stair is founded in a house in C/San Roc nº1 and also in a house in c/ Mayor nº32, both directions c/Mayor nº7 and also in c/San Roc nº17, which parcel is more similar to an squared than a rectangle, and in that last one steps are compensated. Av Ramon Salvador Celades nº6, which parcel is made by 2 rectangles with different dimensions, a different stair is found, in which one the first stretch in lineal, next to the middle wall, and after that it gets as a one with both directions, with a parallel stretch to the facade. That one has a difficult way to study because each part of the stair is closed by walls and doors.

4. Conclusions The analysis made by the students, in methodology of teaching by projects method, has allowed to set some guidelines on the morphologic analysis of Vistabella del Maestrat's traditional buildings. The facade type are shape decreasing size vain according to its height, and with asymmetric composition .The mostly are single family houses, and are use formed by PB+2(III), leading an a rational organization of their different kind of activities of each part inside. It differs between the main facade and the secondary facade, being minimal the decorative elements in both chases, in the second ones even holes are not found sometimes The shape of the parcel determines that only the living rooms that are together with the main façade gets the direct light and also the direct freeze. Also it determines the disposition and the morphology of the stairs, that for the rectangular parcels, it is use to be lineal (compensated in their extremities), parallel to the right middle wall and it is closed.

The functionality is showed in the traditional Vistabella building construction, in such way it determines its internal configuration (internal distribution), and also the external distribution (facade holes composition) By chronology the break is produced between the constructed and aesthetics tradition, that has been used during a whole century, in the last third part of the XX century that made the origin of the masonry facades, the windows with reverse degradation and the opened stairs.

References Almagro Gorbea, A., 2004: Levantamiento arquitectónico. Granada: Universidad de Granada. Jiménez, A.; Pinto, F., 2003: Levantamiento y análisis de edificios: tradición y futuro Sevilla: Universidad de Sevilla. Sevilla. Universitat Jaume I, 2008: Memoria del Plan de Estudios de Graduado o Graduada en Ingeniería de Edificación. Castellón Mondragón, S. et al., 2003: Metología específica para la enseñanza de la expresión gráfica. In XIII ADM – XV INGEGRAF Congreso Internacional sobre Herramientas y Métodos en Diseño de Ingeniería. Nápoles, Salerno, Junio 2003, Available at: http://www3.uji.es/~pcompany/MCVPA03.pdf [accessed 12 febrero 2010] Mundina, B., 1988: Historia, Geografía y estadística de la provincia de Castellón. Confederación Española de Cajas de Ahorro, Madrid.

I INTERNATIONAL CONFERENCE of LANGUAGE NETWORKING

16-20 July 2012

LOCAL CONSTRUCTION- VETERAN HOUSE, THE BEGINNING OF INDUSTRIAL HOUSING IN FINLAND Jari Komsi HAMK University of the Applied Sciences Hämeenlinna / Finland jari.komsi@hamk.fi

Abstract During difficult times1939-1945 more than 450 000 refugees were forced to leave their homes. Just before the 2nd WW started in Finland there was architect design competition on place in order to find efficient building types for single families. The type design competition was in place for Housing Fare, which was cancelled due to beginning of the war. Results of the competition were built during and after the war. Veteran house type drawings were easing this heavy task to resettle all those families without permanent space to live in. Due to lack of many commercial building materials such as steel and cement, wood was used largely in frame, facade, roof and also as an insulation material. Bricks were also difficult to procure and so one chimney was economically placed in the middle of the house[1]. Living space was divided into 4 areas around the chimney. The shape of the house is close to cubicle and the roof is relatively steep, ratio 1/1,5. 2nd floor had two rooms which were often rented out. Stairs to 2nd floor were designed straight from the entrance which made renting rooms easier. Majority of veteran houses were built by the owner with the help of neighbors or relatives. Simple wood structure made this possible. One didn´t had to know all traditional carpenter skills to build a veteran house. Building plots for families were often rented in the beginning. Later on it was possible buy the plot from town. All around, especially southern part of Finland one can recognize “veteran-villages” which are nowadays popular areas for families to live in with their relatively large 800- 2000m2 plots and flourishing gardens with old trees. During the time most of these villages are now more close to the town centers due to enlargement of majority of these towns. Veteran housing project could be seen as a kick start for the industrial type of house production in Finland. Same type of houses could be seen 900 km apart. All together 150 000 veteran type houses has been built by now. Certain house types were more popular than the others which are the reality today as well. Energy efficiency requirements, as well as need for shower facilities has been putting lot of pressure to renovate these houses. Renovation in these type buildings needs good knowledge in building physics. The dew point and a necessary vapor barrier have to be studied carefully before adding any type of insulation externally or internally. Therefore the designer has to know the type of the construction exactly. Unfortunately some of the renovations have been carried out with rush with poor design causing health problems, sometimes causing need to demolish the whole house.

Background The term ‘rintamamiestalo’ is generally used of houses built in Finland during the reconstruction period (1940–1952). This concept is often used to describe the house itself and the general atmosphere of the home, its style, the history of settlement and use of land, the reconstruction period and nostalgia attached to living in this kind of house. In consequence, ‘rintamamiestalo’ has become a discursive practice produced through the collective signification process. The name of this house type comes from the Finnish word for veteran (rintamamies)[3]. The word ‘rintamamies’ refers to one group of people who were settled within the settlement policy of the reconstruction period. According to the land acquisition law from 1945, not only veterans but many other groups of people, in particular, Karelian evacuees were also settled during the reconstruction period. The settlement of migrant Karelians was promoted in public by appealing to people’s compassion. However, compassion was directed at veterans in general. The settlement of the Karelians was considered a duty, whereas the settlement of the veterans was regarded as a debt of honor after years spent at the front. Functionalism was applied in the construction of small houses with the purpose of developing rational and standard constructions, and to aid in the planning of more spacious housing areas in the cities. Land acquisition problems and the rapid change in the structure of livelihood after the war years resulted in great numbers of veterans moving to new, zoned residential holdings[3]. Veteran-house has 1 ½ floors and it was constructed mainly from wood. The shape of the house is close to cubicle and the roof is relatively steep 1/1,5. In the middle of the house situates brick chimney with air and smoke ducts. All the living space was designed around the chimney in order to keep the heat from different wood burners well inside and save energy. First floor was divided in to four sections: entrance, two rooms and the kitchen. Upstairs had two smaller rooms which could be left unused or summer rooms without heaters or insulation. In most house had a basement for storing potatoes, jams etc. Height of the basement area is usually less than 2, 2 meters and therefore not so easy to use for any purpose than storing materials, bathroom and sauna. Washing facilities were originally ment to be built to another building, garden building. Even though many of these houses look similar they are in fact each one of them individually built. There many different type models with different variations. Furthermore each architect and builder could have changed spaces according their needs at that time. Also used materials could vary depending what was available, what were the skills of a builder or what kind of ideas he had. After war debts were paid and material procurement eased also typical details of the construction changed. Wall and insulation thickness became thicker and construction more complicated and the builders were able to use more expensive materials and methods. These are main reasons why one should not nail down certain types or models as only solutions used at that time. Due to variation of original construction also reconstructions has to be planned individually and one should study carefully what has been drawn and what has been actually built.

The Foundation The winter in Finland usually means several months of temperatures dropping down under -10 degrees Celsius. Foundations were designed and mainly dig manually to around 2,2 meters deep. Basement wall and footing was made from in situ concrete. Due to lack of cement and reinforcement the hardness of the concrete varies a lot. Thanks to deep foundation there are very seldom found defects on foundations. More common are defects from humidity. Commonly base wall had no water membrane or wall drains. If the soil was wet basement walls could have been added moisture barrier from bitumen. 1940-1950 wall drains were used relatively seldom. Foundation form sheathing and 2”x4” studs were recycled and used in framework. Basement floor was originally left on gravel surface without any floor insulation. By the time most of these basements have been altered to more useful form. This work includes usually soil removal, changing sewage pipelines and waterlines before floor insulation and concrete floor casting.

The Frame Veteran house frame construction is so called balloon frame. The materials used to build a balloon frame structure are the various sizes and lengths of milled lumber fastened together with nails[5].This type of frame was invented in USA in the end of 19th century but was commonly started to use in Finland with veteran houses. This type of frame was cheaper to build and it became possible with improving sawing methods and factory made nails. Balloon frame has two major differences in comparison to platform frame. Instead of a sill and header platform at the foundation, and a plate and header platform at upper floor, the balloon frame uses a one-member sill and a ribbon to support second floor joists. Posts for the balloon frame are built up similarly to those for the platform frame, but they run full height from sill to roof plate [6]. Frame is stiffened with 22x100 diagonal sheathing on both sides of the 50x100-125 spruce or pine frame studs. Interior between studs was filled with sawdust and wood chips for insulation. Sawdust was used also for insulating floors and attic. Inside of the frame often were used hard cardboard or wood fiber boards. Tarpaper was installed between sheathing and frame studs for windshield purpose. Previously built log houses were more massive and had fewer layers especially in walls. Similar type of frame is still in use. Frame is nowadays double frame or 50x200-225 + insulation requirements are favoring mineral wool or oil based plastic products. Exterior cover of the houses was typically vertical square-edge boards 25x125 with 25x50 battens. No air cap was designed between exterior boards and frame. Wall construction made wood, sawdust and wood fiber board was functioning well as long as house was used as it was originally designed to be used. Additional raise of interior air humidity shower, wet laundry etc.) has to be taken in to account when starting to “improve” these buildings.

Gable roof The roof structure was simple. Roof drafters (50x125 c/c apr.1200) were supported on outer walls and load bearing walls on 2nd floor. Load bearing walls divided warm living space from cold side attic. Short span made this simple structure possible. Typical roof has slope of 1:1,5 which is reasonable steep in winter months for snow load and rain water escapes fast from the roof. The lack of roofing material was partly the reason why wood shingles were primarily used. Typically later on roofing has been changed in to sheet metal or bitumen felt roof with triangle battens. Roof frame is not strong enough clay or concrete tiles. Eaves are 40-60 cm wide for protecting walls from rain.

Chimney and fireplaces Chimney locates in the heart of the building and in these houses it is a large piece of intricate masonry construction consisting of heater flues, air flues, ash pits, ash chutes fireplaces and fire place flues all built to fit into minimum space consistent with maximum efficiency. Unfortunately during the time when oil prices were low many of the fireplaces were replaced with oil heaters. Recently lots of fireplaces have been built back to their original place. Kitchens used to have iron made wood burning cookers. Living room or bed room had real fireplaces from bricks with efficient smoke circulation system, flue valves and small doors in front of fire.

Windows and ventilation Windows were typically double glazed inside-outside opening models with wooden sashes. The most common model was divided vertically in to two or three parts. Windows were designed rather small due to lack of glass and saving the energy. Ruling forms of the window were low, almost square, divided in two parts. The thickness of a glass should not exceed 3 mm. Windows were used also for ventilation. There were only few or none air intakes in frame, and the intake air was entering inside mainly through the building. Ventilation was working well during the winter but during the summer time not enough without opening the windows.

Yard and surroundings Type drawings are to thank for having such a similar view in veteran house areas. In the beginning these areas could have been mentioned boring but not anymore. Regardless of the small alterations these “villages” are more and more wanted for their tranquility and green surroundings and yards. The use of plot was originally instructed to plant useful eatable plants and trees. Old apple trees, bloom trees, black current and other berries typically covers part of the plot surrounded by plant fence. Progress is usually thought of as a positive trend, as something that makes the world better. It includes the idea of development. Development, means in this concept, to use and improve moderately and slowly and enjoy this type of house till the end.

There is no art describing the houses of a reconstruction period, the status of ”rintamamiestalo” is high among house buyers and among individuals who write of them. The novel from the writer Kari Hotakainen, Juoksuhaudantie (2000) was a success. The story of a man, who is trying to find house of his dreams, a veteran house [5]. Not to mention those many blogs, where people living in these houses are sharing information about their successful or not so projects with veteran houses.

References [1]Hietanen, Silvo 1984: Siirtoväen pika-asutuslaki 1940. Asutuspoliittinen tausta ja sisältö sekä toimeenpano. Historiallisia tutkimuksia. Suomen Historiallinen seura 117. Helsinki. [2]Korvenmaa, Pekka 2006: Rintamamiestalot – Rakentajien muistikuvia. Tampere. [3]Niukko, Kirsi 2009 Rintamamiestalo jälleenrakennuskauden tyyppitalokulttuurin ilmauksena,http://elektra.helsinki.fi/se/s/0558-4639/51/rintamam.pdf[13.5.2012.] [4]Peterson, Fred W. Homes in the Heartland : Balloon Frame Farmhouses of the Upper Midwest. Minneapolis, MN, USA: University of Minnesota Press, 2008. [5]Rintamamiestalo. http://www.rintamamiestalo.fi/portal.php [14.5.2012.] [6]Dietz, Albert G.H. Dwelling House Construction. The MIT Press, Cambridge, Massachusetts, Fifth edition, 1991.

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