Se plantea diseñar un colegio público en el distrito de Satipo, en donde la interacción del colegio con la comunidad se manifieste de manera fluida y flexible. El proyecto busca brindar espacios de aprendizaje fuera y dentro de aulas proponiendo espacios compartidos en las aulas, y en áreas de esparcimiento; así como vincular las actividades del colegio con el desarrollo de las comunidades nativas cercanas. Para esto, se analiza y considera los factores del lugar y clima que influyen en el diseño del colegio para proporcionar confort al usuario. El proyecto busca contemplar las necesidades de la comunidad locales proponiendo talleres por medio de los centros técnicos de producción (cetpro) que beneficiarían a los estudiantes al culminar los estudios; así como, la implementación de áreas recreativas y espacios abiertos para la comunidad. / It is proposed to design a public school in the district of Satipo, where the interaction of the school with the community is manifested in a fluid and flexible way. The project seeks to provide learning spaces outside and within classrooms by proposing in between spaces in the classrooms, and in recreation areas; as well as linking the activities of the school with the development of nearby native communities. In addition, it analyzes and considers the factors of the place and climate that influence the design to provide comfort to the user. The project seeks to contemplate the needs of the local community by proposing workshops through the technical production centers that would benefit students at the end of their studies; as well as the implementation of recreational areas and open spaces for the community. / Tesis

El tema de mi tesis tiene como principal enfoque brindar calidad de vida al adulto mayor. Por ello, el tema que escogí es Centro de día y residencia para el adulto mayor, ya que este brindara la infraestructura y herramientas sociales para que el adulto mayor se pueda tener buena calidad de vida e insertarse en la comunidad. La etapa de vida por la que está pasando un adulto mayor debe ser la más satisfactoria, ya que en su mayoría, son personas que se han pasado la vida criando a sus hijos y trabajando por lo cual es el momento para disfrutar de todos los logros, por eso mi proyecto busca darles un espacio físico donde puedan recibir la atención básica que necesitan en su día a día y darles una buena calidad de vida a través de actividades y espacios comunes. En los últimos años la población adulto mayor a incrementando significativamente, proyectándose para el 2020 que el 20% de la población será mayor a 60 años (Inei, 2016). Habiendo dicho lo anterior podemos darnos cuenta que este es un problema real del que aún no hemos tomado la conciencia suficiente, ya que si bien se habla de lugares y programas específicos para el adulto mayor aún no hay infraestructura eficiente para ellos en los distritos de lima metropolitana, debido a ello el tema de mi tesis busca ayudar a adultos mayores e incentivar la vida activa y saludable de este publico. / The theme of my thesis has as main focus to provide quality of life to the elderly, as in my opinion is a group of people who have not been taken seriously by society and are daily excluded from it. For this reason, the theme that I chose is the Day and Residence Center for the elderly, since it will provide the infrastructure and social tools so that the elderly can develop in their community and, most importantly, that they feel useful again and with a purpose. In recent years, the elderly population has increased significantly and this is increasing, projecting for 2020 that 20% of the population will be older than 60 years (Inei, 2016). Having said the above we can realize that this is a real problem that we have not yet taken sufficient consciousness, because although we talk about specific places and programs for the elderly there is still no efficient infrastructure for them in the districts of Lima metropolitan, because of this the theme of my thesis is transcendental since it will be able to help a group of older adults and encourage other districts to have a day and residence center to cover the needs that this public may have and give them a good quality of life. / Trabajo de suficiencia profesional

No description available.

La ville africaine s'étale et intègre les villages environnants en devenant métropole. Que ce soit le mouvement des ruraux vers les villes ou bien de la ville vers la campagne, ces phénomènes inquiètent les spécialistes. La pensée traditionnelle du monde qui opposait ville-campagne, ville-village, ville-brousse, n'est plus d'actualité. Les réalités du territoire sont devenues autres. Quels sont les outils qui nous permettent de lire ces nouvelles réalités? Comment opérer ce changement de «lunettes» que nous propose Bernardo Secchi pour lire et écrire la «ville contemporaine»?Pour nos recherches, nous considérons Ouagadougou comme un véritable observatoire. L'objectif est d'apprendre des lieux d'initiatives où se construisent de nouveaux modes de vie dans des dynamiques imprévues. Aujourd'hui, la capitale burkinabé est caractérisée par une double identité foncière. Une organisation foncière publique importée de la pensée coloniale dite « lotie », et une organisation foncière informelle issue de la culture villageoise dite « non-lotie ». À force de coexistence, le développement de métropole n'a t-il pas engendré d'autres phénomènes, avec des degrés et des intensités variés de planification et de spontanéité? La rencontre des deux modes opératoires ne définit pas un rapport dual, mais un intervalle. Dans ce contexte, le « village » entendu dans sa dimension sociale et communautaire devient, en milieu urbain, générateur d'espaces communs. Les structures communautaires testent les possibles et inventent la métropole au quotidien : elles rendent flexible toute forme de planification. Ainsi, nous formulons l'hypothèse que l'étude de la « Métropole-village(s)» de Ouagadougou peut amener à de nouvelles connaissances permettant la création d'outils de compréhension des territoires urbanisés contemporains / The African city spreads and incorporates the surrounding villages becoming metropolis. Whether the migration from rural to urban or from the city to the countryside, these phenomena became a concern for specialists. Traditional thinking of the world that opposed city-countryside, city-village, city-bush, is no longer valid. Territory's realities became different. What are the tools that allow us to read these new realities? How can we proceed to a change of "glasses" that Bernardo Secchi is proposing, in order to read and write the " contemporary city "?For our research, we consider Ouagadougou as a true observatory. The objective is to learning places of initiatives which build new lifestyles in unexpected dynamics. Today, the capital of Burkina Faso is characterized by a dual identity of the land. Public land organization imported from the colonial thinking called " lotie " (subdivided area) and an informal tenure arrangements after the village culture called “non-lotie” (non-subdivided area). To force to coexistence, hasn't the metropolis generated new phenomena, with different degrees and intensities of planification and spontaneity? The meeting of the two procedures does not define a dual report, but an interval. In this context, the "village" understood in its social and community dimension becomes an urban environment generating shared spaces. Communal structures are questioning what is possible and redefine what a metropolis is every day: they make flexible any form of planning. Thus, we hypothesize that the study of "City-village(s)” of Ouagadougou may lead to new knowledge to the creation of tools for understanding contemporary urbanized territories

El colegio no es sólo un lugar de aprendizaje, sino también un medio por el cual uno crece como persona, forja sus valores y sueña con un futuro prometedor. Es definitivamente un lugar importante el cual debe estar dotado de ambientes de calidad, una buena enseñanza y que a su vez sean estimulantes para un buen desarrollo en la vida. Lamentablemente en el Perú existe un gran déficit en el ámbito educativo, ya sea por la falta de estos espacios o por la deplorable situación en la que se encuentran sobre todo en el sector público. Sumado a esto hay muchas personas que por diversos motivos no tienen la posibilidad de estudiar, lo cual afecta al desarrollo y crecimiento del país. La presente Tesis se enfocada en desarrollar un colegio público en el distrito de San Juan de Lurigancho, lugar idóneo para implementar este tipo de proyecto, el cual tiene como principal objetivo integrar a la comunidad y promover el aprendizaje, recreación y desarrollo para personas de todas las edades y estratos económicos. / The school is not only a place of learning; it is also the site which someone can grow as a person, for their values and their future. It is definitely an important place which should be equipped with quality spaces, good teaching and which in turn are stimulating for a good development in life. Unfortunately, in Peru there is a large deficit in the educational field, either due to the lack of these spaces or because of the deplorable situation in which they are found mainly in the public sector. Added to this there are many people who for various reasons do not have the possibility of studying, which affects the growth of the country. This thesis has focused on set a public school in the district of San Juan de Lurigancho, the ideal place to implement this type of project, which has as main objective to integrate the community and promote learning, recreation and development for people of all the ages and economic strata. / Tesis

Proponemos con esta tesina investigar cómo el uso experimental del espacio en la novela Los ingrávidos de la escritora mexicana Valeria Luiselli es crucial para crear el ambiente fragmentado y fantasmal de la obra. Las dos voces de la novela, Owen y la narradora, relatan fragmentos de sus vidas de muy diferentes épocas. Mueren y vuelven a nacer. Aparecen como fantasmas y el tiempo no es lineal. Sin embargo, sus vidas e historias se unen por medio de espacios compartidos. En la presente tesina analizamos y ponemos en evidencia cómo la autora mediante esta técnica del uso del espacio logra conectar mundos y vidas en una atmósfera de irrealidad. Hemos llegado a la conclusión que el ambiente fragmentado y fantasmal de la novela Los ingrávidos es logrado mediante el manejo del espacio. / With this thesis we intend to investigate how the experimental use of space in the novel Losingrávidos by the Mexican writer Valeria Luiselli is crucial to create the fragmented and ghostlyatmosphere of the book. The two voices of the novel, Owen and the female narrator, relatefragments of their lives from very different eras. They die and are reborn. They reappear asghosts and time is not linear. However, their lives and stories come together through sharedspaces. In this thesis we analyze and highlight how the author through this technique of the useof space manages to connect their worlds and lives in an atmosphere of unreality. We haveconcluded that the fragmented and ghostly atmosphere of the novel Los ingrávidos is achievedthrough the management of space.

VISBO. Located on the island of Gotland, Visbo is a combination between the affordable townhouse and the sustainable Naturhus typology. This residential project intends to resolve both todays and the future demands on sustainable housing and how to create a better local community. Based on a case study of the ReGen Village, Visbo combines modern circular systems together with shared and collective spaces, forming a new townhouse typology designed to suit a wide spectrum of people. Through circular systems each building strives to become a producer of heat, energy and water. Large greenhouses make brief interruptions in the long row of townhouses, enabling new sources of light while blending inside, outside, private and collective. The greenhouse serves both as an extension of the private home as well as a connector between the different residences. Offering a shared space for social activities, farming and relaxation during an extended period of the year. Each greenhouse also has a separated area towards the street, dedicated to hold various communal functions such as shared workshops, home offices, a gym or a sauna. This new generation of townhouses offers a comfortable, affordable and sustainable way of life with a long-lasting perspective that cares for its inhabitants and our future.

Shared spaces have proven to be the most sustainable solution in the midst of growing demand to implement sustainable lifestyles and at present, co-living is the most trending housing option. In these coliving spaces, the common shared spaces are very important among which kitchen is the most critical one as most of the tasks are carried out there. The main objective of this study is to find if a relationship exists between task lighting, illuminance and multiple users in shared residential kitchens. Limited research in this area has been the primary motivation for this study. Furthermore, during the course of the study, the importance of flexibility in the task lighting for shared residential kitchens was investigated.   Realizing the objectives, the study aims at answering the following main investigation questions: Is task lighting in a shared kitchen designed with the number of users in mind and does it consider the different ways in which they perform different tasks at the same time? Should the lighting design standards be reconsidered for shared residential kitchens? Would flexibility in the lighting devices be beneficial for shared kitchens ? The main investigation questions are answered with the help of the following sub-investigation questions which mainly highlights the relation between the multiple users, illuminance and task performances. Do multiple users affect the various performances carried out in a shared kitchen? Are there any shadows cast by the multiple users in a shared kitchen? Do they affect the illuminance levels in the task areas and thereby affect the visual and task performances?   Case studies of two different shared residential kitchens were carried out. The methodology of the case study involved two stages, complete site analysis and an experiment. The experimental set up is adapted from McGuiness, Boyce and Harker‘s investigation study “The effects of illuminance on task performance in domestic kitchens” and was modified to suit this  study. The experiment was conducted in two different scenarios. Quantitative and qualitative analysis was carried out during the study. The end results of the experiment proved that there is a strong influence of multiple users on the task performances without having any major impacts on the lighting conditions. This indicated that new lighting standards have to be framed for shared residential kitchens in the aspects of ergonomics and flexibility. The importance of flexibility in shared spaces and in shared residential kitchens was realised was considered just beneficial in terms of mood, comfortability and practicality.

The objective for this program of research was to retrospectively, narratively, and autobiographically examine how my professional identity shifted when I moved from the secret, safe space of my own classrooms to shared spaces with other teachers as a newly appointed Differentiated Instruction Facilitator. In education today, teachers increasingly share their classroom spaces with other professionals and often the shifts in identity of the people sharing spaces are not examined. In this inquiry, I examine my own identity by viewing the metaphorical dance floor of the Differentiated Instruction Project from both my position on the dance floor and from the balcony above. I inquire into the nature of my dancing relationships with many partners over two years on my middle and secondary school landscape and how these relationships changed how I understood myself as a teacher and as a facilitator. I look at the differentiated philosophy I was expected to deliver and the knowledge my colleagues brought into our time together and how these two knowledge realms interacted and shifted my own knowledge and, in turn, my relationships with my teacher partners and their students.<p> My professional identity within the Differentiated Instruction Project shifted often. In the beginning, I attempted to integrate voices of the conduit and their system and sacred stories with my own personal practical knowledge. In this inquiry, I explore the relationship between the conduit and my work inside classroom spaces. I inquire into the effect of stories on my own personal practical knowledge and the knowledge of my colleagues and their students. I examine the ways in which many dancers were positioned on my educational dance floor and the ways in which these voices shaped the voice of my identity. Finally, I imagine possibilities for living and reliving and then telling and retelling stories of shifting identities within shared spaces.

The objective for this program of research was to retrospectively, narratively, and autobiographically examine how my professional identity shifted when I moved from the secret, safe space of my own classrooms to shared spaces with other teachers as a newly appointed Differentiated Instruction Facilitator. In education today, teachers increasingly share their classroom spaces with other professionals and often the shifts in identity of the people sharing spaces are not examined. In this inquiry, I examine my own identity by viewing the metaphorical dance floor of the Differentiated Instruction Project from both my position on the dance floor and from the balcony above. I inquire into the nature of my dancing relationships with many partners over two years on my middle and secondary school landscape and how these relationships changed how I understood myself as a teacher and as a facilitator. I look at the differentiated philosophy I was expected to deliver and the knowledge my colleagues brought into our time together and how these two knowledge realms interacted and shifted my own knowledge and, in turn, my relationships with my teacher partners and their students.<p> My professional identity within the Differentiated Instruction Project shifted often. In the beginning, I attempted to integrate voices of the conduit and their system and sacred stories with my own personal practical knowledge. In this inquiry, I explore the relationship between the conduit and my work inside classroom spaces. I inquire into the effect of stories on my own personal practical knowledge and the knowledge of my colleagues and their students. I examine the ways in which many dancers were positioned on my educational dance floor and the ways in which these voices shaped the voice of my identity. Finally, I imagine possibilities for living and reliving and then telling and retelling stories of shifting identities within shared spaces.