Suchergebnisse

The characteristics of the envelope of a building determine, together with other factors, its consumption of energy. Additionally, the climate zone and insulation material may vary the minimum insulation thickness of walls and roofs, making it different, according to cooling down or warming up the home. Spanish legislation establishes different maximum values for energy demand according to different climate area both for heating and for cooling. This paper presents the results of a study that determines the influence of many variables as the climate zone or the orientation, among others, in the optimization of thickness insulation in residential homes in Spain to reduce the CO2 emissions embodied. To do that, 12 representative cities in Spain corresponding to different climate zones, four orientations, two constructive solutions, and four different configurations of the same house have been combined, for three different hypotheses and four insulation materials, resulting in 4608 cases of study. The results show that, under equal conditions on energy demand, the optimal insulation requirements are determined by heating necessities more than by cooling ones. In addition, a higher insulation thickness need does not necessarily mean more CO2 emissions, since it can be compensated with a lower Global Warming Potential characterization factor that is associated to the insulation material. The findings of this study can serve to designers and architects to establish the better combination of the variables that are involved in order to minimize the CO2 emissions embodied during the construction phase of a building, making it more energy efficient.

This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.

doi:10.1016/j.proeng.2013.08.277 ; Traditionally, manufacturing companies, the gateway for information technology (IT) have been implementing business management tools, tools typically enterprise resource planning (ERP) focused exclusively on internal processes manufacturing and remaining largely isolated from the rest of the elements of the value chain (suppliers, customers, etc.). The objective of this paper is to propose action lines to solve the problems inherent in collaborative knowledge management related technological barrier by implementation project business management tools. As mist relevant contribution are both the search for standardization and the application of techniques in Project Management to try to achieve success in the implementation and establishing of collaborative networks. ; The authors thank the Consejería de Economía, Innovación y Ciencia of the Junta de Andalucía and to the European Union for their incentives for the training of teaching staff and pre-doctoral researchers in deficient areas of knowledge (2009 Edict) co-financed by the Fondo Social Europeo (FSE). Thanks also to the Department of Mechanical Engineering and Industrial Design at the University of Cadiz School of Engineering.