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Estudio Antropométrico en Párvulos Atendidos por el Sistema Educativo Público Chileno para el Diseño de Mobiliario
(2013) Rojas Colvin, Jimena; Almagià Flores, Atilio Aldo; Ilardi, Juan Sebastián
Para actualizar el diseño de mobiliario que usan los niños de los Jardines Infantiles del sistema público chileno desde 1970, se realiza un Estudio Ergonómico que permita determinar criterios y dimensiones para proponer un estándar para el diseño de un nuevo mobiliario. Este trabajo presenta los resultados del levantamiento antropométrico realizado a 2338 niños y niñas desde los 3 meses a 6 años de edad, en jardines de la Junta Nacional de Jardines Infantiles (JUNJI) en las regiones I, IX, X, XII y Metropolitana. Si bien un estudio de las variables de peso y talla registradas en el Sistema de Gestión de Información de la Institución para niños y niñas de Jardines Clásicos urbanos manifestaba que no habían diferencias significativas entre zonas geográficas, se seleccionaron regiones considerando diversidad intercultural por ancestros directos de origen extranjero y/o de pueblos originarios en caso que la proporcionalidad de los segmentos manifestara diferencias, aún cuando la estatura y peso fueran similares. Se midieron 19 parámetros antropométricos para el desarrollo de mobiliario preescolar con criterios ergonómicos estandarizados al que se agregó una variable para orientar el ancho de uso de una superficie de trabajo. Los resultados obtenidos de la muestra considerada, nos permiten afirmar que se requiere hacer modificaciones en las dimensiones del mobiliario en uso. Se identificó una discrepancia importante entre las dimensiones antropométricas de los niños y el mobiliario existente. Se proponen tablas antropométricas para niños y niñas desde los 3 a 72 meses de edad, que indicarían que el mobiliario en uso no es del tamaño correcto para lograr comodidad y bienestar.
Desafíos Interdisciplinarios en la Formación Universitaria: una Contribución desde la Facultad de Diseño de la Universidad del Desarrollo
(2013) Contreras, Paulina del Pilar; Broitman, Paula Rebeca
La capacidad de trabajo interdisciplinario para responder a los desafíos creativos que impone un mercado complejo y cambiante, es exigencia para los profesionales de la empresa actual (CINDA, 2000), (OECD, 2005), donde un producto no puede ser creado por un individuo (Mamykina, Candy & Edmonds, 2002). Generando un traslape de responsabilidades entre profesionales de disciplinas distintas, e interdependencia para el diseño y producción de bienes innovadores. La primera parte de este paper reconoce la necesidad de incorporar capacidades creativas e interdisciplinarias a todo nivel de empresas y por ende a las mallas de estudios universitarios. (Vanhamaa, 2006), (Boni, Weingart & Evenson, 2012), (Itkonen, Ekman, & Kojo, 2009). La segunda parte expone como la Universidad del Desarrollo responde a estos desafíos a través de la creación del Instituto de Innovación Interdisciplinaria ICUBO, que nace a partir de las Facultades de Diseño, Ingeniería y Economía y Negocios.
¿De quién es la diplomacia pública? El rol del Departamento Autónomo de Prensa y Publicidad (DAPP) en la propaganda exterior cardenista
(2018) Dümmer Scheel, Sylvia
El artículo explora el rol que tuvo el Departamento Autónomo de Prensa y Publicidad (1937-1939) sobre la diplomacia pública de México. Su creación interrumpió la labor que realizaba tradicionalmente la Secretaría de Relaciones Exteriores, obligando a redefinir qué organismo era responsable de la propaganda exterior de la nación: ¿aquél que se encargaba de las comunicaciones del gobierno, o la dependencia responsable de las relacionas internacionales del país? Se profundiza en el desafío que representó para el dapp considerar la mediación cultural que requiere la diplomacia pública, y en los esfuerzos de la sre por mantener cierto control sobre dicha labor
A tangible user interface to facilitate learning of trigonometry
(2019) Zamorano Urrutia, Francisco; Cortés Loyola, Catalina; Herrera Marín, Mauricio
In mathematics education, studies reveal difficulties in the teaching-learning of trigonometry in secondary and higher education, due to the fact that students are not encouraged to achieve a deep conceptual understanding of abstract concepts. Several studies demonstrate that incorporating digital technologies has a positive impact on students’ learning. However, most of the existing technologies do not consider the use of the body and multiple senses. Tangible User Interfaces (TUIs) in contrast, can host bodily interactions that have the potential of enhancing learning. Nonetheless, there is a lack of applications of TUIs for trigonometry education. This study consisted of designing and validating a tangible interface for the teaching-learning of basic concepts of trigonometry. The interface hosts a pedagogical experience that privileges exploration through physical manipulation and fosters intuitive and collaborative learning. A Pre-Test was applied to 121 students to determine previous knowledge, yielding a 29.1% performance. After two sessions using the interface, the results of a Post-Test reveal an increase of 37.1%, confirming the edu- cational effectiveness of the interface and the pedagogical experience to facilitate learning of basic concepts of trigonometry.
Modulation of the electrocatalytic activity of Fe phthalocyanine to carbon nanotubes: electrochemistry of l-cysteine and l-cystine
(2019) Silva, Nataly; Castro-Castillo, C.; Oyarzún, María Paz; Ramírez, S.; Gutierrez-Ceron, C.; Marco, J.F.; Silva, Juan Francisco; Zagal, José H.
We have evaluated the electrocatalytic activity of hybrid electrodes containing Fe(II) phthalocyanine and tested these electrodes for l-cysteine oxidation and l-cystine reduction. The hybrid electrodes consisted of pristine multi-walled carbon nanotubes and functionalized with –COOH, –NH2 groups (MWCNT-p, MWCNT-c and MWCNT-a). These MWCNTs were modified with iron (II) phthalocyanine (FePc). The characterization of the hybrid systems was performed using X-ray photoelectron spectroscopy (XPS), Raman spectroscopy and AFM with the purpose of elucidating the type of interaction between FePc and MWCNTs. The Fe(II)/(I) and Fe(III)/(II) redox potentials associated with the metal center where evaluated using cycling voltammetry. The redox processes are slightly affected by the presence of MWCNTs. The activity for both reactions increases substantially by the presence of modified MWCNTs essentially by an area effect. However, when the currents are normalized by the amount of active sites estimated from the surface coverages of FePc, the activities are still higher for FePc attached to MWCNTs. The data for l-cysteine oxidation fits well on a volcano correlation published previously for several metal phthalocyanines and metalporphyrins.
Os Papéis dos Modelos de Processos de Design como Materiais Didáticos
(2019) Bravo Colomer, Ursula; Bohemia, Erik
Argumentamos que representações visuais de processos de design contribuem para práticas sociais e materiais de design(ing). Eles são usados como dispositivos didáticos. Vamos discuti-los usando metáforas para ilustrar que são dispositivos para materiais ativos, dos quais a circulação, a produção e o consumo são informados e informantes das complexidades percebidas, das ambiguidades e dos paradoxos associados ao design. Propomos um estudo de acompanhamento para investigar como professores e designers usam e interpretam modelos visuais de processos de design. O motivo é identificar como esses modelos estão informando o que é o design, pois estamos interessados em entender como esses modelos estão contribuindo para o desenvolvimento do grau de instrução sobre Design.
Roles of design processes models as didactic materials
(2019) Bravo Colomer, Ursula; Bohemia, Erik
We argue that visual representations of design processes contribute toward social and material practices of design(ing). They are used as didactic devices. We will discuss them using metaphors to illustrate that they are active material devices of which circulation, production and consumption are informed and informing perceived complexities, ambiguities and paradoxes associated with design. We propose a follow-up study to investigate how teachers and designers use and interpret visual design process models. The reason is to identify how these models are informing what design is as we are interested to understand how these models are contributing to the development of Design Literacies.
Testing Reactivity Descriptors for the Electrocatalytic Activity of OPG Hybrid Electrodes Modified with Iron Macrocyclic Complexes and MWCNTs for the Oxidation of Reduced Glutathione in Basic Medium
(Springer Nature, 2019) Gutiérrez-Cerón, Cristián; Silva, Nataly; Ponce, Ingrid; Zagal, José H.
In this work we have tested the Fe(III)/(II) redox potential of the catalysts as a reactivity descriptors of iron macrocyclic complexes (FeN4) adsorbed on multi-walled carbon nanotubes (MWCNTs) and deposited on ordinary pyrolytic graphite (OPG). The reaction examined is the oxidation of glutathione (GSH) a biologically important molecule. The experiments were conducted in 0.1 M NaOH and kinetic measurements were performed on MWCNT previously modified with FeN4 macrocycle complexes. This modified FeN4–MWCNTs were deposited on pristine OPG electrodes. From previous work it is known that for FeN4 complexes directly adsorbed on OPG, the activity as (log i)E plotted versus the Fe(II)/(I) redox potential follows a volcano correlation for the oxidation of glutathione. We wanted to test these correlations on hybrid electrodes containing MWCNTs and essentially the carbon nanotubes have no influence in these correlations and the redox potentials a are good reactivity descriptors, regardless of the way the FeN4 catalysts are attached to the electrode. Further, we find volcano correlations when using the Fe(II)/(I) and the Fe(III)/(II) redox potentials as reactivity descriptors. The volcano correlation when using the Fe(III)/(II) redox potential exhibits a maximum at E° = –0.26 V vs SCE which is close to the potential for comparing the different activities. This interesting result seems to indicate that the maximum cannot be explained only in terms of the Sabatier principle where θRS, the surface coverage of adsorbed intermediate is close to 0.5 but instead to a surface coverage of active sites θFe(II) equal to 0.5, which occurs at the Fe(III)/(II) formal potential.
Early childhood teachers making multiliterate learning environments: The emergence of a spatial design thinking process
(2020) Cortés Loyola, Catalina; Adlerstein Grimbergb, Cynthia; Bravo Colomer, Ursula
Globally, a critical debate about multiliteracies’ teaching in early childhood education is intensifying. Teachers and researchers worldwide are rethinking ‘multiliteracies pedagogy’ and ‘multiliterate learning environments’ to design innovative and meaningful educational spaces for young children. They pursue to better account for the role (and entanglement) of spaces, places, materiality, bodies, and power in early childhood education pedagogies. Multiliterate learning environments research offers the possibility to reconceptualize early childhood classrooms as real sites of thinking revolution and unique spaces for theorizing new contours of literacy pedagogy. This study explored and elicited early childhood teachers’ thinking and making multiliterate learning environments, with an ethnographic approach. We designed a single-case study emplaced in a university’s laboratory preschool. The participant observation took place for five months and had two different outspreading moments. First, to explore and familiarize with the preschool culture and to penetrate the learning environment codes, and the second, to produce ethnographic data collaboratively with in-depth interviews. Findings show that teachers’ design thinking process is culturally situated and ‘child interest- driven,’ enabling some child agency in spatial meaning-making as co-authors of the multiliterate learning environments they inhabit. The design thinking process unfolds through an ongoing iterative and collaborative four-phased-cycle. Teachers ideate and reflect on multiliteracies and place-making decisions that materialize learning environments based on the world of children. While making multiliterate environments through this spatial design thinking process, teachers are empowered as designers and as makers of a ‘third teacher,’ where a wide-ranging diversity of people, texts, practices, meanings, and cultural contexts intersect to build communication.
Correlation between the concentration and morphology of copper microparticles and their biocidal effect on paper sheets
(2020-03) Contreras, Paulina; Amánabar, Alejandra; Apablaza, V.; Martínez, J.; Lavín, R.; Silva, N.
In this study, different methods for incorporating mixed or laminar copper microparticles (CuMPs) during papermaking were evaluated to determine the optimum paper-making process and correlate particle concentration and shape with antimicrobial activity. The addition of CuMPs during the disintegration of dry pulp stage was observed to produce a paper with uniformly distributed CuMPs, as determined through optical microscopy and UV–Vis spectroscopy analyses by measuring absorbance spectra in different areas of papers. Determination of two indices related to the concentration and distribution of copper will allow to predict the copper content in other papers. CuMP-paper samples were evaluated for structural, optical, and mechanical strength properties according to paper industry standards. Quantitative analyses by atomic absorption showed that between 24 and 39% of CuMPs were embedded in the paper fibre, independent of particle type. Finally, antibacterial activity analyses were performed according to ISO 20645 and ISO 20743. The results showed that papers with 0.30 g of incorporated CuMPs have antimicrobial activity, independent of particle morphology, with effects observed towards Gram (+) and Gram (−) bacteria and fungus. Furthermore, the evaluation of antimicrobial activity at different times of exposure to the microorganisms showed differences in effects that were dependent on the shape of the CuMPs incorporated into paper, where laminar particles exerted a sufficient effect, while no or a slight effect was observed for mixed CuMPs against Aspergillus niger.
Building a Community Through Service Design and Responsiveness to Emotions
(2021) Soto, Mariluz; Mollenhauer, Katherine; Miettinen, Satu; Sarantou, Melanie
This chapter focuses on decolonising practices in service design in a quality certification project carried out for a Master of Design programme in Chile. The process resulted in a change of perspective, from that of a strict and formal quality certification process of a postgraduate programme, which is a requirement in the Chilean education system, to one that involved the co-definition and co-creation of a community. Measures of improvement of the programme were explored by integrating sensitive and fundamental emotions identified by the students, graduates and teachers of the programme. The research methods for data collection included workshops, surveys and collecting testimonials. Significant findings illuminated the role of the service designer/facilitator as the promoter of dialogue and creator of an optimal atmosphere for co-creation, and how decolonising approaches in service design through a continuous process of reflection on achievements and emotional and behavioural processes strengthened a sense of belonging and collaboration throughout the process.
Oxide copper nanoparticles stabilized by acrylonitrile and methyl methacrylate polar monomers through a ligand exchange reaction
(2021) Rodríguez, Bárbara; Ramírez, Sara; Gutiérrez, Pablo; Silva, Nataly; Díaz-Aburto, Isaac; García, Andreina; Martínez, Iván
This research reports the synthesis of copper oxide nanoparticles (CuONP) functionalized by the polar monomers acrylonitrile (ACN) and methyl methacrylate (MMA). The synthesis was achieved by a practical exchange ligand reaction from CuONP previously stabilized by hexadecyltrimethylammonium bromide (CTAB). The replacement of CTAB by ACN or MMA produced the functionalized nanoparticles CuONP-ACN and CuONP-MMA, respectively. The functionalized nanoparticles were characterized by ultraviolet-visible spectroscopy (UV–vis), Fourier transform infrared spectroscopy (FTIR), field emission scanning electron microscopy (SEM), dynamic light scattering (DLS), Zeta potential, x-ray diffraction (XRD), high-resolution-transmission electron microscopy (HR-TEM), and selected area electron diffraction (SAED) analysis. Changes in surface plasmon resonance (SPR) band and the functional group bands observed in UV–vis and FTIR spectra confirmed the efficient replacement of CTAB by polar monomers. Moreover, CuONP-ACN and CuONP-MMA showed a negative surface charge with spherical morphology. X-ray diffraction (XRD) analysis showed that a monoclinic CuO crystal system was formed
Workshop: How to Design to Improve Life Compass, a problem-solving tool by The Index Project
(2021) Cortés, Catalina; Alesandro, Mariano
The current context derived from the Covid-19 pandemic has abruptly modified what we knew as “the education system” globally. If before education was located mainly in the classroom, today the hybrid modality makes educational dynamics more complex and must focus on the development of critical thinking skills to foster autonomy and problem-solving abilities in teachers and students. Educators more than ever need to prepare students to work and thrive in an unknown future scenario. Professionals in the future will need to lead sustainable innovation by considering the longterm implications of their design solutions in every field. This workshop is an introduction to the Compass® methodology developed by The Index Project®. The Compass is a flexible frame of action to organize, structure, and manage problem-solving processes. The difference between this method and other design thinking models is its focus on maintaining coherence between form, impact, and context in every phase of the design process to evaluate solutions holistically and sustainably to improve people’s lives.
Enhancing the electrocatalytic activity of Fe phthalocyanines for the oxygen reduction reaction by the presence of axial ligands: Pyridine-functionalized single-walled carbon nanotubes
(2021) Oyarzún, María Paz; Silva, Nataly; Cortés-Arriagada, Diego; Silva, Juan Francisco; Ponce, Ingrid; Flores, Marcos; Tammeveski, Kaido; Bélanger, Daniel; Zitolo, Andrea; Jaouen, Frédéric; Zagal, José H.
We have examined the electrocatalytic activity of iron phthalocyanine (FePc) and perchlorinated iron phthalocyanine 16(Cl)FePc for the oxygen reduction reaction (ORR) in alkaline medium with the two molecules either adsorbed on the external surface of single-wall carbon nanotubes (SWCNT) or covalently anchored via an axial pyridine ligand on pyridine-functionalized single-wall carbon nanotubes (py-SWCNT). Regardless of the particular phthalocyanine type, the ORR activity is higher when the substrate is py-SWCNT rather than SWCNT. The Tafel slopes for ORR are very similar for the two Fe macrocyclic complexes attached to SWCNTs in the two different configurations, suggesting a common rate-determining step for the ORR for all four catalysts. It is also observed that, for both the SWCNT and py-SWCNT supports, the ORR activity is higher for 16(Cl)FePc than for FePc. This is attributed to the electron-withdrawing effect of the peripheral and non-peripheral chlorine atoms in the macrocyclic ligand. While FeN4 macrocycles are known to be located on the strong binding side of a volcano correlation including several MN4 species, the chlorine substituents decrease the binding energy of O2 on the central Fe cation, thereby moving up the macrocycle catalyst towards the apex of the volcano correlation. Both the carbon surface and macrocyclic ligand effects were optimized with 16(Cl)FePc attached to py-SWCNT, which is more active than both FePc on SWCNT and FePc on py-SWCNT. Here we show that both the axial ligand and the electron withdrawing groups (-Cl) have a combined collaborative effect in increasing the catalytic activity for ORR of Fe-phthalocyanines confined on the external walls of single-wall carbon nanotubes.
Design Literacy enabling Critical Innovation Practices
(2021) Nielsen, Liv Merete; Lutnæs, Eva; Porko-Hudd, Mia; Bravo, Ursula; Cortés, Catalina; Almendra, Rita Assoreira; Bohemia, Erik
Mapping experimental and theoretical reactivity descriptors of fe macrocyclic complexes deposited on graphite or on multi walled carbon nanotubes for the oxidation of thiols: Thioglycolic acid oxidation
(2021) Matute, Ricardo A.; Toro-Labbé, Alejandro; Oyarzún, María Paz; Ramírez, Sara; Ortega, Daniela; Oyarce, Karina; Silva, Nataly; Zagal, José H.
We have studied the electro-oxidation of thioglycolic acid (TGA) catalyzed by iron phthalocyanines and iron porphyrins (FeN4 complexes) deposited on ordinary pyrolytic graphite and on multiwalled carbon nanotubes. The purpose of this work is to establish both experimental and theoretical reactivity descriptors of MN4 macrocyclic complexes for electrooxidation of thioglycolic acid (TGA) as an extension of previous studies involving other reactions using these types of catalysts. Essentially, the reactivity descriptors are all related to the ability of the metal center in the MN4 moiety to coordinate an extra planar ligand that corresponds to the reacting molecule. This coordinating ability, represented by the M-TGA binding energy can be modulated by tuning the electron-donation ability of the ligand and it is linearly correlated with the Fe(III)/(II) redox potential of the complex. Experimental plots of activity as (log j)E at constant potential versus the Fe(III)/(II) redox potential of the MN4 catalysts give volcano correlations. A semi-theoretical plot of catalytic activities (log j)E vs DFT calculated Fe-TGA binding energies (EbTGA) is consistent with the experimental volcano-type correlations describing both strong and weak binding linear correlations of those volcanos. On the other hand, the Hirshfeld population analysis shows a positive charge on the Fe center of the FeN4 complexes, indicating that electron transfer occurs from the TGA to the Fe center in the FeN4 complexes that act as electron acceptors. The donor (TGA)-acceptor (Fe) intermolecular hardness ΔηDA was also used as reactivity descriptor and the reactivity of the Fe centers as (log j)E increase linearly as ΔηDA increases. If activity is considered per active site, the trends is exactly the opposite, i.e. a plot of (logTOF)E increases linearly as ΔηDA decreases as expected form the Maximum Hardness-Principle. A plot of (logTOF)E versus E°’Fe(III)/(II) gives a linear correlation indicating that the activity per active site increases as the redox potential decreases.
Inclusive education driven by design: the case of a graduate seminar course
(2021) Bravo, Ursula; Rivera, Maritza
This case study explores the use of design tools by educators with an aim to answer the question: How can a design-based approach contribute to the development of strategies for inclusive education? Thirty-five educators, who were students from the final year of a master’s degree focusing on inclusive education taught at a Chilean university, participated in the study. The information collected included participant observation and the analysis of the work elaborated by the educators throughout the seminar. Subsequently, we selected the trajectories of three participants, which were analysed by open coding. The results suggest that adopting a design-based focus helped the educators understand pedagogical problems as systems of relationships, frame problems constructively, think visually about possible teaching strategies and develop didactic materials to respond to the special educational needs of their students. These findings are important in the light of inclusive education policies that seek to ensure the regular education system provides learning opportunities for all students, regardless of their physical or intellectual characteristics.
Design educators in the 21st century: Applying The Compass methodology to prepare future designers as changemakers in a culture of resilience.
(2021) Cortés, Catalina; Amenábar, Alejandra
Design education faces new challenges due to the growing globalization, dynamism of markets, the development of technology and high levels of complexity in various systems. The Circular Economy has been proposed as a restoration concept that implies reusing materials, using renewable energies and reducing waste. Designers have the opportunity of leading sustainable innovation by considering the long-term implications of their actions. Design educators should focus on teaching future designers to think critically to fulfil the responsibility of designing a sustainable world. Nineteen instructors at our design school were certified by The Index Project® to teach the Compass® methodology. This paper describes major takeaways self-reported by the participating instructors through the final article assignment delivered to Index. Findings from each article were classified and compared using a matrix to determine common and individual discoveries. Data analysis enabled us to identify successful aspects of the methodology when applied to the variety of cases and areas of improvement for future development. The Compass proved to be a flexible frame of action to organize, structure and manage the design process. The fundamental aspect valued by instructors and students is the focus of the method on maintaining coherence between FORM, IMPACT and CONTEXT throughout the design projects.
The flow of emotions in co-creation
(2021) Soto, Mariluz; Beaulé, Caoimhe Isha; Miettinen, Satu
Co-creation is a broadly used practise among service designers, as a workshop is an effective way to build new solutions or improvements together. The focus of this article is on the emotions arising before and during the co-creation workshop and a reflection on what influences them. The first purpose of this article is to deepen the understanding of emotions that emerge in the co-creation workshops that are commonly encountered by the different participants. The second purpose is to determine if there are other factors that influence the experience of co-creation. In this article, emotions are considered a human response—consciously or unconsciously—that connects human beings with their surroundings. This connection has an impact on people’s emotions and determines their experience, attitude, behaviours and interactions in the workshop environment.
Design Process Models as Metaphors in Education Context
(2021) Bravo, Ursula; Bohemia, Erik
We argue that visual representations of design processes contribute toward social and material practices of design(ing). They are used as didactic devices. We will discuss them using metaphors to illustrate that they are active material devices of which circulation, production and consumption are informed and informing perceived complexities, ambiguities and paradoxes associated with design. We propose a follow-up study to investigate how teachers and designers use and interpret visual design process models. The reason is to identify how these models are informing what design is as we are interested to understand how these models are contributing to the development of Design Literacies.

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