Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.
This paper examines the role of a recently described warm season circulation at the middle troposphere of northern Africa and that of the recirculation-accumulation mode of the Western Mediterranean Basin (WMB) in the initiation of rainfall episodes in central and eastern Europe. Both of these atmospheric mechanisms can accumulate not only soil dust and pollutants for several days but also water vapour by evaporation both over the subtropical Atlantic and the western and central Mediterranean. Accumulation layers are vented off into the surrounding area after the irruption of perturbations. In particular, this work explores the exportation of water vapour under perturbed conditions associated with the passage of 'Vb' cyclones. The exceptional rainfall experienced over large areas of central Europe (Elbe/Danube floods) during August 11-13, 2002 is exposed as a case study. The procedure to simulate the mechanisms involves a combination of the Regional Atmospheric Modelling System and HYbrid PArticle Concentration and Transport modelling systems. MODIS water vapour products, radio-soundings, wind profiler radars and surface-satellite precipitation data are used to verify the simulation outputs. Our results show that most of the precipitation occurring in the target area during the initiation and deepening of the episode was very likely originated in an air mass exported from the WMB. After our tracking experiment, that air mass, with an initial Atlantic origin, entered the WMB and circulated during 4 days (August 6-9) within the marine boundary layer and the coastal range of mountains of the WMB, accumulating vapour. Then, most of it was transported on August 10, after the irruption of the 'Vb' cyclone Ilse, through the Italian Peninsula and the Adriatic Sea, across the Western Balkans into the target area. The transported vapour together with evaporation en route initiated the rainfall episode.
<p class="Estilopredeterminado">En este trabajo se presenta una propuesta de enseñanza-aprendizaje que ofrece a los estudiantes del nuevo Grado en Ingeniería Ambiental la posibilidad de adquirir conocimientos y habilidades necesarias para resolver problemas de esta rama de la Ingeniería. Dicha propuesta se ha implementado en el aula y se han analizado los resultados obtenidos, tanto en el rendimiento académico como en la actitud de los estudiantes hacia la asignatura <em>Geología y Edafología</em>.</p><p class="Estilopredeterminado">Para diseñar la docencia se ha optado por el Aprendizaje Basado en Problemas (ABP), presentando a los alumnos un problema interdisciplinar complejo relacionado con su futura labor profesional. Concretamente, se les ha planteado el dilema sobre la conveniencia o no de construir un vertedero de residuos sólidos urbanos en diferentes terrenos. Para guiarles en la selección de la mejor alternativa se les ha proporcionado una serie de actividades a resolver de forma individual y en grupo.</p><p class="Estilopredeterminado">Los resultados obtenidos indican, por un lado, que la propuesta desarrollada es una herramienta eficaz para mejorar el rendimiento académico y por otro, que favorece la implicación y motivación del alumnado hacia el aprendizaje. El 100% de los alumnos ha superado la asignatura, siendo la nota promedio un notable. El 93% ha valorado la experiencia como satisfactoria y el 73% opina que esta forma les ha ayudado a aprender <em>más</em> o <em>mucho más</em> que la enseñanza convencional. Además, este enfoque ha contribuido al desarrollo de competencias y habilidades de especial relevancia para su futura profesión.</p><p class="Estilopredeterminado"> </p><p class="REDURESUMEN"> </p>
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