Universities That Learn to Tackle the Challenges of Sustainability: Case Study of the University of Córdoba (Spain)

On their path to sustainability, universities must consider both individual and organizational components. Universities are organizations that also have the capacity to learn and evolve. By means of an analysis conducted over the past 20 years at the University of Córdoba (Spain), this article identifies the variables present in the University’s environmental sustainability process, characterizing its evolution through different stages and proposing an organizational model that orders these variables into a system within the framework of complexity. This model highlights the importance of a scientific-technical structure as catalyst, facilitator, and attractor of transformative flows within the organization, which could be a key component of its evolution towards sustainability. It also underscores the possibility of using environmental awareness and the perceived norm as indicators of the system. This characterization reveals the potential of these variables as indicators of progress and anchoring points for the permanent monitoring of the system, and it will also help to design potentially more effective and forceful actions and could prove valuable as a comparison indicator between universities

Environmental awareness and curriculum sustainability, two tools on the road towards the sustainability of the University of Córdoba

El equipo de la Universidad de Córdoba autor de este trabajo lleva ya más de treinta años autodefiniéndose. Partiendo de un planteamiento de la educación ambiental más naturalista y centrado en los problemas de la conservación de la naturaleza, se ha ido derivando a planteamientos muchos más cercanos a la idea de sostenibilidad y sus objetivos definidos para el horizonte 2030. El presente artículo se dirige a realizar una revisión del compendio de trabajos e investigaciones desarrolladas, con un doble objetivo. El primero es el de presentarnos a la comunidad científica destinataria de esta nueva publicación, como grupo de trabajo universitario en Educación Ambiental (integrado en el grupo de investigación SEJ049 Evaluación educativa e innovación). Por otro, el de divulgar los hallazgos obtenidos y reflexionar sobre su utilidad. El título del artículo hace referencia a las dos grandes líneas de trabajo en las que nos estamos desenvolviendo: el estudio de la conciencia ambiental y de los procesos de sostenibilización curricular, con la formación del profesorado como principal catalizador.The team of the University of Córdoba author of this work has been self-defining for more than thirty years. Starting from a more naturalistic approach to environmental education focused on the problems of nature conservation, it has been evolving to approaches much closer to the idea of sustainability and its objectives defined for the 2030 horizon. This article aims to carry out a review of the compendium of works and research developed, with a double objective. The first is to present ourselves to the scientific community that is the receiver of this new publication, as a university work group on Environmental Education (integrated in the research group SEJ049 Educational evaluation and innovation). Secondly, to disseminate the findings of our research and reflect on its usefulness. The title of the article refers to the two main lines we are working in: the study of environmental awareness and curriculum sustainability processes, with teacher training as its main catalyst

Measurement and categorization of environmental awareness in university students: the contribution of the University to strengthening it

A tool for the measurement and distribution into categories of environmental awareness (EA) in the university is presented, described by the different dimensions that define this concept: cognitive, affective, attitudinal and active. The research takes place at the University of Cordoba (Spain) in 2008-2009 with a sample of 1082 students. By using indicators that describe each dimension of the EA, a measure has been built in order to be able to synthesize different levels of EA around which we can label the students. By studying the relationship of the independent variables involved with the group at these levels, it is possible to know the causes of this distribution. The possibility of having this data is relevant for the subsequent design of environmental education programs and curricular greening. The results show three levels of grouping: higher EA, lower EA and the one not conditioned by the EA. These levels relate significantly to the variables of academic background, gender and age, and not to the variables of the students` progress during their university life (‘course’ or ‘stage’). In conclusion, the University of Córdoba has not yet built effective processes for curricular greening

Medición y Categorización de la conciencia ambiental del alumnado universitario: contribución de la universidad a su fortalecimiento

Se presenta una herramienta para la medición y distribución en categorías de la conciencia ambiental (CA) en el ámbito universitario, descrita por las diferentes dimensiones que definen este concepto: cognitiva, afectiva, conativa y activa. La investigación tiene lugar en la Universidad de Córdoba (España) durante el curso 2008-2009, en una muestra de 1082 estudiantes. A través de indicadores que describen cada dimensión de la CA, se ha construido una medida sobre la que sintetizar diferentes niveles, de CA alrededor de los cuales podemos agrupar al alumnado. Estudiando la relación de las variables independientes en juego con la agrupación en estos niveles, es posible conocer las causas a las que puede deberse esta distribución. La posibilidad de contar con este dato es de relevancia para el ulterior diseño de programas de educación ambiental y ambientalización curricular. Los resultados muestran tres niveles de agrupación: CA mayor, CA menor y no condicionados por la CA. Estos niveles guardan relación significativa con las variables referidas al perfil académico, el sexo y la edad, pero no con las variables relacionadas con la evolución del alumnado durante su etapa universitaria (“curso” o “ciclo”). Como conclusión, la Universidad de Córdoba aún no ha incorporado procesos efectivos para la ambientalización curricular

Sustainability and curriculum: Problems and possible solutions in the Spanish university context

Este estudio pretende contribuir a clarificar la situación que vive el proceso de sostenibilización curricular en la educación superior española y a orientar trabajos posteriores sobre priorización de estrategias para avanzar en este camino. Se presenta una investigación de carácter descriptivo en la que se ha definido la problemática relacionada con el proceso de sostenibilización curricular en las universidades españolas. A través de dos consultas dirigidas a los expertos presentes en el Grupo “Sostenibilidad y Currículum”, un grupo de trabajo interuniversitario de la Comisión Sectorial de Calidad Ambiental, Desarrollo Sostenible y Prevención de Riesgos de la Conferencia de Rectores de las Universidades Españolas, y mediante un análisis cualitativo de las respuestas se han detectado los cinco principales problemas, se han ordenado por su influencia en el estado actual de la situación y se han aportado posibles soluciones a cada uno de ellos. Es de destacar que la situación de la sostenibilización curricular en España responde a múltiples factores, de entre los que los expertos destacan el papel del profesorado y su escasa formación en sostenibilidad y sostenibilidad curricular.This study aims to contribute to clarify the situation in the process of sustainability curriculum in the Spanish universities and to guide further work on prioritization of strategies to move on this direction. An descriptive research that defines the problems related to the process of sustainability curriculum in Spanish universities is presented. Through two queries addressed to the intercollegiate group of experts "Sustainability and Curriculum", belonging to the Sectoral Commission on Environmental Quality, Sustainable Development and Risk Prevention Conference of Rectors of Spanish Universities, and through a qualitative analysis of the responses five main problems were detected, which have been ordered by their influence on the current status of the situation and possible solutions have been provided to each of them. It is noteworthy that the situation of sustainability curriculum in Spain responds to multiple factors, among which experts stress the role of teachers and their lack of training on sustainability and sustainability curriculum.Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM-386

Contributions to the identity of the environmental education: Studies and approaches to their teaching

En este escrito, presentamos algunos fundamentos sobre la Educación Ambiental (EA) como ámbito epistemológico de compleja trama de principios, teorías educativas y enfoques ideológicos, con una meta que apuesta a promover aprendizajes comprometidos en procesos de transformación política y cultural. Se discute en el texto como la dialéctica entre teoría, método y realidad es la que ha contribuido a definir, delimitar y fundamentar estudios e investigaciones en EA, progresando no sólo en la inclusión y diferenciación de conocimientos involucrados (tecnológicos, populares, científicos, artísticos, filosóficos) sino también, en la construcción de un entramado epistemológico nuevo, que reúne una combinatoria de saberes para educar sobre la conflictividad ambiental. En esta línea se inscriben nuestros estudios, que buscan analizar y comprender las prácticas de EA que realizan educadores en diversas geografías y escenarios didácticos, contribuyendo con ello a profundizar debates en torno a la identidad epistemológica de la EA. Al respecto, venimos trabajando en la búsqueda y análisis de una diversificada didáctica oculta y desconocida respecto de prácticas de EA situadas, recuperando así, una memoria pedagógica muy interesante de historias de enseñanza y aprendizaje sobre problemáticas ambientales. Consideramos que esa producción intelectual es un insumo conceptual muy valioso, para ir caracterizando las cartografías didácticas emergentes en temáticas ambientales, interpelando los argumentos pedagógicos que los docentes validan en sus decisiones. Recuperando estas premisas, en este texto desarrollaremos tres cuestiones centrales. 1) tensiones y supuestos teóricos que atraviesan la identidad de la EA (¿por qué y cómo educar sobre lo ambiental?); 2) criterios que construimos para la formación de educadores ambientales y el análisis de sus prácticas de EA (¿qué hacen y/o dicen que hacen los educadores?) y 3) núcleos conceptuales básicos, que posibilitan re-pensar las dimensiones y enfoques que definen aquellas prácticas innovadoras de Educación Ambiental (¿qué debe saber y saber hacer un educador ambiental?).In this paper, we present some basics on Environmental Education (EE) as an epistemological field of a complex network of principles, education theories and ideological approaches, and which has a goal committed to promoting learning processes involved in cultural and political transformation. The paper discusses how the dialect between theory, method and reality is what has helped to define, identify and inform studies and research in EE, processing not only in the inclusion and differentiation of knowledge involved (technological, popular, scientific, artistic, philosophical) but also in the construction of a new epistemological framework, which includes a series of knowledge to educate on environmental conflict. Our studies follow this line and seek to analyze and understand the practices of educators conducting EE in different places and educational settings, contributing to further discussion about the epistemological identity of EE. In this regard, we have been working in the search and analysis of a diverse ‘hidden and unknown pedagogy’ in relation to situated EE; thus recovering a memory of interesting learning-teaching practices about environmental issues. We believe that such intellectual production is a valuable conceptual input to characterize emerging teaching situations in environmental issues, challenging the educational arguments that teachers validate in their decisions. Considering these premises, this paper will develop three central issues. 1) strains and theoretical assumptions on EE (why and how to educate about the environment?); 2) criteria built for the formation of environmental educators and the analysis of their EE practices (what do they do and/or what do educators say they do?); and 3) basic conceptual nuclei/cores that make it possible to rethink the dimensions and approaches that define those innovative practices in environmental education (what should an environmental educator know and what should he be able to do?).Grupo FORCE (HUM-386). Departamento de Didáctica y Organización escolar de la Universidad de Granad

Behavior of echocardiographic parameters of right ventricular function after tricuspid surgery

Evaluation of right ventricular (RV) function after tricuspid valve surgery is complex. The objective was to identify the most appropriate RV function parameters for this purpose. This prospective study included 70 patients undergoing cardiac and tricuspid valve (TV) surgery. RV size and function parameters were determined at 3 months and 1-year post-surgery. Categorical variables were analyzed with the McNemar test and numerical variables with the Student’s t-test for related samples or, when non-normally distributed, the Wilcoxon test. Spearman’s rho was used to determine correlations between variables at 3 months and 1 year. RV diameters were reduced at 3 months postsurgery and were then unchanged at 1 year. Tricuspid annular plane systolic excursion (TAPSE) and S′ wave values were worse at 3 months and then improved at 1 year (t-score-2.35, p 0.023; t-score-2.68; p 0.010). There was no significant reduction in free wall longitudinal strain (LS) or shortening fraction (SF) at 3 months (t-score 1.421 and − 1.251; p 0.218 and 0.172), and they were only slightly below presurgical values at 1 year. No relationship was found between RV function parameters and mortality or major complications. During the first few months after TV surgery, LS may be a more appropriate parameter to evaluate global ventricular function in comparison to TAPSE. At 1 year, good correlations are observed between TAPSE, S′ wave, and LS values

Surgical management of tricuspid regurgitation: a new algorithm to minimise recurrent tricuspid regurgitation

Introduction Recurrent tricuspid regurgitation (TR) is frequently observed after cardiac surgery; however, the correct approach remains controversial. We developed an algorithm for action on the tricuspid valve (TV) and conducted a 1-year follow-up study. The aim was to assess the efficacy of the algorithm to minimise residual TR after TV surgery. The hypothesis was that the TR rate at 1 year would be reduced by selecting the surgical approach in accordance with a set of preoperative clinical and echocardiographic variables. Methods A prospective, observational, single-centre study was performed in 76 consecutive patients with TV involvement. A protocol was designed for their inclusion, and data on their clinical and echocardiographic characteristics were gathered at 3 months and 1-year postsurgery. The treatment of patients depended on the degree of TR. Surgery was performed in all patients with severe or moderate-to- severe TR and in those with mild or moderate TR alongside the presence of certain clinical or echocardiographic factors. They underwent annuloplasty or extended valve repair when the TV was distorted. If repair techniques were not feasible, a prosthesis was implanted. Residual TR rates were compared with published reports, and predictors of early/late mortality and residual TR were evaluated. Results TR was functional in 69.9% of patients. Rigid ring annuloplasty was performed in 35.7% of patients, De Vega annuloplasty in 27.1%, extended repair in 11.4% and prosthetic replacement in 25.7%. TR was moderate or worse in 8.19% of patients (severe in 3.27%) at 1 year postintervention. No clinical, surgical or epidemiological variables were significantly associated with residual TR persistence, although annulus diameter showed a close-to- significant association. Total mortality was 12.85% for all causes and 10% for cardiovascular causes. In multivariate analysis, left ventricular ejection fraction was related to both early and late mortality. Conclusions Severe residual TR was significantly less frequent than reported in other series, being observed in less than 4% of patients at 1-year postsurgery

Tratamiento quirúrgico de la miocardiopatía hipertrófica obstructiva mediante la técnica de Konno modificada

ResumenObjetivoMostrar la eficacia, seguridad y reproducibilidad de la técnica de Konno modificada en la resolución de la miocardiopatía hipertrófica obstructiva.MétodosCuatro casos de miocardiopatía hipertrófica obstructiva, con edades de 8–59 años, 3 mujeres y 1 varón, clínica de angina, disnea y presíncopes. Gradiente máximo de 65–120 mmHg. Todos presentaban movimiento sistólico anterior de la válvula mitral e insuficiencia mitral, y fueron intervenidos con técnica de Konno modificada.ResultadosTodos sobrevivieron. El gradiente preoperatorio descendió un 91%. Tres casos quedaron con insuficiencia mitral ligera, todos pasaron a grado funcional I. Única complicación: necesidad de marcapasos definitivo en un caso. Seguimiento medio de 54 meses.ConclusionesEsta técnica cambia la resección septal de Morrow por la ampliación del tracto de salida del ventrículo izquierdo. Se ha mostrado eficaz y segura, con resultados estables.AbstractBackgroundThe efficacy, safety and feasibility of the modified Konno procedure for the surgical correction of hypertrophic obstructive cardiomyopathy (HOCM) are demonstrated.MethodsFour patients underwent a modified Konno procedure. The ages ranged from 8 to 59 years. There were three females and one male. Symptoms referred to were angina, dyspnea and presyncope. The echocardiography study revealed a maximum gradient between 65–120mm Hg. Systolic anterior motion of mitral valve and mitral regurgitation was present in all cases.ResultsThere were no in-hospital deaths. The gradients decreased by 91%. Mild postoperative mitral regurgitation was present in three patients. One permanent pacemaker was implanted. Mean follow up was 54 months.ConclusionsThis procedure is an alternative to the Morrows septal myectomy for the correction of HOCM, allowing a greater enlargement of the left ventricular outflow tract. It can be performed with good early and mid-term results proving to be safe and feasible

Profesorado : revista de curriculum y formación del profesorado

Monográfico con el título: 'Ambientalización curricular y sostenibilidad: nuevos retos de profesionalización docente'. Resumen basado en el de la publicaciónSe presenta una herramienta para la medición y distribución en categorías de la conciencia ambiental (CA) en el ámbito universitario. La investigación tuvo lugar en la Universidad de Córdoba (España) durante el curso 2008-2009, en una muestra de 1082 estudiantes. A través de indicadores que describen cada dimensión de la CA, se ha construido una medida sobre la que sintetizar diferentes niveles de CA alrededor de los cuales se puede agrupar al alumnado. Estudiando la relación de las variables independientes en juego con la agrupación en estos niveles, es posible conocer las causas a las que puede deberse esta distribución. La posibilidad de contar con este dato es de relevancia para el ulterior diseño de programas de educación ambiental y 'ambientalización' curricular. Los resultados muestran tres niveles de agrupación: CA mayor, CA menor y no condicionados por la CA. Como conclusión, la Universidad de Córdoba aún no ha incorporado procesos efectivos para la 'ambientalización' curricular.AndalucíaES