TEACHING STRATEGIES IN THE MSc PROGRAME IN CLIMATE CHANGE AND RESTORATION ON DEGRADED LAND

UPM is a leader on landslide assessment and environmental restoration, as well as in waste management. The study of climate change and degraded land requires innovative techniques in teaching that will be analyzed and discussed in the following paper

PREPARATION AND MANAGEMENT OF THE MSc PROGRAME IN ENVIRONMENTAL SECURITY

Authors proposed an MSc Program related to Environmental Security and Management. This program endeavors to prepare students for the regional and global postgraduate job market

Higher Education Focused on Port Management in Europe

EU directives on environmental sustainability, such as Directive (EU) 2019/883 of the European Parliament and of the Council of 17th April 2019 on port reception facilities for the delivery of ship generated waste, are stringent. The Commission Communication of 05/23/2013 (Ports: a driver for growth) states that "Port activities cause significant impacts in terms of emissions, noise, water and soil pollution as well as habitat fragmentation" and "The Commission welcomes the initiatives taken by the port sector to promote excellence in environmental management and performance through the publication of guides to good practice". Ports therefore need to adapt to the new requirements also, and above all, in terms of stricter requirements for environmental performance and alternative fuels. Furthermore, according to the European Commissioner for Transport “Maritime transport is a global business, and reducing its emissions requires global solutions. The entry into force of the global sulphur cap is an important milestone for the entire maritime sector; it will contribute to further reduce emissions of harmful air pollutants, directly benefiting cities and communities around the globe, including important ones on our Southern European shores. It also shows that concerted effort from the EU and the IMO, together with strong commitment from the industry can deliver important benefits to the environment and the health of our citizens”. Therefore, due to Europe's historical relationship with the sea (mainly due to commercial reasons) a study has been undertaken on the current offer of European Masters related to seaports. This offer has been analysed according to the educational areas taught (legal, operational, business, management, safety, engineering, ecological, etc.), the language in which they are offered, the duration of the studies, the location of these masters by country and the type of teaching (in person or online). The results have been shown in graphs and it has been seen, among other aspects, that the countries of Southern Europe are the ones that contribute most to teachings related to the maritime sector

Defining key competences for a master program on climate change and restoration of degraded land

Erasmus 2009 - 2013 is a cooperation and mobility program in the field of higher education that aims to enhance the quality of European higher education -Lifelong Learning Programme- and funded by the Education, Audiovisual and Culture Executive Agency (EACEA). In 2012 it was proposed a training program (Master Degree level), designing and delivering by a consortium of higher education institutions from five European countries (UK, Spain, Estonia, Rumania, and Hungary), related to Climate Change and the Restoration of Degraded Lands. The Technical University of Madrid (UPM), the promoter of this project, has identified a clear lack of educational provision regarding Climate Change, Degraded Land and its Restoration, in both educational and non-educational settings. On this matter, it is relevance to lifelong learning, do not limit to assessing students’ curricular and cross-curricular competences but also asks them to report on their own motivation to learn, beliefs about themselves and learning strategies; based on this, it is important to define the key competences involved. Defining such competencies can improve assessments of how well prepared students are, as well as identify overarching goals for education systems and lifelong learning. To identify the key competences for this Master, surveys were conducted in Hungary, Estonia, Spain, Romania and the United Kingdom in order to collect answers from all the beneficiaries and stakeholders implicated in climate change and degraded land, involving university lecturers, practitioners, local authorities and natural disaster management authorities. According to the results, the “Ability to apply knowledge to practice”, “Ability to work in a team” and “Planning and management abilities” are the most important key competences for the respondents

Measurement of (anti)deuteron and (anti)proton production in DIS at HERA

The first observation of (anti)deuterons in deep inelastic scattering at HERA has been made with the ZEUS detector at a centre-of-mass energy of 300--318 GeV using an integrated luminosity of 120 pb-1. The measurement was performed in the central rapidity region for transverse momentum per unit of mass in the range 0.3<p_T/M<0.7. The particle rates have been extracted and interpreted in terms of the coalescence model. The (anti)deuteron production yield is smaller than the (anti)proton yield by approximately three orders of magnitude, consistent with the world measurements.Comment: 26 pages, 9 figures, 5 tables, submitted to Nucl. Phys.

Forward jet production in deep inelastic ep scattering and low-x parton dynamics at HERA

Differential inclusive jet cross sections in neutral current deep inelastic ep scattering have been measured with the ZEUS detector. Three phase-space regions have been selected in order to study parton dynamics where the effects of BFKL evolution might be present. The measurements have been compared to the predictions of leading-logarithm parton shower Monte Carlo models and fixed-order perturbative QCD calculations. In the forward region, QCD calculations at order alpha_s^1 underestimate the data up to an order of magnitude at low x. An improved description of the data in this region is obtained by including QCD corrections at order alpha_s^2, which account for the lowest-order t-channel gluon-exchange diagrams, highlighting the importance of such terms in parton dynamics at low x.Comment: 25 pages, 4 figure

Deep inelastic inclusive and diffractive scattering at Q2Q^2 values from 25 to 320 GeV2^2 with the ZEUS forward plug calorimeter

Deep inelastic scattering and its diffractive component, $ep \to e^{\prime}\gamma^* p \to e^{\prime}XN$, have been studied at HERA with the ZEUS detector using an integrated luminosity of 52.4 pb$^{-1}$. The $M_X$ method has been used to extract the diffractive contribution. A wide range in the centre-of-mass energy $W$ (37 -- 245 GeV), photon virtuality $Q^2$ (20 -- 450 GeV$^2$) and mass $M_X$ (0.28 -- 35 GeV) is covered. The diffractive cross section for $2 < M_X < 15$ GeV rises strongly with $W$, the rise becoming steeper as $Q^2$ increases. The data are also presented in terms of the diffractive structure function, $F^{\rm D(3)}_2$, of the proton. For fixed $Q^2$ and fixed $M_X$, \xpom F^{\rm D(3)}_2 shows a strong rise as \xpom \to 0, where \xpom is the fraction of the proton momentum carried by the Pomeron. For Bjorken-$x < 1 \cdot 10^{-3}$, \xpom F^{\rm D(3)}_2 shows positive $\log Q^2$ scaling violations, while for $x \ge 5 \cdot 10^{-3}$ negative scaling violations are observed. The diffractive structure function is compatible with being leading twist. The data show that Regge factorisation is broken.Comment: 89 pages, 27 figure

Carbon and Water Footprints of Marinas in the Canary Islands (Spain)

The Canary Islands have a maritime position, and there are many ports along their coasts, including commercial, passenger transport and marinas, which is the case studied here. This document aims to determine the impact of marinas on the environment. To achieve this, carbon and water footprint calculation tools were used. A survey was developed and sent to the managers of the marinas, with questions that addressed three areas of the carbon footprint and the blue water in the water footprint calculation. Once the completed surveys were received, the data were processed and converted into tons of CO2 equivalent, using emission factors published in official Spanish sources. The amount of greenhouse gases produced by the marinas studied was obtained. One of the most remarkable findings is that companies working for the marinas (scope 3) have an important effect on the calculation, since not only the marina’s own activities generate emissions but also the movement of vehicles of companies related to this facility

Evaluation of a Web-Based Portal for Knowhow Dissemination from Academia to Industry: Lessons Learned from an Online Instructional Design and Technology Program

Portal evaluation is an important component of successful academia industry know how programs. In this article, two portals that disseminated knowledge on green technology and historic furniture design are evaluated for overall quality. Interviews and a Web based survey were the major instruments employed. Data was collected from three groups associated with the platforms: administrators, faculty, and users. The results discuss the strengths and weaknesses of the platform, the benefits and drawbacks of online know how dissemination/communication, and several factors related to technology, platforms management, and clients management, including instructional design. This paper reports the findings from an evaluation of virtual platforms in the field of green technology and historic furniture design at Buckinghamshire New University, UK. These platforms data for this evaluation were collected during 2012. The findings emphasize the importance of technology and faculty in the platforms' success, and make recommendations for improvement

Comparative Study on Teaching Methods for Environmental Courses.

Environmental studies require both incremental and novel technical solutions. Both incremental and novel solutions have to fit in with societal, environmental and economic contexts. Moreover, they have to be robust to meet future uncertainties. E-learning has the capability to deliver these novel design solutions. We have developed a teaching method with this purpose in mind. The success of any course delivery is the practical translation of the competences mentioned by the UNESCO learning for the twenty-first century (Delors, Unesco 1998): knowledge, design methods, internalization of values and communication with all relevant stakeholders. The authors of the present article investigated the effectiveness of two forms of workshops: (i) in class delivered course with integrated workshop where stakeholders are all present and (ii) e-learning delivered course with workshops targeted to specific stakeholders. Student feedback scores showed no significant preference for either of the forms. With these and other evaluation results, the authors conclude that effective, challenging courses require a 360˚ and regular feedback which is pivotal for increased student satisfactio