La utilización del portafolio discente interdisciplinar como metodología en la evaluación de la asignatura de meteorología, climatología y contaminación atmosférica de grado en ciencias ambientales

El portafolio discente interdisciplinar se ha empleado como metodología de evaluación formativa y sumativa en la asignatura Meteorología, Climatología y Contaminación atmosférica de tercer curso del Grado de Ciencias Ambientales de la Universidad de Alcalá.El conjunto de evidencias que proporciona esta metodología de trabajo, aparte de su significado básico (aportaciones de muy distinta índole que permiten al alumno y a los demás ver y valorar el esfuerzo, los logros, las dificultades), requiere y estimula de una manera peculiar la coordinación y planificación docente que permite intercambios y enriquecimiento didáctico en términos de estrategias docentes, flexibilidad y toma de decisiones de cada uno de los docentes implicados, proporcionando una visión integradora, plural, implicada, responsable, autodisciplinada y cooperativa del aprendizaje en Ciencias Ambientales.The interdisciplinary learner portfolio methodology has been used as formative and summative assessment in Meteorology, Climatology and Air Pollution third year course of the Bachelor of Environmental Science at University of Alcalá. The collection of various forms of evidence of achievement of learning outcomes provides apart from its basic meaning (learning outcomes that allow students and others to assess the efforts, achievements, difficulties,strengths and weaknesses) requires and strongly encourages the coordination and planning of teaching that allows exchanges and educational enrichment in terms of strategies, flexibility, assessment decision of each of the teachers involved, thus providing a comprehensive, plural, involved, responsible, selfdisciplined and cooperative learning view in Environmental Science

Inventory and Analysis of Environmental Sustainability Education in the Degrees of the University of Alcalá (Spain)

In order to promote education in environmental sustainability at higher education institutions and establish action priorities, a detailed analysis of the initial situation is needed, both in terms of courses offered and teaching and assessment strategies implemented. This article presents a methodology that can be used to standardize the evaluation of teaching in environmental sustainability at different universities. We exemplify its application at the University of Alcalá, located in Central Spain. The inventory was conducted using in-house software development for the extraction of environmental sustainability concepts in the degree courses? syllabi, completed with a survey to faculty members and a manual review to confirm its adjustment to environmental issues. Those finally selected were analyzed in depth. The main results indicate that currently, only a small part of the courses (5.5%) offered at the University explicitly include environmental sustainability content. The grades that concentrate most of the courses are those of Environmental Sciences, Biology, Economics, Tourism and Pharmacy, with very low occurrence in the grades of Education and Health Sciences. It is concluded that further institutional commitment is needed in the definition of medium-term strategies to guide the training and dissemination efforts in order to promote sound environmental education in university courses

Critical review of technologies for the on-site treatment of hospital wastewater: From conventional to combined advanced processes

This review aims to assess different technologies for the on-site treatment of hospital wastewater (HWW) to remove pharmaceutical compounds (PhCs) as sustances of emerging concern at a bench, pilot, and full scales from 2014 to 2020. Moreover, a rough characterisation of hospital effluents is presented. The main detected PhCs are antibiotics and psychiatric drugs, with concentrations up to 1.1 mg/L. On the one hand, regarding the presented technologies, membrane bioreactors (MBRs) are a good alternative for treating HWW with PhCs removal values higher than 80% in removing analgesics, anti-inflammatories, cardiovascular drugs, and some antibiotics. Moreover, this system has been scaled up to the pilot plant scale. However, some target compounds are still present in the treated effluent, such as psychiatric and contrast media drugs and recalcitrant antibiotics (erythromycin and sulfamethoxazole). On the other hand, ozonation effectively removes antibiotics found in the HWW (>93%), and some studies are carried out at the pilot plant scale. Even though, some families, such as the X-ray contrast media, are recalcitrant to ozone. Other advanced oxidation processes (AOPs), such as Fenton-like or UV treatments, seem very effective for removing pharmaceuticals, Antibiotic Resistance Bacteria (ARBs) and Antibiotic Resistance Genes (ARGs). However, they are not implanted at pilot plant or full scale as they usually consider extra reactants such as ozone, iron, or UV-light, making the scale-up of the processes a challenging task to treat high-loading wastewater. Thus, several examples of biological wastewater treatment methods combined with AOPs have been proposed as the better strategy to treat HWW with high removal of PhCs (generally over 98%) and ARGs/ARBs (below the detection limit) and lower spending on reactants. However, it still requires further development and optimisation of the integrated processes.Comunidad de Madri

Molecular simulation and adsorption studies of n-hexane in ZSM-11 zeolites

[EN] The effects of packing of n-hexane molecules in the channels of a ZSM-11 zeolite are studied by means of adsorption microcalorimetric and volumetric experiments and molecular simulation. We find that the packing density within the zeolite channels is significantly higher than the bulk liquid density. This effect, somewhat characteristic of the n-hexane/ZSM-11 adsorbate/adsorbent system, was first found by Gull et al. (1998) [13] and it is here confirmed by new adsorption measurements carried out at various temperatures and on pure silica ZSM-11, and very especially by means of extensive grand-canonical Monte Carlo simulations. The analysis of simulation snapshots, angular distribution functions and intermolecular correlations, in conjunction with the calorimetric measurements, indicate that the excess of packing is not connected to any form of phase transition, but results from the optimum size matching of the n-hexane molecules within the zeolite channels. As a result, this feature is mostly temperature independent, being induced by steric effects. Computer simulations performed for n-butane and n-octane on ZSM-11 indicate that this effect is to be expected for other linear alkanes as well. (C) 2010 Elsevier Inc. All rights reserved.Marguta, RG.; Khatib, SJ.; Guil, JM.; Lomba, E.; Noya, EG.; Perdigón Melón, JA.; Valencia Valencia, S. (2011). Molecular simulation and adsorption studies of n-hexane in ZSM-11 zeolites. Microporous and Mesoporous Materials. 142(1):258-267. doi:10.1016/j.micromeso.2010.12.009S258267142

La utilización del portafolio discente interdisciplinar como metodología en la evaluación de la asignatura de meteorología, climatología y contaminación atmosférica de grado en ciencias ambientales

The interdisciplinary learner portfolio methodology has been used as formative and summative assessment in Meteorology, Climatology and Air Pollution third year course of the Bachelor of Environmental Science at University of Alcalá.The collection of various forms of evidence of achievement of learning outcomes provides apart from its basic meaning (learning outcomes that allow students and others to assess the efforts, achievements, difficulties,strengths and weaknesses) requires and strongly encourages the coordination and planning of teaching that allows exchanges and educational enrichment in terms of strategies, flexibility, assessment decision of each of the teachers involved, thus providing a comprehensive, plural, involved, responsible, selfdisciplined and cooperative learning view in Environmental Science.El portafolio discente interdisciplinar se ha empleado como metodología de evaluación formativa y sumativa en la asignatura Meteorología, Climatología y Contaminación atmosférica de tercer curso del Grado de Ciencias Ambientales de la Universidad de Alcalá.El conjunto de evidencias que proporciona esta metodología de trabajo, aparte de su significado básico (aportaciones de muy distinta índole que permiten al alumno y a los demás ver y valorar el esfuerzo, los logros, las dificultades), requiere y estimula de una manera peculiar la coordinación y planificación docente que permite intercambios y enriquecimiento didáctico en términos de estrategias docentes, flexibilidad y toma de decisiones de cada uno de los docentes implicados, proporcionando una visión integradora, plural, implicada, responsable, autodisciplinada y cooperativa del aprendizaje en Ciencias Ambientales

Tendencias pedagógicas

Resumen basado en el de la publicaciónMonográfico con el título: “El nuevo estudiante en el Espacio Europeo de Educación Superior”El portafolio discente interdisciplinar se ha empleado como metodología de evaluación formativa y sumativa en la asignatura Meteorología, Climatología y Contaminación atmosférica de tercer curso del Grado de Ciencias Ambientales de la Universidad de Alcalá. El conjunto de evidencias que proporciona la metodología de trabajo, aparte del significado básico (aportaciones de muy distinta índole que permiten al alumno y a los demás ver y valorar el esfuerzo, los logros, las dificultades), requiere y estimula de una manera peculiar la coordinación y planificación docente que permite intercambios y enriquecimiento didáctico en términos de estrategias docentes, flexibilidad y toma de decisiones de cada uno de los docentes implicados, proporcionando una visión integradora, plural, implicada, responsable, autodisciplinada y cooperativa del aprendizaje en Ciencias Ambientales.ES

La utilización del Portafolio discente interdisciplinar como metodología en la evaluación de la asignatura de Meterología, Climatología y Contaminación Atmosférica de Grado en Ciencias Ambientales

El portafolio discente interdisciplinar se ha empleado como metodología de evaluación formativa y sumativa en la asignatura Meteorología, Climatología y Contaminación atmosférica de tercer curso del Grado de Ciencias Ambientales de la Universidad de Alcalá.El conjunto de evidencias que proporciona esta metodología de trabajo, aparte de su significado básico (aportaciones de muy distinta índole que permiten al alumno y a los demás ver y valorar el esfuerzo, los logros, las dificultades), requiere y estimula de una manera peculiar la coordinación y planificación docente que permite intercambios y enriquecimiento didáctico en términos de estrategias docentes, flexibilidad y toma de decisiones de cada uno de los docentes implicados, proporcionando una visión integradora, plural, implicada, responsable, autodisciplinada y cooperativa del aprendizaje en Ciencias Ambientales.The interdisciplinary learner portfolio methodology has been used as formative and summative assessment in Meteorology, Climatology and Air Pollution third year course of the Bachelor of Environmental Science at University of Alcalá. The collection of various forms of evidence of achievement of learning outcomes provides apart from its basic meaning (learning outcomes that allow students and others to assess the efforts, achievements, difficulties,strengths and weaknesses) requires and strongly encourages the coordination and planning of teaching that allows exchanges and educational enrichment in terms of strategies, flexibility, assessment decision of each of the teachers involved, thus providing a comprehensive, plural, involved, responsible, selfdisciplined and cooperative learning view in Environmental Science

Inventory and Analysis of Environmental Sustainability Education in the Degrees of the University of Alcalá (Spain)

In order to promote education in environmental sustainability at higher education institutions and establish action priorities, a detailed analysis of the initial situation is needed, both in terms of courses offered and teaching and assessment strategies implemented. This article presents a methodology that can be used to standardize the evaluation of teaching in environmental sustainability at different universities. We exemplify its application at the University of Alcalá, located in Central Spain. The inventory was conducted using in-house software development for the extraction of environmental sustainability concepts in the degree courses’ syllabi, completed with a survey to faculty members and a manual review to confirm its adjustment to environmental issues. Those finally selected were analyzed in depth. The main results indicate that currently, only a small part of the courses (5.5%) offered at the University explicitly include environmental sustainability content. The grades that concentrate most of the courses are those of Environmental Sciences, Biology, Economics, Tourism and Pharmacy, with very low occurrence in the grades of Education and Health Sciences. It is concluded that further institutional commitment is needed in the definition of medium-term strategies to guide the training and dissemination efforts in order to promote sound environmental education in university courses