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Impacto de la contaminación del aire por mp10 en la morbi-mortalidad por enfermedad respiratoria, cardiovascular y algunos canceres en la población de Coyhaique, 2009-2014
(Universidad de Chile, 2014)
La contaminación atmosférica constituye en la actualidad, por sí sola, el riesgo ambiental para la salud humana más importante en el mundo1. El último informe de la OMS señala que en el año 2012 unos 7 millones de personas murieron como consecuencia...
Significado otorgado a la educación ambiental por diversos tipos de establecimientos educacionales en Chile
(2018-03)
luego seleccionar experiencias que permitieran determinar la relación existente entre algunas concepciones pedagógicas ambientales en las(os) integrantes del establecimiento educacional, como: cantidad y calidad de conocimiento sobre educación ambiental...
The present title seminar seeks to analyze different environmental educational experiences published, which give an account of the meaning that is given to it in educational establishments. To do this, a bibliographic review was first made, to then select experiences that would allow to determine the existing relationship between environmental pedagogical conceptions, such as: quantity and quality of knowledge about environmental education and sustainability, pro environmental behaviors, methodologies used by the teachers and awareness of the crisis, conservation and prevention of the environment, both teachers and students. To interpret these aspects, a descriptive qualitative analysis was used, which aims to understand how subjects experience, perceive, create, modify and interpret the educational reality in which they are immersed. Of the total revision that was made, 10 environmental education experiences were selected, involving 46 schools, 280 attorneys, 63 teachers and 5067 students. All the experiences used as a research tool, surveys and observation in the classroom. It was determined that there is no awareness of the environmental crisis, neither any pro-environmental practices on the part of the students and teachers, nor acquisition of knowledge about the environment and sustainability. In relation to this last point, the knowledge shown by the students belong to units of ecology or biology, generates a contribution to environmental education, but not enough to be able to relate it to the crisis. Regarding the methodologies used by teachers, one might venture that they are not attractive to students, and this could be the reason for the low motivation on the part of the students. This can be the product of the little training of teachers in environmental education, and therefore could influence the little importance given to environmental education by teachers and students. It is also considered that the relationship between these last is very hierarchical, as well as uncooperative, so that I no instances of reflection are generated for the internalization of the delivered. It is probable that the initial training of teachers does not consider the importance of implementing environmental education in a practical and / or constructivist way, since they have been naturalized by routine methodological designs far removed from the reality of the students. It is necessary to use didactics that allow girls and boys to make a quick connection between environmental reality and their life histories, as the crisis progresses faster and faster, and didactics more in line with their environment could speed up the process of meaningful learning, in addition to sensitize the students. The experiences also showed that there is no relationship between knowledge and pro environmental behavior, which is evident when understanding that knowledge is being delivered incompletely and inadequately. In relation to the locality, it was found that the zones with the highest income per capita, they do not have a significant difference in relation to pro environmental knowledge or behavior with the areas of lower income. There was also no difference in knowledge and behavior between the certified and non-certified schools, probably due to the lack of oversight by part of the National Environmental Certification System. Although environmental education is within the transversal objectives of the curriculum, this main streaming it is not taken into account in the education system, probably because there is no kind of compliance with these objectives from the Ministries of the Environment and Education....
The present title seminar seeks to analyze different environmental educational experiences published, which give an account of the meaning that is given to it in educational establishments. To do this, a bibliographic review was first made, to then select experiences that would allow to determine the existing relationship between environmental pedagogical conceptions, such as: quantity and quality of knowledge about environmental education and sustainability, pro environmental behaviors, methodologies used by the teachers and awareness of the crisis, conservation and prevention of the environment, both teachers and students. To interpret these aspects, a descriptive qualitative analysis was used, which aims to understand how subjects experience, perceive, create, modify and interpret the educational reality in which they are immersed. Of the total revision that was made, 10 environmental education experiences were selected, involving 46 schools, 280 attorneys, 63 teachers and 5067 students. All the experiences used as a research tool, surveys and observation in the classroom. It was determined that there is no awareness of the environmental crisis, neither any pro-environmental practices on the part of the students and teachers, nor acquisition of knowledge about the environment and sustainability. In relation to this last point, the knowledge shown by the students belong to units of ecology or biology, generates a contribution to environmental education, but not enough to be able to relate it to the crisis. Regarding the methodologies used by teachers, one might venture that they are not attractive to students, and this could be the reason for the low motivation on the part of the students. This can be the product of the little training of teachers in environmental education, and therefore could influence the little importance given to environmental education by teachers and students. It is also considered that the relationship between these last is very hierarchical, as well as uncooperative, so that I no instances of reflection are generated for the internalization of the delivered. It is probable that the initial training of teachers does not consider the importance of implementing environmental education in a practical and / or constructivist way, since they have been naturalized by routine methodological designs far removed from the reality of the students. It is necessary to use didactics that allow girls and boys to make a quick connection between environmental reality and their life histories, as the crisis progresses faster and faster, and didactics more in line with their environment could speed up the process of meaningful learning, in addition to sensitize the students. The experiences also showed that there is no relationship between knowledge and pro environmental behavior, which is evident when understanding that knowledge is being delivered incompletely and inadequately. In relation to the locality, it was found that the zones with the highest income per capita, they do not have a significant difference in relation to pro environmental knowledge or behavior with the areas of lower income. There was also no difference in knowledge and behavior between the certified and non-certified schools, probably due to the lack of oversight by part of the National Environmental Certification System. Although environmental education is within the transversal objectives of the curriculum, this main streaming it is not taken into account in the education system, probably because there is no kind of compliance with these objectives from the Ministries of the Environment and Education....
Impacto de la restricción vehicular sobre la calidad del aire : lecciones para Santiago de Chile
(Universidad de Chile, 2017-07)
Desde la implementación del Plan de Prevención Descontaminación Atmosférica de la Región Metropolitana en 1998, la restricción vehicular (RV) ha sido una de las medidas angulares para combatir los altos niveles de polución del aire que sufre...
La relación de causalidad en la responsabilidad ambiental : doctrina y jurisprudencia
(Universidad de Chile, 2018)
La presente investigación tiene por objeto estudiar especialmente la relación de causalidad de la responsabilidad por daño ambiental tanto desde un punto de vista doctrinal como jurisprudencial. En un primer término, se pretende desentrañar este...
Recomendaciones de gestión y diseño para la convivencia entre la bicicleta y modos motorizados en el espacio vial urbano: caso de estudio comuna de Providencia
(Universidad de Chile, 2017)
El aumento del parque vehicular de los últimos diez años en nuestro país ha generado externalidades negativas tales como congestión y contaminación ambiental. Esto ha llevado a muchas personas a buscar modos alternativos de desplazamiento, enfocados...
Conflicto socio ambiental derivado de mini hidroeléctricas en la comuna de Panguipulli, Región de Los Ríos
(Universidad de Chile, 2018)
En esta investigación se analiza cómo el escenario social, ambiental y energético, sumado a las percepciones de la comunidad local mapuche y no mapuche de la comuna de Panguipulli en la región de los Ríos, ha configurado escenarios de conflicto...
Acceso y desarrollo de la energía solar en Chile: evaluación de las intervenciones humanas e impacto en el confort ambiental de un conjunto habitacional social
(Universidad de Chile, 2013)
los últimos años. Sin embargo no poseemos gas ni petróleo. Lo importamos en gran cantidad, provocando al mismo tiempo una gran contaminación al medio ambiente. En contraste a esta realidad, la naturaleza en Chile nos ha privilegiado con una gran...
Análisis técnico jurídico de los acuerdos de producción limpia que permita la reducción de los residuos en la actividad metalúrgica, sector fundiciones
(Universidad de Chile, 2018)
cuyo uso genere un menor impacto ambiental
negativo.
- El promocionar sobre la eficiencia de los procesos productivos
- El aplicar aplicación y desarrollar el uso de técnicas más eficientes
- El prevenir la contaminación (que en mi opinión es el...
contienen mezclas de aceites, solventes y metales pesados, y otros contaminan al aire, encontrándose en cualquiera de las tres formas: gaseosas, líquidas y sólidas; sin embargo, las formas físicas generalmente consideradas para la contaminación ambiental...
contienen mezclas de aceites, solventes y metales pesados, y otros contaminan al aire, encontrándose en cualquiera de las tres formas: gaseosas, líquidas y sólidas; sin embargo, las formas físicas generalmente consideradas para la contaminación ambiental...
Las implicancias del cambio climático y las nuevas tecnologías en los derechos humanos
(Universidad de Chile, 2017)
Durante aproximadamente veinte años, el fenómeno del cambio climático ha sido parte de la agenda internacional a nivel mundial. Si bien han existido diversos tratados, protocolos y acuerdos en torno a este tema, el derecho medioambiental...
Análisis crítico de la jurisprudencia de daño ambiental en materia de relaves
(Universidad de Chile, 2018)
La presente memoria de investigación se aboca al “Análisis Jurisprudencial del Daño Ambiental en materia de relaves mineros”. Se pretende dar cuenta de los criterios de significancia utilizados por el segundo Tribunal Ambiental de Santiago, para...