ABSTRACT
La Educación Ambiental (EA) se creó como una herramienta generadora de cultura ambiental. En Colombia, la EA formal se hizo realidad desde 1994 a través de la implementación de los Proyectos Ambientales Escolares (PRAE) en las Instituciones Educativas (IE). Actualmente se incrementan los daños a la naturaleza en Boyacá, pareciera que la cultura mencionada no existe; además, resulta escasa la información sobre la formulación y desarrollo de los PRAE como un punto de partida en la elaboración de programas y proyectos para el Plan Departamental de Educación Ambiental de Boyacá. Así, el objetivo fue analizar el estado de los PRAE de Boyacá, a través de: 1. Indicar sus generalidades, 2. Evidenciar características de su formulación; y 3. Indagar aspectos de su desarrollo. Para responder a estos objetivos se realizó una encuesta a 254 IE, obteniendo 175 respuestas. Se encontró que los PRAE se realizan prioritariamente en zonas urbanas; la mayoría tiene menos de cuatro años de creación, con una mínima asignación presupuestal. Así mismo, realizan una caracterización ambiental y una justificación, pero no reportaron los problemas del territorio de la zona de vida de las IE; priorizan temas como concientización, pero en las acciones persiste el manejo de residuos sólidos y el reciclaje, desconociendo otro tipo de conflictos de mayor impacto. La formulación y el desarrollo tuvieron escasa participación estudiantil y docente; su desarrollo no está articulado a los comités ambientales escolares, pero sí con otros actores. En consecuencia, resulta evidente la necesidad de un programa y proyectos específicos para la EA escolar en Boyacá, donde la institucionalidad asuma responsabilidad independiente y en conjunto frente al acompañamiento y participación tanto en formulación, desarrollo e impacto de los PRAE, con el fin de hacer efectiva la cultura ambiental acorde con los derechos de la naturaleza: respeto, responsabilidad y restauración.
Environmental Education (EE) has been created as a tool of environmental culture. In Colombia, the EE became real in 1994 through of environmental school projects (ESP) in educational institutions (EI). Currently the damage to nature increases in Boyacá; no environmental culture, moreover, no detailed information exists about formulation and development of the ESP as one point of reference in the elaboration of programmes and projects for the Departmental Plan of Environmental Education, Boyacá. The aim was to analyze the state of Boyacá ESP through: 1. Indicate their generalities, 2. Evidence characteristics of its formulation; and 3. Investigate its development. It sent out a survey to 254 EI to gather data on these topics through of Departmental Education Secretary. Answered the survey in 175 EI. It was found that: the ESP prevailing in urban areas; most have less than four years created, on a small budget. The formulation includes environmental characterization and justification, but not report problems in the Territory the life zone of schools; prioritize topics as awareness, however persists solid waste management and recycling. Formulation and development had student and teachers participation, the majority of natural sciences. Their development is not articulated with the School Environmental Committees, but with other actors. Therefore, it is clear that need for a program and specific projects in EE in Boyacá, where the institutions assumes independent and jointly liable to the accompaniment and participation both in formulation, development and impact of the ESP, in order to make effective of environmental culture consistent with the rights of nature: respect, responsibility and restoration.
Subject(s)
Humans , Environmental Health Education , Schools , Students , CultureABSTRACT
Background@#Environmental surfaces harbor pathogens that transmit them and there is a need for environmental cleaning and disinfection to prevent the spread of infection. @*Objective@#This study aimed to determine if the use of fluorescent marking (FM) technique in high touch areas can be used as an index of cleanliness and disinfection as determined by aerobic colony count. @*Methods@#This was an experimental study done at the University of the Philippines Philippine General Hospital Neonatal Intensive Care Unit (NICU). A total of 40 surfaces were swabbed for cultures with aerobic colony count (ACC) then adjacent areas are marked with fluorescent gel. After cleaning and disinfection, checking for residual fluorescent markings with congruent environmental culture with an aerobic colony count of the same surface was done. The rate of removal and colony count were then compared to assess the specificity and sensitivity of the fluorescent marking technique as a gauge of cleanliness of high touch surface areas. Any residual fluorescence of the marked areas was considered unclean and an aerobic colony count of < 2.5 – 5CFU/ml 2 were considered an acceptable level of cleanliness.@*Result@#A total of 40 high contact surfaces were sampled from 5 areas were collected. Prior to cleaning, 60% (24) of the surfaces (60%) did not contain microorganisms. After cleaning, the (FM) had 38% and in the ACC 83% were assessed to be clean. The sensitivity of FM is 85.71% and specificity of 42.42%. The positive predictive value (PPV) is 24% with the positive likelihood ratio (positive LR) of 1.49 and the negative predictive value (NPP) is 93.33%. @*Conclusion@#The use of Fluorescent Marking technique in high touch areas as an index of cleanliness and disinfection is a good marker for cleanliness and disinfection. Furthermore, it is a simple, rapid, inexpensive and has potential to increase awareness of the environment that can be utilized as an objective parameter to assess cleanliness and disinfection.
Subject(s)
Cross InfectionABSTRACT
Con el objetivo de profundizar en la preparación didáctica de los estudiantes de la carrera de Medicina en la Filial de Ciencias Médicas de Bayamo, se procedió a la realización de cuatro talleres de índole pedagógica, dos dirigidos a los estudiantes y dos a docentes. Se llegó a la conclusión de que existen marcadas insuficiencias en la preparación didáctica de estos estudiantes, lo que repercute en la formación de la cultura ambiental en la carrera. Las limitaciones en la incorporación de la dimensión ambientalista en las disciplinas, insuficiente conocimiento relacionado a esta cultura y las insuficiencias en la dinámica del proceso, motivaron a trazar estrategias a corto y mediano plazo para la solución de estas. Se realizó una revisión de los programas de la carrera de Medicina. La elaboración de un modelo pedagógico para la formación de la cultura ambiental en estos estudiantes, se proyecta como una solución de impacto a las insuficiencias encontradas
With the objective of deepening into the didactic preparation of the medical students in the School of Medical Sciences located in Bayamo, four pedagogic workshops, two of them directed to the students, and the others to the professors, were carried out. It was concluded that there exist significant deficiencies affecting the didactic preparation of these students, which have an impact on the formation of the environmental culture in the medical career. The limitations for the insertion of an environmental dimension into the disciplines, the poor knowledge related to this culture, and the deficiencies in the process dynamics were the reasons for setting out mid and short-term strategies to solve these problems. The curricula of the medical career were reviewed. The design of a pedagogic model to promote the formation of the environmental culture in these students seems to be an impact solution for the deficiencies found
Subject(s)
Humans , Environmental Health Education , Students, MedicalABSTRACT
Introducción: el establecimiento de proyectos de patios ecológicos con plantas medicinales dentro del Programa de Desarrollo Sostenible Promoción del Desarrollo Humano. Objetivos: contribuir a la transformación y remodelación de los pequeños espacios en las viviendas: patios, balcones, azoteas, jardines, como forma de obtener estilos de vida sustentables y el mejoramiento de la calidad de vida. Métodos: se desarrollaron estos proyectos en algunos territorios urbanos y rurales como Guanabacoa, Luyanó, San Antonio de los Baños, Alquizar, Guanajay; se utilizó la metodología de diagnóstico participativo donde mediante recorridos por las localidades, el diálogo y la discusión con cada propietario se realizó un diagnóstico preliminar que generó información valiosa y sensibilización sobre lo que se debía abordar: análisis de sus problemas/necesidades, posibles intereses y soluciones, condiciones actuales, recomendar lo que se desea cambiar, mantener, incorporar o suprimir; también posibilitó conocer las necesidades de capacitación y asesoramiento. Resultados: se logró hacer estos espacios más productivos al obtener además de plantas medicinales, condimentos, vegetales, frutas, plantas ornamentales, cría ecológica de conejos, gallinas y peces con recursos propios; su intercambio entre patios; la propagación de plantas para su venta en bolsas; el montaje de un secador solar que facilitó el secado de algunas plantas con utilidad como medicinales y de condimentos, su distribución y venta en la comunidad; el reciclaje de los residuos generados en la colectividad y su empleo como abono orgánico, así como la reutilización de vasijas desechables. Todo esto les ha brindado el mejoramiento de la salud y de la calidad alimentaria, algún recurso económico, concretar experiencias prácticas en agricultura ecológica para conservar los recursos(
Introduction: the setting up of projects for the creation of ecological backyards with medicinal plants within the sustainable development program called Promotion of Human Development. Objectives: to contribute to the transformation and remodeling of small spaces found in houses such as backyards, balconies, roofs, gardens, etc., so that they could contribute to sustainable lifestyles and to the improvement of the quality of life. Methods: some of these projects were carried on in some urban and rural territories like Guanabacoa, Luyanó, San Antonio de los Baños, Alquízar y Guanajay. The participatory diagnosis methodology allowed reaching, after tours of the various localities, dialogue and discussion with every owner of an unused place, a preliminary diagnosis with useful information and the level of awareness about what should be addressed: analysis of their problems and needs; possible interests and solutions, present conditions, recommendations on the things that the owner desired to change, keep, incorporate or eliminate. It was also possible to learn about the training and advisory requirements in these settings. Results: more productive spaces since the owners obtain medicinal plants, seasonings, vegetables, fruits, ornamental plants, ecological raising of rabbits, chicken and fish, based on individual resources; the exchange of productions among the backyards, the sale of plants in bags, the mounting of a sun dryer facilitating the drying of some plants for medical use and of some seasonings, their distribution and community-wide sale; the recycling of residues from the community setting and their use as organic fertilizer as well as the reuse of disposable containers. All this has provided the community with better health and food quality, obtaining of some additional financial resources, the materialization of experiences in developing ecological agriculture to preserve the natural resources and the local culture, thus contributing to the