RESUMO
The ecosystem services (ES) approach has been introduced in environmental policies and management to serve as a link between nature and society. Communication, education, and participation actions (CEPA) have the potential to facilitate this link. In this research, we evaluated how CEPA have been implemented in biodiversity conservation projects that consider ES. We used content analysis to review 182 biodiversity conservation projects executed by 33 environmental authorities in Colombia. We also used multiple correspondence analysis and cluster analysis to classify projects on the basis of the purpose of CEPA, type of CEPA, integration of CEPA, ES addressed, main stakeholders, and aim of conservation. We found that five aspects are key to fostering social engagement in environmental management projects: promoting explicit consideration of the ES approaches, increasing conservation efforts focused on the non-material benefits of the ES, integrating different types of CEPA, including overlooked key actors (e.g., indigenous communities and women), and developing and implementing social indicators. These considerations might lead environmental managers to revise their daily practices and, eventually, inform policies that foster an explicit link between CEPA and ES approaches.
Assuntos
Conservação dos Recursos Naturais , Ecossistema , Biodiversidade , Colômbia , Política Ambiental , HumanosRESUMO
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.
Assuntos
Humanos , Educação em Saúde Ambiental , Instituições Acadêmicas , Estudantes , CulturaRESUMO
Objetivos. (i) Caracterizar la ciencia radiológica que se produce en Colombia, durante el periodo en estudio, (ii) Evidenciar las temáticas radiológicas más estudiadas y, (iii) Reconocer la credibilidad entre colegas científicos radiólogos colombianos (impacto nacional). Metodología: se revisaron las publicaciones de la RCR entre 2005 - 2013; para el primero y segundo objetivo se totalizó y hallaron porcentajes; para el tercero, se aplicó el índice de impacto. Resultados: Se encontró que en Colombia se escribe suficientemente sobre radiología, predominan los artículos y revisiones de caso, lo que menos se publica son resultados de investigación.
Objectives. (i) To characterize the radiologic sciences produced in Colombia, (ii) To demonstrate the most studied and radiological Theme (iii)To Recognize credibility among fellow scientists radiologists Colombians (national impact). Methodology. RCR publications were reviewed between 2005- 2013, for the first and second target will be totaled and percentages found, for the third, an impact factor was applied. Results. We found that in Colombia you write enough about radiology predominate articles and case reviews, which are less published research results.