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El presente trabajo de tesis titulado "El ingreso al Servicio Militar Voluntario en el Ejercito del Perú y su repercusión en la Seguridad, Defensa y el Desarrollo, en las zonas de frontera en el Perú", se ha desarrollado teniendo en cuenta las siguientes interrogantes: ¿En qué medida la falta de interés de los jóvenes en edad militar de prestar su Servicio Militar en el Ejercito del Perú, perjudica Seguridad, Defensa y Desarrollo en la zona de frontera del territorio Nacional? A partir de allí se ha planteado el problema y los objetivos que se esperan alcanzar al finalizar la presente investigación, así como las hipótesis, y el diseño de investigación. Se ha tenido en cuenta, también para el presente trabajo, el marco teórico que ha permitido hacer una apreciación, sobre los jóvenes que actualmente vienen cumpliendo con el servicio militar voluntario y los licenciados que ya han realizado este servicio, indagando si la capacitación técnica productiva, así como el adiestramiento militar recibido durante su formación militar, le han servido de base para volver a sus comunidades de origen y desarrollar lo aprendido en el Ejercito del Perú y así puedan contribuir con el Desarrollo y Defensa Nacional en esta región de nuestro país. Para obtener los datos necesarios, se ha trabajado con una encuesta aplicada tanto al personal militar de tropa en situación de actividad, que de una u otra forma recibe adiestramiento militar y capacitación técnica productiva, a quienes se les inculca y concientiza con un profundo amor y respeto a la patria, para que estos puedan defender a nuestro país cuando se requiera su participación, así como el personal militar de tropa licenciado que ya han recibido tanto la capacitación militar y la capacitación técnica productiva, para verificar si lo aprendido ha servido para ; Tesis

The shortage of water in the Iberian Peninsula has become one of the most pressing environmental problems and of greater transcendence in recent decades. This issue is also underlined at the international level because of climate change. The proliferation of interpretation centers that focus their attention on water in Spain is a relevant response to the need for public awareness of the problem of water as a scarce resource, as well as at the international level. Among the issues that we raise in this work we highlight: to what extent has been the strategy of the construction of Water Interpretation Centers (WIC) and if its contents, methodologies, resources and facilities have e ectively contributed to a greater awareness of the population on the problem of water? Finally, how are these centers fragile in time in relation to their stability and the working conditions of their sta ? The methodology is based on descriptive–evaluative research, with the following phases: preparation of a census of interpretation centers at the state level, and the design and submission of a form around six topics and data analysis. In conclusion, we can highlight that 150 centers have been registered. Finally, the main conclusion is that the crisis has a ected the sector, causing a drop in financing and in the supply of activities, where it has not recovered at present. ; Ministry of Economy and Competitiveness of the Government of Spain ; European Union (EU) RTI2018-094074-B-100 ; Sustainability in Higher Education: Evaluation of the scope of the 2030 Agenda in curriculum innovation and teacher professional development in Andalusian Universities B-SEJ-424-UGR18

The paper presents a descriptive study that analyzes the relationship between science and common culture in the social representations of problems arising from climate change, stressing the importance of promoting adequate communication and education on climate risks and their implications for health. The global climate change on Earth due to natural and anthropogenic causes that occurs at different time scales is a matter of controversy among scientists, policy makers and especially among ordinary citizens who are informed, generally, for the most common means of communication, creating a common culture in relation to this aspect that reveals very interesting facts about what is meant and is known for Climate Change and the consequences that such knowledge can lead to mitigate or otherwise increase. The construction of the common culture on climate change and the problems that entails is comprised of different construction way scientific element; so that knowledge of the common culture on Climate Change can improve education and communication about the threat of it to health. The study was conducted from the selection of a significant sample of 512 university students taking as independent variables the branch of knowledge and the course. Has been used as a tool for data collection a questionnaire with 45 questions of closed type, of which the first 32 questions are made with the intention of assessing students' knowledge regarding Climate Change and the remaining 13 questions are related personal and subjective aspects ; This paper is part of the research RESCLIMA project supported by the Ministry of Economy & Competitiveness, Government of Spain (EDU2015-63572-P) ; SI

Este artículo pretende implementar un proceso de concienciación, empoderamiento y compromiso ciudadano. Se identifica el caso objeto de atención, un barrio costero de la ciudad de Comodoro-Rivadavia (Argentina) afectado por un problema de contaminación en el que se interviene con un programa de voluntariado universitario. Se realiza un estudio de caso a través de una estrategia de investigación-acción; la muestra la constituyen voluntarios universitarios, vecinos y responsables institucionales; los instrumentos de obtención de datos son de corte esencialmente cualitativo. Los resultados muestran que la acción educativa llevada a cabo consigue movilizar a la comunidad vecinal, haciéndole tomar conciencia del problema y generando en ella un empoderamiento que conduce a diferentes acciones que van desde la denuncia y la confrontación hasta la recreación de lazos comunitarios. En el programa la justicia social y la justicia ambiental tienden puentes que permiten pensar el futuro desde la toma de conciencia ciudadana de las condiciones de contaminación de su territorio, las causas y consecuencias ligadas a aspectos en los que lo político se entrecruza con los intereses económicos y la supervivencia en condiciones extremas de explotación de recursos naturales ; This article aims to implement a process of citizen awareness, empowerment and commitment. The case is identified: a coastal area of the city of Comodoro-Rivadavia (Argentina) affected by a problem of pollution in which a university volunteer program is involved. A case study through an action-research strategy is used; the sample is constituted by university volunteers, neighbours and institutional leaders; the instruments of obtaining data are essentially qualitative. The results show that the educational action carried out can mobilize the neighbourhood community, making them aware of the problems and generating in it an empowerment that leads to different actions ranging from denunciation and confrontation to the recreation of community ties. In the program, social justice and environmental justice have bridges that allow us to think about the future from the citizen's awareness of the pollution conditions of its territory, the causes and consequences linked to aspects in which the political intersects with economic interests and survival in extreme conditions of exploitation of natural resources

La formación del profesorado universitario en Educación para la Sostenibilidad es una prioridad para dotar de calidad a las universidades y dar respuesta, desde este ámbito, a las problemáticas socioambientales enmarcadas en la Agenda 2030 a través de los Objetivos para el Desarrollo Sostenible. La presente investigación pretende poner en valor una experiencia de formación y desarrollo profesional docente, el programa "Academy Sustainability Latinoamérica" (AcSuLA), llevada a cabo entre varias universidades españolas y varias latinoamericanas de tres países diferentes (universidades colombianas, peruanas y chilenas). La lógica metodológica de la investigación-acciónparticipativa, en un marco de Network Type 4.0 que promueve la co-creación de cambios, y una estrategia de mentorización nos han permitido identificar facilitadores, barreras y retos de futuro en los procesos formativos de las universidades latinoamericanas participantes en el programa en materia de sostenibilidad. Los resultados muestran barreras y facilitadores en 7 dimensiones de análisis (currículo, profesorado, directivas académicas, cultura institucional, directiva institucional, contexto local y contexto global). Se pone de manifiesto cómo la falta de apoyo y compromiso desde el marco político universitario o la falta de asignación y reconocimiento por pertenecer al proyecto pueden ser algunas dificultades significativas para implementar el programa. Al mismo tiempo, se identifican elementos facilitadores del proceso en relación con la generación de sinergias y redes de trabajo interpersonales e interinstitucionales que se sobreponen a esos obstáculos, y que favorecen un cambio en los modelos de gestión y práctica docente. El proyecto supone una iniciativa innovadora con alto nivel de transferencia a otros contextos. ; The professional development of Higher Education teachers in Education for Sustainability is a priority to provide quality to universities and thus responds from this area to socio-environmental issues framed in the 2030 Agenda through the Sustainable Development Goals. This research aims to value an experience of teacher training, professional development and the mentoring program "Academy Sustainability Latin America" (AcSuLA) carried out between several Spanish universities and several Latin American universities from three different countries (Colombian, Peruvian and Chilean universities). The methodological logic of participatory action research, in a framework of Network Type 4.0, and the mentoring strategy have allowed us to identify facilitators, barriers, and future challenges present in the training processes of the Latin American universities participating in the sustainability program. The results show the barriers and facilitators in 7 dimensions of analysis (curriculum, teaching staff, academic leaders, institutional culture, institutional leadership, local context and global context) that show how the lack of support and commitment from the university political framework or the lack of allocation and recognition for belonging to the project can have some significant difficulties when implementing the program. Although, a set of facilitating elements of the process that have to do with the generation of synergies and interpersonal and interinstitutional work networks overcome these obstacles, and favor a change in the management models and teaching practice that make this project, an innovative initiative to exploit and expand to other contexts. ; Este artículo se enmarca en el proyecto: Sostenibilidad en Educación Superior: Evaluación del Alcance de la Agenda 2030 en la Innovación Curricular y del Desarrollo Profesional Docente en las Universidades Andaluzas (Uniformanovel- Sostenible). BSEJ-424-UGR18.

The professional development of Higher Education teachers in Education for Sustainability is a priority to provide quality to universities and thus responds from this area to socio-environmental issues framed in the 2030 Agenda through the Sustainable Development Goals. This research aims to value an experience of teacher training, professional development and the mentoring program 'Academy Sustainability Latin America' (AcSuLA) carried out between several Spanish universities and several Latin American universities from three different countries (Colombian, Peruvian and Chilean universities). The methodological logic of participatory action research, in a framework of Network Type 4.0, and the mentoring strategy have allowed us to identify facilitators, barriers, and future challenges present in the training processes of the Latin American universities participating in the sustainability program. The results show the barriers and facilitators in 7 dimensions of analysis (curriculum, teaching staff, academic leaders, institutional culture, institutional leadership, local context and global context) that show how the lack of support and commitment from the university political framework or the lack of allocation and recognition for belonging to the project can have some significant difficulties when implementing the program. Although, a set of facilitating elements of the process that have to do with the generation of synergies and interpersonal and interinstitutional work networks overcome these obstacles, and favor a change in the management models and teaching practice that make this project, an innovative initiative to exploit and expand to other contexts ; La formación del profesorado universitario en Educación para la Sostenibilidad es una prioridad para dotar de calidad a las universidades y dar respuesta, desde este ámbito, a las problemáticas socioambientales enmarcadas en la Agenda 2030 a través de los Objetivos para el Desarrollo Sostenible. La presente investigación pretende poner en valor una ...

PurposeThe purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).Design/methodology/approachThis paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.FindingsThe results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.Originality/valueThis research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

The following e-book was prepared as part of the Erasmus+ UNLOCK project, which has the objective of identifying the use of educational escape rooms (EERs) in higher education environments and examining the role of educators in those activities. The document presents a review of the existing body of academic literature on EERs, while capturing current approaches and practices from across the diverse line of disciplines, and challenges experienced in the adoption of EERs in the (higher) education settings. The literature review provides an overview of the status-quo of the EERs in the higher education sector, followed by UNLOCK project partner country reports (Denmark, Germany, Netherlands, Lithuania, Portugal, and Spain) for targeted insights on the adoption of EERs in the local (higher) education contexts. We also present the synthesis report provides a discussion of the major findings, along with emerging themes and recommendations for further EER research and practice. ; Co-funded by the Erasmus+ Programme of the European Union