Type A
|
Code |
Competences Specific |
|
Professional |
|
AP1 |
A1.1. Formulate strategies to collate data for the design and application of conceptual and calculation models aimed at improving understanding of complex systems of engineering and environmental management. |
|
AP2 |
A1.2. Analyze the dynamic interactions in complex systems in the environment and general surroundings. |
|
AP3 |
A1.3. Provide scientific evaluations for developing policies and taking decisions that are sustainable and environmentally friendly. |
|
AP4 |
A1.4. Apply the best tools, management strategies and/or design processes from the point of view of sustainability. |
|
AP5 |
A2.1. Learn and apply the latest and most innovative environmentally friendly technologies to solve environmental problems in various fields such as the chemical and food industries. |
Type B
|
Code |
Competences Transversal |
|
Professional |
|
BP1 |
B1.1. Communicate and discuss proposals and conclusions in a clear and unambiguous manner in specialized and non-specialized multilingual forums. |
|
BP6 |
B3.1. Work in a team with responsibilities shared among multidisciplinary, multilingual and multicultural teams. |
|
BP7 |
B4.1. Show commitments to an attitude of continuous learning |
|
BP8 |
B4.2. Learn autonomously and with initiative. |
|
BP9 |
B5.1. Work autonomously, responsibly and with initiative in a research and innovation context. |
Type C
|
Code |
Competences Nuclear |
|
Common |
|
CC1 |
Have an intermediate mastery of a foreign language, preferably English |
|
CC3 |
Be able to manage information and knowledge |
|
CC4 |
Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV |
|
CC5 |
Be committed to ethics and social responsibility as citizens and professionals |
|
CC6 |
Be able to define and develop their academic and professional project |
Objectives |
Competences |
Learn the basic tools of sustainability.
Learn how to use sustainability as a tool in the engineering practice
Apply best practices and strategies, measurement, communication and the tools and technologies to be applied in industry. |
AP1 AP2 AP3 AP4 AP5
|
BP1 BP6 BP7 BP8 BP9
|
CC1 CC3 CC4 CC5 CC6
|
Topic |
Sub-topic |
- Introduction to sustainable development and tools
- Life Cycle Analysis
- Risk assessment and decision support
- Ecolabelling (ISO 1402X).
- Carbon Footprint: Greenhouse gas protocol, PAS 2050; Food thousand.
- Water Footprint.
- Fair Trade.
- Sustainable logistics.
- Case studies of application in production, processing and distribution products. |
|
Methodologies :: Tests |
|
Competences |
(*) Class hours |
Hours outside the classroom |
(**) Total hours |
Introductory activities |
|
0.5 |
0 |
0.5 |
|
Lecture |
|
20 |
30 |
50 |
Problem solving, classroom exercises |
|
10 |
15 |
25 |
ICT practicals |
|
20 |
30 |
50 |
Practicums/Case studies |
|
10 |
15 |
25 |
|
Personal tuition |
|
0.5 |
0 |
0.5 |
|
Mixed tests |
|
1 |
0 |
1 |
|
(*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
|
Description |
Introductory activities |
Activities to make contact and gather information and present students of the subject. |
Lecture |
The content of the course. |
Problem solving, classroom exercises |
Formulation, analysis, discussion and resolution of problems and exercise related to the theme of the course. |
ICT practicals |
Applied in practice, the theory of a field of knowledge in a particular context. Exercises through ICT. |
Practicums/Case studies |
Approach a situation (real or simulated) in which the student has to work to give a reasoned solution to the issue, resolve a series of specific questions or to make a comprehensive reflection. |
Personal tuition |
|
|
Description |
Students can answer your questions individually by appointment with the teacher via email. |
|
|
Description |
Weight |
Problem solving, classroom exercises |
Formulation, analysis, discussion and resolution of a problem or exercise related to the theme of the course. |
20 |
ICT practicals |
Exercises through ICT. |
10 |
Practicums/Case studies |
Approach a situation (real or simulated) in which the student has to work to give a reasoned solution to the issue, resolve a series of specific questions or to make a comprehensive reflection. |
30
|
Mixed tests |
Tests are performed on mixed questions of combined development, objective questions of short questions and / or multiple choice objective tests. |
30 |
Others |
interès i participació a classe |
10 |
|
Other comments and second exam session |
|
Basic |
Guido Sonnemann, Francesc Castells and Marta Schuhmacher, Integrated Life-Cycle and Risk Assessment for Industrial Processes, Lewis Publisher 2004. ISBN: 1-56670-644-0,, 2004
David F. Ciambrone, Environmental Life Cycle Analysis, CRC-Press; 1997. ISBN-13: 978-1566702140,
|
Other sources: UNEP (2007), Life Cycle Management - A Business Guide to Sustainability 52 pages, ISBN: 978-92-807-2772-2 UNEP (2004), Why take a Life Cycle Approach?, 29 pages ISBN: 92-807-24500-9 UNEP (2003), Evaluation of Environmental Impacts in Life Cycle Assessment, 96 pages ISBN 92-807-2144-5 Available in pdf format in: http://lcinitiative.unep.fr/ Risk assessment and management handbook: for environmental, health, and safety professionals. Kolluru R. V., Bartell S. M, Pitblado R. M., Stricoff R. S. McGraw-Hill, 1996, ISBN: 0-07-035987-3 |
Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
|