| Competences |
| 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 | |
| Learning aims |
| 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 |
| Contents |
| 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. |
| Planning |
| 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 |
| Personalized attention |
|
|
| Assessment |
| 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 | |||
| Sources of information |
| 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, |
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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 |
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| Complementary | |||||||||
| Recommendations |
(*)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.