The Environmental Bet of the Escuela Técnica Superior de Ingeniería del Diseño de Valencia - PDF

The Environmental Bet of the Escuela Técnica Superior de Ingeniería del Diseño de Valencia Authors: Esperanza García Castelló, E.T.S.I. Diseño, Universidad Politécnica Valencia, Dpt. Chemical and Nuclear

Please download to get full document.

View again

of 6
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.

Short Stories

Publish on:

Views: 33 | Pages: 6

Extension: PDF | Download: 0

The Environmental Bet of the Escuela Técnica Superior de Ingeniería del Diseño de Valencia Authors: Esperanza García Castelló, E.T.S.I. Diseño, Universidad Politécnica Valencia, Dpt. Chemical and Nuclear Engineering. Camino de Vera s/n CP 46022, Valencia, Spain Enrique Ballester Sarriás, E.T.S.I. Diseño, Universidad Politécnica Valencia, Dpt. Systems and Control Engineering. Camino de Vera s/n CP 46022, Valencia, Spain Begoña Chirivella Chulví, E.T.S.I. Diseño, Universidad Politécnica Valencia, Final Project student. Camino de Vera s/n CP 46022, Valencia, Spain José García Garrido, E.T.S.I. Diseño, Universidad Politécnica Valencia, Dpt. Chemical and Nuclear Engineering. Camino de Vera s/n CP 46022, Valencia, Spain Abstract Usually, when we speak about the quality of the services we offer, the production processes, etc, we are not speaking or even considering the environmental quality side of those examples. But a School as the Escuela Técnica Superior de Ingeniería del Diseño (ETSID) is, always worried about the quality of its educational and searching tasks, could not forget this aspect. The changing times have sometimes made the environmental consideration a determinant criteria for the outgoing students to find a job. So that, the ETSID Direction has found necessary to give all students, a transversal education related also with the respect to the Environment. We want the students to take knowledge about this aspect which could be put on their respective jobs later. We think that the best way to create this knowledge but not just in the students but in all the levels of the ETSID, is to have and to show the behaviour we want they to get. But, how could we make that?. We have chosen to improve the environmental situation we have at present. And still more: we want to get integrated into a continuos improvement plan of the environmental quality. The improvement starts from the exhaustive analysis of the environmental indicators which affect the ETSID for the determination of both weak and strong points. After the modification of the weak points, we want to introduce the International Quality Assessment System known as ISO It will be necessary that, all the people included or related with the ETSID, help as much as they can, so it will be very important a diffusion campaign of what is and what we want to get with this ISO System. Thus, we have two objectives: the first one, to make all people working at the ETSID, and more specially inside the students, to have a consciousness about the environmental side of their future work. And on the other hand, to obligate ourselves to do not leave the environmental quality way through the ISO Index terms ISO-14000, ETSID, INTRODUCTION From some time ago, the society is aware about the fact of the undesirable effect, that both style of life and growth model aspects, have on the planet. The wastes generation and the ecosystem pollution was and is increasing without any limit. This is why it is necessary a change inside our society for getting a sustainable development. We need politicians, technical and professional people, sociologists and company leaders with the capability of facing the sustainability challenges. Universities, schools and faculties are one of the key points to get this kind of people: the present students are the future leaders and the teaching staff is the creator of new conceptual and methodological paradigms. The university, school or faculty, as institutions oriented to the generation of critic consciousness, have the responsibility of giving an integral formation including ethic values to adult students, who are at the door of their professional life. As institutions creating knowledge, they have to lead an interdisciplinary research net about environmental topics. Also, the universities have to accept their institutional responsibility: a typical university owns different campus, equipment and buildings, has a high energy, water, paper and another materials consumption, utilises different services as for example, cleanness, photocopy, restaurant, bar,... and it is visited daily by lots of people, including people coming from companies and industries. In addition, what the university, school or faculty make has a direct reflection on the mass media. As Carmichael and Chameau said: A university strategy in support of creating a more prosperous and sustainable society should focus on changing the mind-sets of the faculty, staff, students and partners in their research and 1 community service endeavors, and not just the problem-sets in the curriculum. It must take a more comprehensive view of how students and faculty learn to think and behave, and how to promote the changes necessary to educate citizens with the knowledge, commitment and tools to make their communities and the world more sustainable. Thus, universities, schools and faculties in its role as formation of the future professional students responsibles, as research centres, and as complex institutions, have faced this reality being conscious about the both intrinsic and extrinsic importance of the environment inside itself. Because of that, some universities, schools or faculties have begun the development of some actions related to the environment with different implication levels. Some of them, have focused their efforts on the environmental impact themselves produce: making consciousness campaigns, energy studies and solid waste minimisation. Another universities have gone a bit further increasing the research and teaching about environmental topics. Some of them have introduced strategic and/or global environmental plans, including in this way, everything related with environment. The university, school or faculty needs an environmental plan, and some actions have to be treated for the environmental improvement: The university, school or faculty has to get involved in the sustainable development acquisition. The environment can be an integrator point between these institutions and industries and companies. The environment can place the university, school or faculty as a vanguard one. Following this line of thought, the Environmental Department of the Escuela Técnica Superior de Ingeniería del Diseño (ETSID) of Valencia, and connected with the worry of its educational quality, wants to get integrated into a continuos improvement plan of environmental quality. We want to introduce the International Quality Assessment System known as ISO With this we have two main objectives: the first one, to make all the people working at the ETSID, and more specially the students, to create a consciousness about the environmental side of their future work. And on the other hand, to obligate ourselves to do not leave the environmental quality way through the ISO THE ESCUELA TÉCNICA SUPERIOR DE INGENIERÍA DEL DISEÑO (ETSID) The ETSID, is one of the Schools belonging to the Universidad Politécnica de Valencia (UPV), and it is located in the Campus de Vera of Valencia. This School was created in 1855 and finally after some changes in its structure, studies taught, different studies plan, since 28 th of October of 2002, the School left its last name Escuela Universitaria de Ingeniería Técnica Industrial, for getting the new one: ETSID. This last change is not merely a different way of naming the same thing. This change implies also, changes in the future functional structures and allows a better adaptation to the Bolonia agreements related to the new European studies. Nowadays, the ETSID is the first centre of Spain with all their studies actualised following the latest lead points from the Consejo de Universidades. This advantageous position allows to teach a high number of subjects the students have to choose among, in order they can build their own curriculum. At the School it is taught 5 different studies: Industrial Technical Engineering on Chemical Industry, Industrial Technical Engineering on Mechanics, Industrial Technical Engineering on Electronic Industry, Industrial Technical Engineering on Electricity and Technical Engineering on Industrial Design. The number of students registered on the whole in the ETSID is a bit less than 4000 people. The School is managed by the Director and his Directive Equipment, which includes fourteen different departments. For the Environmental management system, the different activities developed in the ETSID have been classified into different groups: main, complementary and auxiliary. The main one includes the teaching and research tasks. In fact, the heads of fifteen researching groups of the UPV, are ETSID teachers. These main activities take place in classrooms, laboratories, computer rooms, teacher s offices, libraries, Directive Equipment offices. To the complementary group belong those activities that by themselves are not enough for the student formation, but are complementary for their personal development, as for example, cultural, sportive, environmental activities. The places where these activities take place are the ceremony room, meeting room, students room, staff room, sportive room, international relations office and company relations office. The auxiliary group is related to all those activities which allow that the main and complementary ones can take place in a correct way. These activities are the administrative (secretary and direction) and the service (cleanness, maintenance,...) ones. 2 STEPS TO FOLLOW FOR AN ISO ENVIRONMENTAL MANAGEMENT SYSTEM The ISO is an international standard series for the environmental management. This is the first group of rules allowing, all the organisations around the world, to make environmental efforts and to measure the actuation according to several internationally accepted criteria. This international standard was developed in Geneva by the International Organisation for Standardisation (ISO). The ISO is the first standard included in the series. It is applicable to every kind and size of organisations and it is able to consider different geographic, culture and social conditions. The general aim is to support the environmental protection and to prevent the pollution without forgetting the social and economic necessities. The ISO can be applied to any organisation which wants to improve and to show to others its environmental actuation through a certified environmental management system. This ISO does not fix any restriction on the wastes generation or on the level of any pollutant poured to the wastewater or so on. But it compulsorily needs the obligation of a continuous improvement, thus, the points considered for a certifiable environmental management system and its relation with this continuous improvement process is showed at figure 1. In this work we are going to speak and analyse the points named as environmental diagnostic and planning which appear at figure 1. For making an environmental diagnostic and in order to make easier the study and the later analysis, we divided the ETSID (unit) into different subunits. Then, it is necessary to complete the following steps: 1. Previous environmental study. The general information is collected in this point. 2. Environmental aspects (EA) identification The significant environmental effects have to be identified for each different subunit considered 3. Environmental aspects ranking It consists in giving an importance value to each EA previously identified 4. Analysis and results Using a methodology made by the Green Office of the UPV it is possible to get an exhaustive analysis of the EA of the unit (ETSID) Once the environmental diagnostic was finished, we took the results obtained and made a proposal of planning. ENVIRONMENTAL DIAGNOSTIC The ETSID was divided into twenty subunits or areas and the environmental diagnostic was made in all of them. To make the first point of environmental diagnostic (ED) it was necessary to get information enough from all the areas which could develop activities able to generate an environmental impact. This information was obtained through different ways. The processes and operations that take place at the considered areas were analysed in order to list the ones which give EA. This identification of EA, was made with visits, interviews and questionnaires to the responsible of each area and under three different points of view: Activities in a normal situation Activities in an abnormal situation Activities in emergency situation Study of the normal situation In this questionnaire we analysed the different EA of each area, as for example, 1. Raw material consumption: - Office material (paper, toners,...), - Others (plastic and reactive as dissolvent) 2. Liquid wastes: - Laboratory wastewater - House wastewater 3. Atmospheric emissions: 4. Solid wastes - No dangerous solid wastes - Dangerous solid wastes 5. Sources - Water consumption - Energy consumption - Solar energy consumption 3 - Combustible consumption 6. Noises - Number of noise sources - Kind of noise 7. Economic management Study of the abnormal and emergency situation After the analysis of the normal situation of each area, we decided to study the abnormal and emergency situations of some of the 20. The criteria for this decision was to select those areas in which there are some environmental aspects present in the normal situation as for example, emissions or leaks or lighted computers during the night,... These questionnaires were specific and adapted for each area involved, depending on the environmental aspects listed. The decision of the EA that really appear in the unit (ETSID), is the second point in the ED, and it was took depending on two different variables: magnitude and dangerousness. Using these both variables, a qualification as significant or no significant, was assigned to all the EA studied. In the third point of this ED, that means, the environmental aspects ranking, it was decided the importance level of significance of all the significant aspects. Finally we analysed the results obtained in order to be able of preparing an improvement plan. PLANNING PROPOSAL Some possibilities are being proposed for both significant and no significant environmental aspects and for the three points of view named above. In this sense we show a list of the EA we considered and some of the proposals made for some of the significant ones and for the normal situation. Paper and carton consumption o Use the recycled paper in a general way, mainly for the reports, letters, etc. from the Direction staff. Reactive consumption o This EA was considered as significant since there is no information available about how much it was used. In addition, most of them are classified as dangerous. Because of this, it is proposed the study of the use of another reactives less dangerous. Combustible consumption o There was found an energy consumption just in one area, but the gases used have dangerousness. Tin plate and cane o To place the adequate containers or boxes where to put in this kind of wastes, promoting the recycling. Dangerous wastes o The waste containers which contained laboratory reactives, are considered dangerous wastes. One proposal is the correct separation from the no dangerous wastes, in this way, the total volume of dangerous wastes will get reduced. In addition, it will be necessary for all the EA, to make a consciousness campaign. During next academic year from the Environmental Department of the ETSID, we are going to manage the starting of the most of these proposals, beginning of course, with this consciousness campaign to the students, teacher, administrative and maintenance staff. CONCLUSIONS With this plan, we can conclude that what we want to achieve is summarised as follows: To be conscious about the fact that there is an individual responsibility about the environment and about the topics learnt by the students related to environment, specially about future professional tasks. To reduce the sources consumption, since the best environmental practice is to reduce to the maximum these sources consumption including here the economical ones. To minimise as much as is possible the negative effects of the sources consumption, using substances less pollutant. To diminish the risks associated to the handle of dangerous substances To decrease the wastes production and the risks associated to them To make a wastewater analysis To control the selective collection of the wastes produced by the ETSID To make all the people involved in ETSID conscious about environmental topics. 4 REFERENCES [1] Carmichael, C.S. and Chameau, J.A., Lesson of Hypocrisy: The Role of Campus Practice in Education for Sustainability, presented to the Environmental management for sustainable universities (EMSU 99) 5 FIGURES AND TABLES FIGURE 1 CONTINUOUS IMPROVMENT PROCESS FOR THE ISO Environmental Diagnostic Management revision Planning Checking and corrective actions Introduction and Starting 6
Related Search
Similar documents
View more...
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks