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Los Sistemas de Gestión Ambiental Organizacional, establecen las responsabilidades ambientales de las organizaciones, las normas ambientales que deben seguir con el fin de reducir los impactos ambientales presente en los procesos de cada organización. Las universidades son consideradas organizaciones gracias a sus tres fines fundamentales: el desarrollo de la enseñanza, la extensión y la investigación, allí se presentan consumos del recurso hídrico, recurso energético y generación de residuos sólidos y líquidos, estableciendo impactos ambientales. Por esta razón, el desarrollo de este trabajo se basa en la formulación de estrategias para lograr un avance en el Sistema de Gestión Ambiental Organizacional en la Facultad de Ciencias Ambientales de la Universidad Tecnológica de Pereira, de esta manera se tienen en cuenta los impactos generados con el fin de plantar lineamientos que disminuyan los impactos ambientales, aumentando la eficiencia del Sistema de Gestión Ambiental Organizacional.

Universities and institutions that provide education through virtual learning platforms offer academic training options to people who cannot be present in a classroom for different reasons such as economic availability, time and distance; to achieve this objective, which is to offer significant learning efficiently and effectively, they must have teaching strategies and technological teaching tools that stimulate and potentiate the creativity of their students. For this reason, it is necessary to evaluate the use and importance of these virtual learning instruments or objects (VOEs) and their effectiveness in learning teaching processes; this article presents the results and analysis of the measurement and evaluation of the usability of an VOA; applying different methods to verify the correlation between these and their level of effectiveness in terms of didactic resources, contextualization, content and changes in cognitive levels and competencies that should be acquired by students in a specific subject area., Universidades e instituições que oferecem educação através de plataformas virtuais de aprendizagem oferecem opções de formação acadêmica para pessoas que não podem estar presentes em uma sala de aula por diferentes razões, tais como disponibilidade econômica, tempo e distância; para alcançar este objetivo, que é oferecer aprendizagem significativa de forma eficiente e eficaz, eles devem ter estratégias de ensino e ferramentas tecnológicas de ensino que estimulam e potencializam a criatividade de seus alunos. Por esta razão, é necessário avaliar o uso e a importância destes instrumentos ou objetos de aprendizagem virtual (VOEs) e sua eficácia na aprendizagem de processos de ensino; este artigo apresenta os resultados e a análise da medição e avaliação da usabilidade de uma VOA; aplicando diferentes métodos para verificar a correlação entre estes e seu nível de eficácia em termos de recursos didáticos, contextualização, conteúdo e mudanças nos níveis cognitivos e competências que devem ser adquiridos pelos a, Las universidades e instituciones que brindan educación por medio de plataformas virtuales de aprendizaje, ofertan opciones de formación académica a personas que no pueden estar presentes en un aula de clase por diferentes motivos como disponibilidad económica, tiempo y distancia; para lograr este objetivo, que es ofrecer un aprendizaje significativo con eficiencia y eficacia, deben contar con estrategias didácticas y herramientas tecnológicas de enseñanza, que estimulen y potencialicen la creatividad de sus estudiantes. Por lo anterior, es necesario evaluar el uso y la importancia de estos instrumentos u objetos virtuales de aprendizaje (OVA), y su efectividad en los procesos de enseñanza aprendizaje; en el presente artículo se exponen los resultados y análisis de la medición y evaluación de la usabilidad de un OVA, aplicando diferentes métodos que permiten verificar la correlación entre estos y su nivel de efectividad en cuanto a recursos didácticos, contextualización, contenidos y cambios en los niveles cognitivos y competencias que deben ser adquiridas por los alumnos en una temática específica.

La lectura correcta del paisaje y otras realidades complejas -en las que se mezclan unos elementos objetivos con unas emociones-requiere un método de descifrado que combine la observación y el análisis empírico de sus componentes con las deducciones más comprensivas, como parte de un diálogo interdisciplinar. Una pintora, un historiador, una geógrafa y un novelista –viejos investigadores de Doñana, desde sus respectivas disciplinas- hemos decidido formar un equipo de trabajo que, en base a un método de lectura dialogada del paisaje (Ojeda, 2013), se atreva a ensayar la lectura compartida de un paisaje significativo de este Parque Nacional: La genesíaca Retuerta. Este diálogo de disciplinas humanísticas ante un paisaje poco conocido por el público por situarse en la Reserva Biológica de Doñana, conducirá a nuevas interpretaciones, creatividades y relatos originales y sorprendentes de la Retuerta, que serán nuevos eslabones de las cadenas de su comprensión hermenéutica y su valoración patrimonial., The correct reading of the landscape and other complex realities- -which cross is objective elements with emotions and affections – requires a method of deciphering and interpretation, combining analytical with comprehensive deductions in the framework of an interdisciplinary dialogue. A painter, a historian, a geographer and a novelist - some researchers from Doñana, from their respective disciplines - we have decided to form a team that, based on a method of reading the landscape (Ojeda, 2013), dares to Rehearse the shared reading of a significant landscape of this National Park: The original Retuerta. This dialogue of a humanistic disciplines before a landscape little known by the public to be located in the Biological Reserve of Doñana, will lead to new interpretations, creatives and original and surprising stories of Retuerta, which will be new links to the chain his hermeneutic understanding and granting him a bonus of appreciation and patrimonial valuation.

This paper critically revisits Caruth’s argument on the ethical imperative of testimony as it is stated in Unclaimed Experience. It shows how its formulation implies a devocalization of trauma that shapes her understanding of the act of listening that this imperative demands. In light of Cavarero’s “ontology of vocal uniqueness” and Nancy’s reflection on the sense of listening, I argue the ethical commitment underlying the act of bearing witness does not stem from an epistemological impotence but rather from the vocal and aural structure framing it, which ultimately implies testimony should be understood as an imperative of resonance., Este artículo revisa críticamente el argumento sobre el imperativo ético del testimonio que Caruth plantea en Unclaimed Experience para mostrar cómo su formulación supone una devocalización del trauma que compromete la comprensión de la escucha que dicho imperativo exige. A partir de la ontología de la voz de Cavarero y de las reflexiones de Nancy sobre el sentido de la escucha, propongo que el compromiso ético del testimonio no se deriva de una impotencia epistemológica, sino de la estructura vocal y aural que la enmarca, razón por la que su llamado debe entenderse como un imperativo de resonancia

Coarctation of aorta (CoA) accounts for between 7% and 10% of cases of congenital heart disease1. Aortic atresia (complete aortic occlusion) is a special and very uncommon type characterized by the total abscence of distal flow, but with luminal continuity between the ascending and descending aorta. Normally occurs in cases of untreated long – standing CoA which progress to complete occlusion Diagnosis is usually established in the context of the study of HTA, stroke or heart failure. It´s usually accompained by extensive collateral circulation and degeneration of aortic wall which can trigger complication such as aneurysm and dissections or even aortic rupture. Surgical treatment is associated with a high rate of morbidity and mortality and for this reason percutaneous treatment has become relevant in recent years. It is performed by dual arterial access, due to the lenght of the occlussion , it couldn´t be crossed by angioplasty guidewire and we used a radiofrecuency catheter so as to cross. Once the occlusion was crossed we stablished a radial-femoral loop and then we proceeded to a progressive dilatation and finally a covered stent implantation. The collateral circulation is usually highly developed, which confers special surgical difficulty and risk on the procedure. This has led to the development of the percutaneous approach, with techniques for crossing the occluded segment using coronary angioplasty or radiofrequency guidewires (in cases of long occluded segments) and implantation of a stent, which should preferably be covered with ePTFE, The ePTFE stents could be recommended in this type of complex intervention in calcified aortas with a loss of structure due to medial cystic necrosis, which can progress to the formation of aneurysms, dissections, or even rupture. The stent should be positioned correctly in the wall with its ePTFE covering in order to reduce the incidence of complications