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[EN] The Sustainable Development Goals (SDG) promoted by the United Nations (UN) within its global initiative "2030 Agenda" are part of the social commitments adopted and promoted by the Polytechnic University of Valencia (UPV). It’s critical to know what the initial state of knowledge and commitment of UPV students with respect to the SDGs is, so that consistent and coherent training actions around the SDGs can be promoted. The search for sustainable solutions and alternatives that change the current production and social model, and that make our planet a more friendly, sustainable, fair and equitable place, seems to be a common goal for all people with a minimum of judgment. However, the commitment and knowledge about the way in which each one can impact on these objectives is not as widespread as one might imagine. This situation can ruin the intended achievements of the SDGs, so it is crucial to promote their knowledge and their social adoption. In this project, it has been evaluated, through the responses of the students of a carefully selected subject, what is their knowledge and commitment to the SDGs, with the final objective of identifying if the students themselves consider and show that there is any initiative that the University can adopt to help them in their preparation for pro-SDG activism from their close incorporation into the world of work, and therefore from the exercise of their professional work. As expected, the study shows that students have some knowledge about the SDGs, although they do not know how and who is responsible for this exercise of social volunteering or what their personal role in this initiative may be. They also show a certain interest in the possibility of the University taking a step forward and including the SDGs in its training catalogue., This work has been developed within the research project called “Diseño e implementación de actividades de enseñanza-aprendizaje orientadas a la formación en ODS de forma integrada con asignaturas de estudios de ingeniería” (Ref.: /PIME/21-22/252) funded by the Vice-Rector's Office for Teaching Staff and Academic Organization at Universitat Politècnica de València.

Within the initiative of the Sustainable Development Goals (SDG) promoted by the UN within the global project "Agenda 2030", one of the elements in which the University has a direct impact is the Objective number 4 of "Quality Education”. Providing university students not only with theories and knowledge, but also giving them tools and references that help them face their professional future with the commitment to work for a sustainable world is one of the most commendable tasks of the Universities. In line with this way of seeing teaching, an action plan has been developed, in one of the subjects for which the authors are responsible, focused on a third of the teaching activity being delivered by prestigious professionals, external to the University, with a link to the object and content of the subject clearly defined by the responsible professor. This collaboration has been reflected through three online seminars, and a recapitulation work by the students of a subject. The results show a very positive reception from the students, as well as a very interesting critical spirit about which are the points of improvement for the next academic years. Based on this experience, the teaching guide for the subject of the next course will be built.

En este objeto de aprendizaje se muestran ejemplos donde se realizan operaciones básicas con números y cadenas y entrada / salida de datos a través del teclado / pantalla, Visualizar el objeto de aprendizaje intentando resolver los enunciados antes de ver la solución propuesta.

Se muestra mediante un ejemplo el uso de sentencias condicionales y funciones en Python, Visualizar el objeto de aprendizaje intentando resolver los enunciados antes de ver la solución propuesta.

En este objeto de aprendizaje se muestran con ejemplos la realización de operaciones básicas numéricas y la entrada / salida de datos a través del teclado / pantalla, Visualizar el objeto de aprendizaje intentando resolver los enunciados antes de ver la solución propuesta.

Mostrar mediante un ejemplo la lectura de datos desde fichero en Python, Visualizar el objeto de aprendizaje intentando resolver los enunciados antes de ver la solución propuesta.

[EN] The Sustainable Development Goals (SDGs) are part of an initiative promoted worldwide, by the United Nations Organization (UN), with the ultimate goal of achieving, with the participation of all citizens of the countries signatories of the agreement, turn our world into a sustainable environment that respects the environment, people and their circumstances. In line with the "2030 Agenda" that tries to implement measures of all kinds in relation to the SDGs, Universities have tried to adopt awareness mechanisms aimed at students and teachers, based on the conviction that the personal and professional activity of young people is what will mark the level of achievement of these SDGs in the near future. We present an empirical study, within the framework of an Educational Innovation and Improvement Project (PIME) of the Polytechnic University of Valencia (UPV), in which the initial knowledge has been evaluated, as well as the personal interest, that on the ODS have a group of first-year students of the Degree in Business Administration and Management (GADE). A first-year subject group of students has been chosen, thinking of that during the following courses they will acquire more training and awareness. A subject from GADE has been chosen because it is focused on training students on how to making strategic decisions in their professional activity

[EN] Sustainable Development Goals (SDGs) define objectives to be achieved by the year 2030. Therefore, there are less than eight years left to fulfil the purposes indicated in them, and unfortunately, everything indicate that this will not be the case, and the established objectives will not be achieved on time. Situations such as those seen daily in the global environment in terms of poverty, inequality, even in relation to unthinkable wars, such as the one between Russia and Ukraine, make the SDGs more important every day, and humanity should have them as benchmark for the development of a global society. However, the situation is quite the opposite, and although there are initiatives and a certain degree of knowledge of these SDGs, society is far from the necessary awareness and perception of their importance to achieve them. Given this lack of awareness and perception of the SDGs as something essential for the development and survival of human beings on the planet, it is essential to train young people about it. And, above all, to those who are destined to manage and direct the world in the future. They need to perceive the importance of these SDGs, something that goes far beyond seeing the SDGs as a political weapon with which to try to win votes as it seems that many of the young people perceive this UN initiative

[EN] The Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet and improve the lives and prospects of people around the world. In 2015, all United Nations Member States approved 17 Goals as part of the 2030 Agenda for Sustainable Development, an initiative that establishes a plan to achieve the Goals established within 15 years. Currently, progress is being made in the development of this SDG initiative in many places, generating and implementing actions, strategies and policies to achieve the 17 SDGs. Nevertheless, tackling the challenges of the SDGs will require new knowledge, new ways of doing things, making tough choices between competing options, and in some cases profound transformations. Of course, this directly involves Universities, as organizations that promote technological and social progress through research, discovery, creation and adoption of knowledge. However, are college students aware of all this? They are who, in the near future, must develop and support the strategies and actions necessary to meet these objectives. Without them and their support, it is practically impossible to achieve these goals. Therefore, it is essential that university students know the SDGs and their contents. And of course, it is necessary that they are also aware of the importance they have, both for the present and for the future, and of the role that they can play in achieving those objectives, both personally and professionally.

[EN] The main objective of the work presented in this communication is to present a research protocol. The practical application of the proposed protocol, will allow to know the perception and degree of knowledge that students of several Engineering Degrees in a specific University have regarding sustainability in general, and more specifically, about the Sustainable Development Goals (SGD) declared by the United Nations (UN). Once this perception and degree of knowledge is known, appropriate decisions and actions can be taken to improve the teaching-learning process in relation to it. In this way, knowing that starting point, it will be possible to increase the awareness and degree of knowledge of the students regarding the SDGs, designing and implementing different activities that, in a fully integrated way with the contents of a subject, can promote the sensitivity of the students towards the achievement of the SDG targets. This will enhance the focus of future graduates towards achieving the objectives through their work performance. Although the protocol is presented focused on a public higher education organization, and a specific degree and subject, this protocol can be applied without requiring too many adaptations, to any subject and degree.

El objeto de aprendizaje ilustra conocimientos básicos de cadenas, listas, bucles, condicionales y funciones en Python 3., Visualizar el objeto de aprendizaje intentando resolver los enunciados antes de ver la solución propuesta.

Background and Aims It is recommended intradialysis exercise implementation in the first part of the HD session to avoid hemodynamic instability or cramping, but the time restriction to exercise worsens clinical feasibility of exercise as a routine. Exercise using non-immersive virtual reality is a novel rehabilitation method for patients undergoing hemodialysis treatment. This method has shown in a pilot study improved physical function and health-related quality of life. Objective: to determine effect of exercise with virtual reality during the first two hours and the last two hours of dialysis session on hemodynamic control. Method The design was a randomized clinical trial. Patients were randomized to exercise in the first (Start group) or last two hours (End group) of dialysis session. Intradialysis exercise consisted of a video game adapted to dialysis: Treasure hunting. It is a non-immersive virtual reality game in which the patient must catch some objectives avoiding obstacles by moving the lower limbs. The exercise session lasted from 20 to 40 minutes. Intensity was checked through the rate of perceived exertion. Heart rate (HR), systolic blood pressure (SBP), diastolic blood pressure (DBP), episodes of hypotension and episodes of clinical instability are monitored throughout the session. The intervention has already begun and will continue for twelve months. The control analysis is performed during the three months at rest prior to starting the intervention (Rest) and then the intervention begins, every three months. Now we present the results at thirth month with exercise (Exercise) . An mixed ANOVA of repeated measures is used to assess the effect of the intervention. Results 43 patients participated, 11 dropouts, 17 in Start group and 15 in End group. Mean age 73 years, males 28. The mean baseline (SD) was Body Mass Index 26.2 (5.5) kg/m2, Overhydration 2.1 (1.3) liters, Kt/V was 1.65 (SD 0.21), Serum Albumin 3.84 (0.29) mg/dl and Hemoglobin 11.81(1.27) g/dl . Analysis by time Rest versus Exercise showed as mean (SD): HR 64 (8) vs 64 (7) bpm, SBP 143 (18) vs 141 (18) mmHg and DBP 61 (10) vs 60 (11) mmHg, no significant differences. The change in measurements at the end of dialysis showed in Rest vs Exercise were HR – 1.34 (5.7) vs -0.9 (5.9) bpm, SBP 1.2 (12) vs 2.65 (16) mmHg and DBP 2.65 (5.8) vs 1.09 (7.1) mmHg, no significant differences. Analysis by groups Start versus End showed as means (CI95%): HR 66 (62,69) vs 63 (59,67) bpm, SBP 145 (136,154) vs 136 (126,146) mmHg and DBP 63 (58,68) vs 56 (50,62) mmHg, no significant differences. The change in measurements at the end of dialysis showed in Start group vs End group neither showed significant differences. There were no differences between the groups regarding episodes of hypotension or clinical instability. Conclusion Performing intradialysis with virtual reality is well tolerated at any time during the session. This result improves the opportunities to implement exercise in hemodialysis. Sin financiación 5.992 JCR (2020) Q1, 3/25 Transplantation 1.654 SJR (2020) Q1, 211/2446 Medicine (miscellaneous) No data IDR 2020 UEV

Se desarrolla un ejemplo que muestra cómo cargar unos datos de fichero, ordenarlos y guardarlos en un fichero diferente. La ordenación se lleva a cabo mediante dos criterios con el método de la burbuja., Visualizar el polimedia y elaborar a continuación algún ejemplo práctico sobre un compilador de C, desarrollando lo visto en el objeto de aprendizaje.

Mediante un ejemplo se ilustra como definir estructuras y funciones que manejen tanto dichas estructuras como vectores de estructuras., Visualizar el polimedia y elaborar a continuación algún ejemplo práctico sobre un compilador de C, desarrollando lo visto en el objeto de aprendizaje.