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This paper explains the steps carried out for the design of an educational innovation and the outcomes of its implementation. The innovation consists of integrating the contents of two courses ('biological wastewater treatment' and 'bioprocesses applied to the treatment of wastes') for the same academic year using project-based learning methodology to connect knowledge between subjects and to utilize transversal competences. Students from the second year of a chemical engineering master's degree worked on an open-ended project based on a current environmental problem. This methodology lets the students properly acquire several transversal competences, such as 'Design and project', 'Teamwork and leadership', and 'Effective communication', which were evaluated with rubrics. However, according to the students' perception, other skills, such as 'Comprehension and integration, analysis and problem solving', 'Knowledge of contemporary problems', and 'Planning and time management', were also worked on and improved. Based on the results from the matrix analysis and the Likert questionnaire, the organization and development of the activity were positively assessed, highlighting the importance of the lecturers' feedback. The learning outcome in terms of knowledge integration was accomplished, reaching project marks 8.5–10 on a 0–10 scale. [ABSTRACT FROM AUTHOR]

This text exposes the investigative proposal by which, from the Latin American Constitutionalism of the end of the 21st century, a series of human rights of the "environmental subject" have been forged. This proposal, framed in the new environmental paradigm, is based on the perspective of ambiocentrism that allows addressing a notion of the "human-environmental" legal object, so that there is dogmatic support to consider the existence of human rights that are not human and whose relevance lies in the need to ensure the subsistence of our species. [ABSTRACT FROM AUTHOR]

This paper explains the steps carried out for the design of an educational innovation and the outcomes of its implementation. The innovation consists of integrating the contents of two courses (‘biological wastewater treatment’ and ‘bioprocesses applied to the treatment of wastes’) for the same academic year using project-based learning methodology to connect knowledge between subjects and to utilize transversal competences. Students from the second year of a chemical engineering master’s degree worked on an open-ended project based on a current environmental problem. This methodology lets the students properly acquire several transversal competences, such as ‘Design and project’, ‘Teamwork and leadership’, and ‘Effective communication’, which were evaluated with rubrics. However, according to the students’ perception, other skills, such as ‘Comprehension and integration, analysis and problem solving’, ‘Knowledge of contemporary problems’, and ‘Planning and time management’, were also worked on and improved. Based on the results from the matrix analysis and the Likert questionnaire, the organization and development of the activity were positively assessed, highlighting the importance of the lecturers’ feedback. The learning outcome in terms of knowledge integration was accomplished, reaching project marks 8.5–10 on a 0–10 scale.

• 'Neoliberal interventions' are increasingly employed in forest governance. • These approaches are either top-down or empowering in nature. • These mechanisms produce either 'environmental' or 'conservation subjects'. • The latter highlights how neoliberal conservation can be made more sustainable. State-based governance mechanisms, such as the 'fortress model' and 'regulatory community', have proven to be ineffective to overcome forest degradation. Neoliberal interventions adopted by NGOs that provide economic incentives for communities to govern forests are presented as an alternative approach. This article suggests that different neoliberal interventions produce different modes of governance and may involve multiple environmentalities. The work of the NGO 'Junglescapes' in the Lokkere Reserve Forest was examined through its community engagement in, (a) lantana craft making in the village and, (b) restoration in the forest. Interviews, focus group discussion, and shadowing research took place during ten field-visits between June 2017 and June 2019. Within the neoliberal governance domain, communities engaged in village occupations were provided with economic incentives through a top-down 'neoliberal NGO apparatus'. 'Environmental subjects' resulted, by which individuals regulate their actions by reducing their dependence on the forest but not necessarily inculcating environmental norms or values. In contrast, actors employed in the forest exhibited independence, effected their own strategies, incorporated local knowledge, and achieved improved ecosystem conditions. This occurred due to the facilitation of local social interaction and leadership through a non-hierarchical 'conservation network'. An advanced form of environmental subjects emerged and are proposed as 'conservation subjects'. The latter argued as actors that are produced within a neoliberal conservation model, and are empowered and self-mobilised to act independently to conserve the ecosystem, thereby achieving more-sustainable conservation. Research results have the potential for replication across similar ecosystems, particularly within severely-degraded landscapes in India and globally. [ABSTRACT FROM AUTHOR]

Since coming to power in 2006, Canada's government under Stephen Harper has worked to recalibrate federal regulatory, legislative and economic development frameworks as they overlap in the littoral zone of the environment. We argue that Harper's Conservative government is pursuing a totalizing strategy in reconfiguring the desired Canadian environmental subject. This strategy approaches an integrated design that eclipses the incremental strategic options most Canadian federal governments have understood themselves to be constrained by. This design's basic features include the discursive strategies employed to collapse 'the environment' into a singular resource extraction paradigm, a programmatic concentration of power to the executive branch of the Canadian government, and a classical conservative ideology that associates environmental regulation and management with dominion over and improvement of national territory, to the exclusion of other frames and relations. We query the articulation of consent and certainty in relation to the environment and extractive economies in Canada. [ABSTRACT FROM AUTHOR]