It is important that in the XXI century and as a result of global environmental awareness, which should translate into better care for the environment.
By changing the schemes about the problems given by the treatment given to the residues and waste generated in the Universities and, beginning to see them as a source, either of savings or of income. Interest in their management would be promoted and problems of both health and space would be resolved. Good management of waste and waste could even become an economic income with a low initial investment.
INTRODUCTION
The present work is aimed at treating the problem given by the treatment given to the waste and waste generated in the centers of higher studies -Universities-, to achieve that in them, as a place of training of the new generations of professionals the country, be an example to imitate in the efficient management of waste and waste of all kinds. And contribute to the achievement of a better development of Environmental Education. I suggest as important elements to achieve this goal that each University is based on:
- A system for the classification and processing of waste, which allows a better rational use of the waste and waste generated. An adequate integrated waste and waste management system.
Both the Faculty and the students should make suggestions, and seek options to recover a large part of the waste, in a work plan that would involve all members of the University and, as part of Environmental Education, involve the surrounding community, acting in coordination. It would be beneficial for the faculty of teachers and students to carry out studies of the economic value of waste, according to the dimension that the problem has taken over the years.
Universities generate food waste daily, mainly from the dining room. Decay and rot, especially of waste classified as organic, create a hostile environment. It is in these residues where the greatest number of pathogenic microorganisms occur, as it is an excellent substrate for their reproduction and growth. Very few universities have achieved a good disposal of garbage. The one that still continues to be a problem, not only in health, but also in society.
In the Universities, a set of guidelines, principles, obligations and responsibilities must be established for the classification at source of the solid waste that is generated, in a sanitary and environmentally appropriate way in order to protect property and the environment. When solid waste is generated in offices, premises, classrooms and other facilities, separation at source must be carried out and measures taken to reduce the amount of waste generated.
MANAGEMENT OF ORGANIC WASTE
Waste is a product of human activities which is considered to be of zero value due to its disposal. It need not be odorous, disgusting, and undesirable; that depends on the origin and composition of it. It is very common for the garbage generated to go to a river or a large stream. Without minimizing the importance of all the environmental impact that this generates, all the raw material that is being discontinued and that is being treated as garbage or waste must be collected and not treated as a secondary resource.
It is normally placed in predestined places for collection to be channeled to dumps or landfills, landfills or other place. Currently, that term (sanitary landfills) is used to denote that fraction of waste that is not usable and that therefore should be treated and disposed of to avoid health or environmental problems.
CLASSIFICATION IN ORIGIN OF WASTE
In the Universities, the more specific objectives should be aimed at promoting the reduction of the volume and quantity of waste produced internally and externally. It must also direct its work to make the surrounding population aware of the environmental problems generated by waste and waste. To achieve these objectives, the following tasks must be proposed:
- In universities, waste separation must be in such a way that those that can be recycled, reused or reduced are distributed in different containers and containers for their differentiated collection and subsequent classification and processing. In universities it must be classified as "inorganic" solid waste to all residual material from non-food materials: glass, plastic, cardboard, papers, plastic bags, metals, clothing, footwear, cosmetic items. And as "organic" to all material from food waste: shells, trimmings, bones, remains of meat and vegetables, etc. In the Universities a Coordinating Team must be created to agree with the entities, NGOs and recyclers the procedures to combine criteria, frequencies,methodologies and everything related to the management of organic waste. Promote selective garbage collection programs to separate them into recyclables and non-recyclables. But these programs require a good design and a very active participation of all the members of the same (Teachers and Students).
Waste can be recycled according to its composition in:
Organic waste: any waste of biological origin, which was once alive or was part of a living being, for example: leaves, branches, peels and residues from the manufacture of food at home, etc.
Inorganic waste: any waste of non-biological origin, of industrial origin or of some other non-natural process, for example: plastic, synthetic fabrics, etc.
Hazardous waste (see Hazardous Waste Management): any waste, whether of biological origin or not, that constitutes a potential danger and for which it must be treated in a special way, for example: infectious medical material, radioactive waste, acids and substances corrosive chemicals, etc.
According to its origin:
- Household waste: garbage from homes and / or communities Industrial waste: its origin is the product of the manufacturing or transformation process of the raw material Hospital waste: waste that is generally classified as hazardous waste and can be organic and inorganic Commercial waste: from fairs, offices, shops, etc., and whose composition is organic, such as remains of fruits, vegetables, cardboard, papers, etc. Urban waste: corresponding to populations, such as waste from parks and gardens, unusable urban furniture, etc. Space rubbish: satellites and other artifacts of human origin that, while in Earth orbit, have already exhausted their useful life.
Sorting Waste:
Paper and cardboard are of organic origin, however, for recycling purposes they must be treated as inorganic by the particular process that is given to them. The exception is the papers and napkins with food residues that are considered as organic material.
Other types of waste, such as those of human metabolism, are also organic, however they are managed through sanitation networks and not through collection and final disposal schemes. Before becoming garbage, waste has been raw materials and in production and consumption, energy and water have been used. The overexploitation of natural resources and increased pollution threaten the regenerative capacity of natural systems.
Universities must establish its own objectives, aimed at analyzing the operation in all its areas and activities. To detect problems, obstacles, structures and mechanisms that hinder environmentally responsible and sustainable action. This action will allow and facilitate:
- compliance with the institution's environmental obligations, in accordance with the letter and spirit of the law; the best performance of its substantive functions of research, teaching and extension, particularly in terms of the environment and; making the use of materials efficient and seek its best management in environmental terms in the administration of the institution.
An Environmental Management System (EMS) must also be established. The Universities must have the objective of verifying the goals established by themselves through the (EMS), deploying a permanent activity that is necessarily associated with reviewing the fulfillment of the goals.
ENVIRONMENTAL MANAGEMENT SYSTEM (EMS)
The SGA must assume the preceding objectives to verify the goals established by the Universities, said goals according to a study carried out by the author must be aimed at:
- Eliminate, reduce, recycle, reuse or adequately manage the waste generated in teaching, research, extension and administration activities, particularly toxic waste (dangerous and radioactive) and those generated in large quantities, so that they cause the least possible environmental impact; This includes solid waste, liquid discharges and gaseous emissions; comply with environmental regulations in its teaching, research and extension processes, as well as in the administration of these activities and university services; make efficient and appropriate use of water, energy, soil and solar energy to reduce consumption and environmentally heat your buildings, avoiding, for example,the use of compressor air conditioners except for special uses that require it; and ventilate public spaces that require forced ventilation using air washing devices or extractors; the waste and abundant use of water, services and processes in general; the inefficient and unnecessary or excessive use of energy (electrical or combustion) in the facilities, processes and services; the poor use of solar energy for air conditioning and photosynthetic processes (because although we do not generate it, nor do we pay for it, it does cost us or it does not pay us enough not to use it well); the misuse of land, which means wasting space and infrastructure, not only inefficient, but also inappropriate in aesthetic terms.and ventilate public spaces that require forced ventilation using air washing devices or extractors; the waste and abundant use of water, services and processes in general; the inefficient and unnecessary or excessive use of energy (electrical or combustion) in the facilities, processes and services; the poor use of solar energy for air conditioning and photosynthetic processes (because although we do not generate it, nor do we pay for it, it does cost us or it does not pay us enough not to use it well); the misuse of land, which means wasting space and infrastructure, not only inefficient, but also inappropriate in aesthetic terms.and ventilate public spaces that require forced ventilation using air washing devices or extractors; the waste and abundant use of water, services and processes in general; the inefficient and unnecessary or excessive use of energy (electrical or combustion) in the facilities, processes and services; the poor use of solar energy for air conditioning and photosynthetic processes (because although we do not generate it, nor do we pay for it, it does cost us or it does not pay us enough not to use it well); the misuse of land, which means wasting space and infrastructure, not only inefficient, but also inappropriate in aesthetic terms.the inefficient and unnecessary or excessive use of energy (electrical or combustion) in the facilities, processes and services; the poor use of solar energy for air conditioning and photosynthetic processes (because although we do not generate it, nor do we pay for it, it does cost us or it does not pay us enough not to use it well); the misuse of land, which means wasting space and infrastructure, not only inefficient, but also inappropriate in aesthetic terms.the inefficient and unnecessary or excessive use of energy (electrical or combustion) in the facilities, processes and services; the poor use of solar energy for air conditioning and photosynthetic processes (because although we do not generate it, nor do we pay for it, it does cost us or it does not pay us enough not to use it well); the misuse of land, which means wasting space and infrastructure, not only inefficient, but also inappropriate in aesthetic terms.but also inappropriate in aesthetic terms.but also inappropriate in aesthetic terms.
UNIVERSITIES AND THEIR CONCERN ABOUT THE MANAGEMENT OF THEIR WASTE, IN THE SEARCH OF GOOD ENVIRONMENTAL PERFORMANCE (see Annex No.1)
The concern of the Universities for the management of their waste and in general for its good environmental management, is reflected in some articles on the management of waste in laboratories. In a comparative study carried out by the author, two examples stand out for their importance:
1. Since 1981, a research group at the University of Alberta (Canada) has been creating disposal procedures for a wide variety of chemicals.
- The procedures are designed to allow these substances to be recycled or disposed of on site, eliminating the need to incinerate them or take them to landfill. Disposal methods are included for heavy metal salts, explosive substances such as picric acid and toxic organic materials ”… and for“ more than 500 waste and surplus substances generated in small quantities, for example in university laboratories, hospital pharmacies and laboratories research. Physical properties, fire hazards, chemical properties, hazardous reactions, health hazards, spill disposal, and methods for converting hazardous materials to non-toxic are listed. ”We have to, organized around a suggested protocol diagram for experiments,planning procedures and safety practices are offered, with information for assessing risks, managing chemicals and disposing of waste. It also “discusses the handling and disposal of chemicals. It is a guide to safe laboratory practice. It covers topics such as the supply, storage and disposal of chemical substances, their risks, work practices, and transportation and external confinement.
These literatures have been of great help to the author to understand a little more the matter discussed here about (waste and waste) and to find economical-effective ways to use pollution prevention technologies and other innovative technologies. Most of the information is used for all types of centers, but some are directed specifically to Universities »It would be good after coordinating with the organizations and institutions or NGOs in charge of environmental problems in different countries to carry out environmental studies in Universities, Conditions would be agreed with the same and these inter-faculties, always counting on the active participation of the University community.
CONCLUSIONS
- For the functions of the Universities an efficient and appropriate use of consumption materials (residues and waste) is necessary; selecting so that the best materials can be used, in the smallest quantities and with the least possible environmental impactMake the university landscape congruent with the environment and manage environmental media in a sustainable way, generating at the same time a pleasant and functional environment for work. Serve in the training of teachers and students in the practice of good environmental management and generate didactic materials to support courses on environmental management in the Universities themselves. To have an internal functioning consistent with the academic position in the Universities, aimed at generating information and proposals to solve mainly regional and local environmental problems with national repercussions; and in this way have an ethical performance and committed to the environmental protection of society.Convert waste and waste with a low initial investment with good management that can become an economic income for the University.
ANNEX No.1
DRAFT INTEGRATED WASTE AND WASTE MANAGEMENT PROGRAM (MIRDE)
Program for the management of waste and waste in Universities, this program is derived from comparative studies carried out by the author, its base is sustained in three elements for the management of waste which are the following:
- Prevention Classification Final treatment
1. Prevention
1.1. In Universities, sewage must be managed from their sanitary facilities in septic tanks, to increase the degree of decomposition of organic material and to reduce bad odors.
1.2. Establish pilot projects with septic tanks, it can be in the premises of the University, and thus check if the bad odors emanating from the tank are significantly reduced. Check if the problem of clogging in the filters is eliminated in this way, work on an experiment for the treatment and use of septic sludge as an organic supplement for agriculture.
1.3. Start a field work module, by students, which will have a strong component of degradable organic waste management including septic sludge.
1.4. Implement a dynamic and innovative training program for teachers, employees (workers), residents and students. In this program, they will actively participate in waste sorting and this is where they begin to appreciate the magnitude and importance of the problem.
1.5. Integrate waste and waste management into the curricula in all courses and include a specific course on waste and waste management at the level of the fourth and fifth year of university studies. In the fourth year there would be a periodic monitoring program of the integrated waste and waste management system at the Institution level. Twice a week there would be an inspection of the efficiency level of the program, based on five basic indicators: efficiency, classification, quality, cost of the system and customer satisfaction.
1.6. A monthly report will be issued for each faculty of the University, for the Rector with a copy to the areas of interest, with the results of the evaluation. In this way, it is possible to recognize and encourage users who collaborate, and ask for help from those who are not making good use of the system.
1.7. The responsibility of operating the system belongs to the faculty designated by the rector, however the responsibility for auditing and monitoring lies with the Projects Unit (which must be created if it does not exist), which reports directly to the Rector of the College.
2. Classification
2.1. Degradable organic waste is separated into its solid and liquid phases.
The solids: they are converted into organic compost using Efficient Microorganisms and vermiculture.
The liquids are processed in low-cost polyethylene Biodigesters for the generation of biogas, biosolids and bioliquids.
Biogas is used for energy generation: Biosolids are used in the fertilization of protein banks for animal feed.
2.2. Bioliquids: are recycled in wetlands for the production of tropical floating aquatic plants used in the productive decontamination of sewage, fiber production for paper, production of briquettes for cooking, agglomerates for furniture moldings, root extracts that stimulate growth of seedlings in nurseries, substrate for the cultivation of mushrooms, organic fertilizers and in the feeding of ruminants, pigs, birds and fish.
2.3. Non-degradable solids: they are buried in a sanitary landfill. Widely disseminated and implemented in integrated farms and in areas of influence through the community development program and the graduates of our University.
3. Final treatment
3.1. Universities must study and find a way to apply an Integrated Waste and Waste Management Program (MIRDE) and transform it into a routine operation program that provides a satisfactory and efficient service. With the use of feasible and simple appropriate technologies for the solution of problems of the University and the community.
3.2. Demonstrate to the community and decision makers that imported technologies, which consume expensive equipment and a large amount of inputs, are not essential in solving the problems of solid and liquid waste.
3.3. Positive exposure in the mass media of this idea will favor and be projected as a substantial force that promotes sustainable development. What will positively influence students. This will make it possible for a considerable number of graduates who are currently working to introduce or suggest the MIRDE, in their work centers as a measure that favors everyone equally.
3.4. The program must be technically well designed, economically viable and have an efficient operational organization. It requires a constant education, training and promotion campaign. Take advantage of the opportunity offered by the fact that a large number of University workers live in the surrounding communities. If the program works well within the University, workers and students take the idea to their communities and encourage the establishment of a similar system.
3.5. To conclude, we can say that the MIRDE is not an exclusively administrative, technical or financial problem, it must include a strong element of culture that can be achieved through a gradual and constant process of education. The MIRDE fits perfectly with this process and offers an opportunity to be a tool for a substantial change, within the University and the community in general.
3.6. In the search for a sustainable and environmentally responsible coexistence. Having a pleasant place of work and generating a mystique and satisfaction regarding university life, it would be very beneficial for Universities to comply with their environmental obligations and go even further, since their purposes should be aimed at achieving a broader and more comprehensive education. integrated than simple compliance with current legislation.
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