CLC-Conference-Proceeding-2018

the preparation of students, who have been able
to prepare, present and debate works, with more
and more rigor, about how to face the challenges
of climate change in the Caribbean, mainly on
small islands such as Cuba or to evaluate the
environmental impact of research conducted in
its graduate or diploma work to name only two
examples. The quality of the work submitted has
allowed some to be selected for presentation at
international events such as the International Pre-
Congress Workshop of the Caribbean Studies
Chair. (8)
CONCLUSIONS:
The role of universities in the challenge
of sustainable development is to contribute to
shaping men with a culture and social attitude in
which their focus on environmental problems
does not translate into actions that are
determined by professional, labor, or
circumstantial pressure, but where the
environment and respect for the environment
have been established as a value, as a behavior
pattern, as a personality trait.
Only then will we be able to face the
problems related to development and respond to
the Objectives of Sustainable Development and
Development Program through 2030. How this
culture is attained will be determined by the
economic, social, and political context within
which each university handles the issue. This
essay has addressed some of the actions taken on
by the University of Havana, Cuba, which, in its
commitment to society, is in favor of training
qualified personnel who are capable of
producing new knowledge that is necessary to
foster a true environmental social movement. ■
REFERENCES
(1) Delgado, C. (2002 ). ¨Hacia un nuevo saber. “Toward a New
Knowledge”]. Cuba. Inédito [Unpublished]
(2) Diaz, C., Mieres, A., Henriques R.D., Rodriguez, M., Rial, R.,
Gonzalez V. (2002) ¨Papel de la Universidad en la creación de una
cultura ambiental para el Desarrollo Sostenible¨ [“The Role of the
University in Creating an Environmental Culture for Sustainable
Development”]. Congreso Internacional del Medio Ambiente y
Desarrollo Sustentable [International Environment and Sustainable
Developement Congress] 2002, Viña del Mar, Chile.
(3) Henriques, R.D. (2002). ¨Nuevo diseño de un Centro de Estudios
Universitario¨ [“A New Design for University Reserach Centers”].
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Maestría [Master’s Dissertation]. CEPES. Universidad de La
Habana.
(5) Iglesias, M. (2001) “Estrategia educativa para el desarrollo del
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through the Medical Ethics class”] Tesis de Maestría [Master’s
Dissertation]. CEPES. Universidad de La Habana.
(6) González, V. y Ameneiros, J. (1999) “La orientación profesional
como estrategia para el desarrollo del interés profesional y la
responsabilidad del estudiante en su formación profesional”
[“Professional Guidance as a Strategy for Developing Professional
Interest and the Responsiblity of the Student in their Own
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(7) González, V. (2000) “La Orientación Profesional en la Educación
Superior” [“Professional Guidance in Higher Education.”]
Monograph. CEPES. Universidad de La Habana.
(8) Díaz C., Sánchez G., Valdés T., Rodríguez D., Hernández Y.,
(2012). “Experiencias recientes de la formación ambiental en la
carrera de Lic. en Química de la Universidad de La Habana”
[“Recent Experiences in Environmental Education in the Chemistry
Undergraduate Program at the University of Havana.”]. Taller Pre
evento “La Universidad y los retos ambientales: cambio climático y
desastres naturales en el Gran Caribe” [Pre-event Workshop “The
University and environmental challenges: climate change and
natural disasters in the Greater Caribbean”]. VI Conferencia
Internacional “Cuba y el Caribe: 40 años de relaciones” [Sixth
International Conference “Cuba and the Caribeann: 40 year
relations”] La Habana, 5-7 diciembre 201.