Sustainability in higher education schools in México

2019 ◽  
pp. 1-13
Author(s):  
Jesús Chihuaque-Álcantar ◽  
Carlos Alberto Rodríguez-Castañón ◽  
Mauro Paz-Cabrera ◽  
Arturo Mandujano-Nava

The increase of gases in the ozone layer is an important issue nowadays in the Universities of Higher Education in Mexico; there is a great interest in contributing to the reduction of the carbon footprint, therefore, a study was carried out to calculate the footprint generated by the students of the Polytechnic University of Guanajuato through the use of software. The participants were 27 students of the Automotive Engineering degree of the sixth semester, which during this period kept a record of the consumption of PET bottles in their various presentations. The main findings were that the total CO2 they produce is 131.7 Kg, which would be equivalent to 0.176 barrels of oil and 1.19 m3 of space saved in landfills. Now, taking into consideration the entire student population (3,899), the calculation was projected annually and estimating the same consumption patterns, would save 76.3 barrels of oil against 515.55 m3 of space in sanitary landfills.

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.


Author(s):  
Jimena Hernández‐Fernández ◽  
Ixchel Pérez‐Durán ◽  
Bolivar Portugal‐Celaya

2021 ◽  
pp. 002190962110204
Author(s):  
Masood Ur Rehman ◽  
Sameen Zafar ◽  
Rafi Amir-ud-Din

Using three definitions of the middle class (MC) and the Pakistan Social and Living Standards Measurement surveys from 2004 to 2014, we estimated the size of the MC and examined the correlates and consumption patterns of the MC for Pakistan. According to the absolute income, relative income and asset–ownership definitions, the MC grew by 16%, 8%, and 10%, respectively, from 2004 to 2014. The results of the biprobit model showed that the probability of entering the MC was associated with higher education, urban residence and non-agricultural employment. Additionally, the MC was associated with greater consumption of ordinary and luxury goods.


2013 ◽  
Vol 19 (3) ◽  
pp. 385-414 ◽  
Author(s):  
Belinda A. Christie ◽  
Kelly K. Miller ◽  
Raylene Cooke ◽  
John G. White

2017 ◽  
Vol 18 (7) ◽  
pp. 1018-1038 ◽  
Author(s):  
Issa Ibrahim Berchin ◽  
Vanessa dos Santos Grando ◽  
Gabriela Almeida Marcon ◽  
Louise Corseuil ◽  
José Baltazar Salgueirinho Osório de Andrade Guerra

Purpose This paper aims to analyze strategies that promote sustainability in higher education institutions (HEIs), focusing on the case study of a federal institute of higher education in Brazil. Design/methodology/approach The research was based on a scientific literature review on sustainability in HEIs, to identify the recurrent actions for sustainability in these institutions; and a case study of a federal institute of higher education in Brazil, to illustrate how these actions are being implemented by HEIs. Findings Concerns about sustainability, prompted by the Brazilian federal legislature, led federal HEI to change its internal processes, infrastructure and organizational culture toward sustainability. Practical implications The findings presented in this study, more specifically the sustainability plan of the Federal Institute for Education, Science and Technology of Santa Catarina, aligned with the recommendations proposed, can be used and replicated in other HEIs. Originality/value Scientific literature about organizational changes led by sustainability concerns, in HEIs specifically, still needs more attention in the academia. By addressing the case of a Brazilian public institution of higher education, this paper contributes to the literature on sustainability in higher education by reporting the process of implementation of a sustainability plan.


2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Brittany Kovacs ◽  
Lindsey Miller ◽  
Martin C. Heller ◽  
Donald Rose

Abstract Background Do the environmental impacts inherent in national food-based dietary guidelines (FBDG) vary around the world, and, if so, how? Most previous studies that consider this question focus on a single country or compare countries’ guidelines without controlling for differences in country-level consumption patterns. To address this gap, we model the carbon footprint of the dietary guidelines from seven different countries, examine the key contributors to this, and control for consumption differences between countries. Methods In this purposive sample, we obtained FBDG from national sources for Germany, India, the Netherlands, Oman, Thailand, Uruguay, and the United States. These were used to structure recommended diets using 6 food groups: protein foods, dairy, grains, fruits, vegetables, and oils/fats. To determine specific quantities of individual foods within these groups, we used data on food supplies available for human consumption for each country from the UN Food and Agriculture Organization’s food balance sheets. The greenhouse gas emissions (GHGE) used to produce the foods in these consumption patterns were linked from our own database, constructed from an exhaustive review of the life cycle assessment literature. All guidelines were scaled to a 2000-kcal diet. Results Daily recommended amounts of dairy foods ranged from a low of 118 ml/d for Oman to a high of 710 ml/d for the US. The GHGE associated with these two recommendations were 0.17 and 1.10 kg CO2-eq/d, respectively. The GHGE associated with the protein food recommendations ranged from 0.03 kg CO2-eq/d in India  to 1.84 kg CO2-eq/d in the US, for recommended amounts of 75 g/d and 156 g/d, respectively. Overall, US recommendations had the highest carbon footprint at 3.83 kg CO2-eq/d, 4.5 times that of the recommended diet for India, which had the smallest footprint. After controlling for country-level consumption patterns by applying the US consumption pattern to all countries, US recommendations were still the highest, 19% and 47% higher than those of the Netherlands and Germany, respectively. Conclusions Despite our common human biology, FBDG vary tremendously from one country to the next, as do the associated carbon footprints of these guidelines. Understanding the carbon footprints of different recommendations can assist in future decision-making to incorporate environmental sustainability in dietary guidance.


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