Digital mapping of soil information at a broad-scale: A review on GlobalSoilMap

Author(s):  
Songchao Chen ◽  
Vera Leatitia Mulder ◽  
Laura Poggio ◽  
Pierre Roudier ◽  
Zamir Libohova ◽  
...  

<p>In the 21<sup>st</sup> century, soils are at the crossroads of global issues (i.e., food security, water security, biodiversity protection, climate change, and ecosystem services) and essential to achieve some of the Sustainable Development Goals. Although soils are central to these global issues, their management requires local actions and knowledge, which requires fine-resolution soil information. With an emphasis on broad-scale studies (>10,000 km<sup>2</sup>), this review outlines recent progress in the development of GlobalSoilMap, an initiative to provide a global fine-resolution grid of soil properties with quantified uncertainties using the bottom-up approach. This review provides an overview related to the soil data source, environmental covariates, spatial prediction, modelling and mapping techniques, uncertainty qualification, and target soil properties. The main findings of this review are: (1) A great increase of publication was observed after 2012, reaching a peak in recent years; (2) Australia and China were the most active countries; (3) Geoderma was the most frequent journal that was preferred by authors to publish related studies; (4) More than a half of the studies did not report soil sampling design; (5) Data splitting was the most frequent strategy for model evaluation, and independent validation was rarely used; (6) Nonlinear predictive model (i.e., machine learning) was becoming popular than ever before; (7) Relief, organisms and climate were the top three SCORPAN factors used in modelling; (8) Soil organic carbon (or soil organic matter) was the top soil property of interest.</p><p>This review also highlights the perspectives of GlobalSoilMap for further improving the quality of soil information globally and making it practical in decision making.</p>

2018 ◽  
Vol 8 (1) ◽  
pp. v-vi
Author(s):  
Harlan Koff ◽  
Carmen Maganda

The following question was asked during the 2017 International Conference of the Consortium for Comparative Research on Regional Integration and Social Cohesion (RISC) on “Integrated and Coherent Sustainable Development”: “If forced to choose one of the Sustainable Development Goals [SDGs] to prioritize, which would it be?” Of course, this provocation elicited numerous responses, and passionate debate as each of the SDGs is worthy and the policy community supporting sustainable development is heterogeneous, including stakeholders who are implicated in discussions on the environment, human rights, public health, food security, water security, gender equality, and so on. None of the responses forwarded can be considered “wrong.”


2016 ◽  
Vol 6 (12) ◽  
pp. 2254 ◽  
Author(s):  
Kathleen Stein-Smith

In a globalized, interconnected world, multilingualism is essential for effective communication, understanding of other cultures, and the development of global citizenship values. In addition to being part of a global personal cultural identity and a practical tool for communication in transnational teams, multilingualism has been linked to creativity and to problem-solving, both of critical importance in addressing complex issues, and regular use of more than one language has even been shown to stave off dementia. International organizations, multinational corporations, and educational institutions approach multilingualism differently, each with the language strategy that aligns most closely with their mission and goals. How can international educators best prepare students for an increasingly multilingual world and workplace where multilingualism is the norm rather than the exception?


2020 ◽  
Vol 10 (1) ◽  
pp. 34-40
Author(s):  
Bijon Kumer Mitra ◽  
Devesh Sharma ◽  
Tetsuo Kuyama ◽  
Bao Ngoc Pham ◽  
G.M. Tarekul Islam ◽  
...  

Water, energy and food securities lie at the heart of the Sustainable Development Goals (SDGs). Since these securities are interconnected, the business-as-usual approach (sectoral approach) cannot achieve them and need to apply the water-energy-food nexus approach for identifying and overcoming the roots of barriers and challenges. The study aims to prioritize interlinkages between SDG-2 (food security), SDG-6 (water security) and SDG-7 (energy security) for country action. In order to achieve this aim, the study implements a set of methods including stakeholder perception survey, network analysis, regression analysis and cross-sectorial group discussion. This article summarizes the outcomes of a case study in India. Stakeholders cognition derived through scrutinizing the perception survey admitted the need for a nexus approach in the action plans towards the SDGs. Quantitative assessment of interdependency showed that, of 182 interlinkages between SDG-2, SDG-6 and SDG-7 targets, 124 interlinkages had synergistic relation. The combined outcome of the cross-sectorial group discussion identified eight interlinkages as high priority (p>0.9) for immediate integrated planning and action. A total of ten interactions are moderate (p=0.6 to 0.9) and eight are low priority interlinkages (p<0.6). Solid understanding of synergies and trade-offs associated with SDG targets and initial prioritization of interlinkages would help India reorient its SDG priorities from a water-energy-food nexus perspective.


2021 ◽  
Vol 10 (1) ◽  
pp. 323
Author(s):  
Oksana Buturlina ◽  
Serhii Dovhal ◽  
Heorhii Hryhorov ◽  
Tetiana Lysokolenko ◽  
Vadym Palahuta

The conceptual and generalizing experience of STEM education implementation presented in Ukraine reflects the realization of the sustainable development goals through educational innovations. The study is based on the premise that STEM is a component of education for sustainable development. This educational trend focuses on the goals of Education for All (EFA), conforms to the ideas of the education-related Millennium Development Goals (MDGs) and relates to solving societal challenges in the long run. It is argued that the concept of STEM seeks to offer non-standard solutions to global issues in the field of sustainable development, and STEM education should be seen as a mechanism to accelerate the achievement of all sustainable development goals (SDG) and a strategy to obtain each of them. The specifics of STEM key ideas as global educational trends in the national Ukrainian public space are demonstrated. The consideration of STEM education as a component of the strategy for sustainable development through the detailing of the structure and implementation principles as well as STEM competencies, which are defined as the expected result and key for the person of the XXI century, is proved. The experience of Ukrainian research initiatives in the field of STEM education in the context of sustainable development is summarized. A full-fledged programme complex for comprehensive, equitable and high-quality education is presented, which combines the following links: research and experimental work of different levels, teacher’s professional development, museums and science centres work, implementation of various educational programmes, festivals and projects to attract young people to STEM, ensuring equal access for girls and boys.


2019 ◽  
Vol 12 (2) ◽  
pp. 18
Author(s):  
Wendy Fehlner

The Sustainable Development Goals of the United Nations represent a universal response to current global challenges that include climate change, poverty, political instability and the massive displacement of people worldwide. The central role of education in achieving sustainable development has been internationally acknowledged and successfully promoted: Global enrolment rates are now 90 percent for primary education and over 70 percent for secondary education. Building on these achievements, this paper focuses the role of tertiary education in contributing to sustainable development. This study reviewed recent theoretical and empirical research relating to the field. Conclusions from theoretical studies confirm that building on human capital is crucial for achieving the sustainable development goals. The majority of empirical studies also confirm a positive correlation between tertiary education and sustainable development. This study highlighted, however, that the full benefits of tertiary education to society may have been underestimated and that there are significant research gaps in the field. Furthermore, current challenges including funding, equity and market relevancy in tertiary education need to be addressed. Given the pressing global issues and the mounting evidence of positive impacts, this paper calls for more research and attention to be devoted to tertiary education in the sustainable development debate.


2020 ◽  
Vol 12 (10) ◽  
pp. 4184
Author(s):  
Tobias Hoppe ◽  
Alexander Renkl ◽  
Tina Seidel ◽  
Stephanie Rettig ◽  
Werner Rieß

Students need an understanding of ecosystem properties and functions to face global issues related to ecological crises and to grasp the challenges and necessary actions associated with the Sustainable Development Goals 12–15. When addressing complex ecological constructs, such as material cycles, diagnosing students’ pre-existing conceptions about such matters is crucial for making decisions about appropriate teaching strategies. In this study, we explored pre-service teachers’ (n = 63) and in-service teachers’ (n = 14) diagnostic skills in the context of education for sustainable development. To assess diagnostic skills, we showed teachers video-based clips from science lessons in which students express their alternative conceptions about material cycles. We found that teachers are generally able to notice students’ comments indicating their conceptions about ecological concepts that are relevant for sustainable development. However, the teachers had difficulties in interpreting the students’ comments correctly. This difficulty is a barrier to create effective lessons. Moreover, we identified teacher characteristics that could influence diagnostic skills. Our findings are discussed in the context of the role of diagnostic skills when teaching sustainable development goals. Finally, we present considerations on how teachers’ diagnostic skills could be promoted.


2021 ◽  
pp. 1-14
Author(s):  
Nicola JÄGERS

Abstract The endorsement of the United Nations Guiding Principles on Business and Human Rights (UNGPs) triggered a remarkable process accelerating the recognition of human rights responsibilities for corporations in law and governance. Perhaps even more important is the emergence of an authoritative narrative on business and human rights (BHR), which arguably has the potential to overcome the often-fragmented approach to global issues. This article discusses the degree to which the BHR narrative has been able to penetrate competing powerful narratives that shape societal and regulatory responses. To what extent is the need to address the responsibility and accountability of corporations for human rights violations acknowledged? This is an especially pertinent question where it concerns imminent major global challenges such as climate change, which poses one of the greatest threats to human rights. Two major milestones of the last decade in the area of (environmental) sustainability are analysed: the Paris Climate Agreement and the Sustainable Development Goals. What role does the BHR narrative play in this context?


2020 ◽  
Vol 10 (1) ◽  
pp. 215-219
Author(s):  
O. M. Kazakova ◽  
T. N. Malinovskaia ◽  
B. A. Fedulov ◽  
E. V. Romanova ◽  
E. G. Zavgorodnii ◽  
...  

The article presents a research of the ecological awareness of young people studying at universities. The research was carried out in the framework of global issues, including environmental, presented as goals in the United Nations program of 17 Sustainable Development Goals. The UN SDGs is a comprehensive global framework for the better future of the planet and its people aimed at solving urgent problems in the world and adopted by global community. The authors conducted a sociological survey of university students living mostly in the South-West of Siberia about their knowledge of the Sustainable Development Goals and understanding of global problems that humanity is facing. They questioned the respondents about their opinion on the priority of global issues – what problems must be solved first of all: environmental, social or economic. The problems in the questionnaire were presented in the wording of the UN Sustainable Development Goals. The respondents have chosen the most urgent problems at global, national and regional levels. Their priorities were not the same at different levels. At the same time the research have shown that many university students in the surveyed region do not know about the United Nations program of 17 Sustainable Development Goals, which began in 2015 and has been in progress already for four years. To study young people’s attitude to solving global problems, the university students were asked if they can help and what they can personally do in that respect. The survey revealed active position of many students toward ecological and other problems. The results of the research were analyzed and presented in the form of seven tables.


2018 ◽  
Vol 18 (4) ◽  
pp. 317-333 ◽  
Author(s):  
Charles J. Vörösmarty ◽  
Vanesa Rodríguez Osuna ◽  
Anthony D. Cak ◽  
Anik Bhaduri ◽  
Stuart E. Bunn ◽  
...  

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