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2022 ◽  
Vol 11 (1) ◽  
pp. 24
Author(s):  
Kelum A. A. Gamage ◽  
Nora Munguia ◽  
Luis Velazquez

For decades, sustainability researchers have tenaciously insisted on transforming higher education institutions into more sustainable and inclusive campuses. Yet, as the 2030 agenda seems unlikely to be achieved, universities are struggling to meet the fourth Sustainable Development Goal (SDG 4) before the 2030 deadline. In addition, the post-COVID-19 era demands quality and inclusive education that entails care for students experiencing high stress levels. So far, most of the significant achievements are within the environmental or economic dimensions of sustainable development, but strengthening the social dimension is still one pending task. The importance of happiness to sustainability initiatives on campus, and beyond, deserves further research. To this end, this article offers insights into incorporating the sustainability–happiness nexus into sustainable universities to enhance the social dimension of sustainability. COVID-19 reminds sustainability academics and stakeholders that teaching technical and scientific knowledge is necessary to become more sustainable. Still, it is not sufficient to achieve the goals in the 2030 agenda. Providing inclusive and sustainable quality education will be reached when more sustainable universities consider happiness the ultimate goal of human development.


2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Annelise Gill-Wiehl ◽  
Sara Sievers ◽  
Daniel M. Kammen

Abstract Background Sustainable Development Goal (SDG) 7 calls for the adoption and continued use of clean-burning stoves by the 2.9 billion people relying on unclean fuels (both solid biomass and kerosene). However, to date, the clean cooking literature has found low rates of efficient stove adoption and continued use. This paper presents the application of a public health community engagement model to the use of clean cooking fuels. We implemented a pilot study with Community Technology Workers (CTWs) as a means to overcome maintenance, education, and behavioral barriers to clean fuel use in rural Tanzania. Methods The intervention was a free 6 kg Liquified Petroleum Gas (LPG) cylinder and stove coupled with education from a local technically trained CTW on LPG use. We evaluated the training, work, and impact of a CTW on LPG use on 30 randomly selected households from two villages in a rural district of Tanzania over a 1-year period. After an initial baseline survey, technically trained local CTWs educated the households on safe LPG use and conducted 34 follow up surveys over the next year on their cooking fuel use. Additionally, we conducted qualitative interviews with all households and a focus group with six of the households. Results The results from the mixed methods approach show that 80% of families (n = 24) consistently refilled their LPG cylinders and ~ 40% of households exclusively used LPG. Households reported appreciating the CTWs’ visits for providing education and maintenance support, giving them confidence to use LPG safely, reminding them to save for their cylinder, and providing a community driven effort to use clean fuel. Conclusions The findings demonstrate the feasibility of this type of community infrastructure model to promote and facilitate consistent LPG use, but suggest the need to couple this local support with financial mechanisms (e.g., a microsavings program). This model could be a mechanism to increase LPG use, particularly in rural, low-income areas.


2022 ◽  
Vol 14 (2) ◽  
pp. 842
Author(s):  
Miguel Blanco ◽  
Lydia Bares ◽  
Marcos Ferasso

The assumption that greater education levels of a given population leads to better employability levels thanks to higher education institutions (HEI) is widely known. However, most of the research related to HEI is focused on the determination of efficiency levels from an eminently academic perspective. The objective of this research is to carry out a comparative analysis of the efficiency degree of Latin American universities in terms of labor insertion for their graduate alumni, in order to evaluate the Sustainable Development Goal 8 related to decent work and economic growth. The data enveloping analysis (DEA) methodology was implemented. Main results showed different levels of labor efficiency among the studied institutions that were classified into eight groups of universities. Likewise, it was noted that Latin American university students showed employment levels above those of workers with lower levels of education and training.


2022 ◽  
Vol 14 (2) ◽  
pp. 838
Author(s):  
Inéz Labucay

Only one third of studies on the Industry 4.0–sustainability link have been conducted in manufacturing, despite its centrality to “ensuring sustainable consumption and production patterns” (UN Sustainable Development Goal nr. 12). The European Ecodesign Directive singled out machine tools as key to the sustainability transition, not least due to their high energy usage and their increasingly becoming enmeshed in cyber-physical production systems. This paper aims to find out whether the digital transformation underway in machine tools is sustainable as well as to identify its central technological pathways. Externalities in machine tools are tracked over three decades (1990–2018) by means of a multi-method setting: (1) mapping the Technological Innovation System (TIS) of machine tools; (2) co-occurrence analysis of transnational patent families, in order to reduce geographical and market distortions (Questel’s FAMPAT); and (3) analysis of the incidence of digital and sustainable technologies in machine tools patent applications (WIPO PATENTSCOPE). A smart sustainability transition is currently not hampered by a lack of smart technologies but rather by the sluggish introduction of sustainable machine tools. Cyber-physical and robot machine tools have been found to be central pathways to a smart sustainability transition. Implications for harnessing externalities reach beyond the machine tools industry.


2022 ◽  
Vol 14 (2) ◽  
pp. 788
Author(s):  
Amparo Ramos ◽  
Felisa Latorre ◽  
Inés Tomás ◽  
José Ramos

Inequality between women and men in top management positions is still a current reality where women are underrepresented. Gender discrimination against women in managerial positions violates the Sustainable Development Goal of gender equality. Gender discrimination affects women but also has negative consequences for employee output. Our aim is analyzing how the role of gender moderates the relationship between gender barriers to managerial positions and performance, mediated by organizational justice and commitment, and whether this relationship is stronger in women than in men. This study was carried out with 1278 employees (45.2% women and 54.8% men) of a Spanish financial group consisting of three different organizations. We performed a moderated mediation path analysis with Mplus. Results show that some gender barriers are associated with lower perceptions of organizational justice, which in turn are associated with lower organizational commitment, thus reducing performance. Moreover, this relationship is significant in men and women for work–family balance and barriers to accessing influential networks, but for unfair HR policies and practices, it is only significant in women. Removing gender barriers and unfairness perceptions is the goal that will contribute to organizational sustainability from the gender perspective.


Foods ◽  
2022 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Emanuele Batistela dos Santos ◽  
Dayanne da Costa Maynard ◽  
Renata Puppin Zandonadi ◽  
António Raposo ◽  
Raquel Braz Assunção Botelho

Considering the importance of schools for sustainable food offers and the formation of conscientious citizens on sustainability, this systematic review aimed to verify the recommendations on sustainability in school feeding policies and the sustainability practices adopted in schools. The research question that guided this study is “what are the recommendations on sustainability in school feeding policies and the sustainability practices adopted in schools?”. This systematic review was prepared according to PRISMA, and its checklist was registered in PROSPERO. Specific search strategies for Scopus, Web of Science, Pubmed, Lilacs, Google Scholar, and ProQuest Dissertations & Theses Global were developed. The included studies’ methodological quality was evaluated using the Meta-Analysis Statistical Assessment and Review Instrument (MASTARI). A total of 134 studies were selected for a full reading. Of these, 50 met the eligibility criteria and were included in the systematic review. Several sustainability practices were described. The most cited are school gardens and education activities for sustainability. However, actions carried out in food services were also mentioned, from the planning of menus and the purchase of raw materials (mainly local and organic foods, vegetarian/vegan menus) to the distribution of meals (reduction of organic and inorganic waste: composting, recycling, donating food, and portion sizes). Recommendations for purchasing sustainable food (organic, local, and seasonal), nutrition education focused on sustainability, and reducing food waste were frequent; this reinforces the need to stimulate managers’ view, in their most varied spheres, for the priority that should be given to this theme, so that education for sustainability is universally part of the curricula. The importance of education in enabling individuals to promote sustainable development is reaffirmed in Sustainable Development Goal 4 (SDG 4). The development of assessment instruments can help monitor the evolution of sustainable strategies at schools and the main barriers and potentialities related to their implementation.


Author(s):  
Duncan J. Quincey ◽  
Paul Kay ◽  
John Wilkinson ◽  
Laura J. Carter ◽  
Lee E. Brown

Abstract The sixth UN Sustainable Development Goal, Clean Water and Sanitation, directly underpins other goals of Health, Life in Water and Sustainable Cities. We highlight that poor sanitation, exemplified through some of the highest concentrations of pharmaceuticals ever detected in rivers, will amplify societal and environmental stress where climate-induced reductions in flow are predicted. Rapidly growing urban centres with inadequate water treatment works will need to prioritise water quality improvement before supply reductions become a reality. For 23 river locations within Kathmandu City and the Annapurna region, Nepal, we show the presence of 28 of 35 monitored human-use pharmaceuticals. Concentrations of antibiotics measured in this sampling campaign in both Kathmandu City (sulfamethazine, metronidazole and ciprofloxacin) and rural locations (ciprofloxacin) are in excess of predicted no effect concentrations, suggesting these sites are at risk of proliferating antimicrobial resistance as well as affecting other ecotoxicological endpoints. It is anticipated that climate-induced reductions in flow combined with contaminated river systems will amplify future societal and environmental stress.


2022 ◽  
Vol 14 (2) ◽  
pp. 679
Author(s):  
Shih-Yun Lu ◽  
Chu-Lung Wu ◽  
You-Ming Huang

This research aims to discuss the impact of the STEAM curriculum on students with learning disabilities and their learning outcomes and creativity. Teaching for creative thinking is the strategy to deliver a STEAM-structured curriculum and to reach the SDG4 targets. The content is designed in line with project-based learning (PBL), while the micro:bit and paper cutting are used as materials to support it. Methods and Procedures: The single-case research approach (A-B-M) was applied to study three students with special educational needs in primary school. The entire curriculum takes up to 10 weeks with 12 STEAM lessons with activities. The independent variable was the PBL-oriented STEAM curriculum, and the dependent variables were the learning outcomes and TTCT results of pre-tests and post-tests for creativity. There were immediate learning outcomes and retention effects found on the three participants. This paper addresses that the STEAM curriculum had a positive impact on their creativity, which gives affirmative feedback on the curriculum. Conclusion: This PBL-oriented STEAM curriculum under the SDG4 targets gave students with disabilities creativity competency and positive learning outcomes in these case studies. These teaching materials enable teachers to deliver the STEAM curriculum to students with learning disabilities.


Author(s):  
Irene Celli ◽  
Edoardo Brunori ◽  
Michele Eugeni ◽  
Cecilia Andrea Cristinariu ◽  
Mauro Zampilli ◽  
...  

AbstractThe Sustainable Development Goal 12.3 focuses on food and its inedible parts that exit the supply chain and thus are lost or wasted. This work addresses the food waste problem by presenting the development of a tool to design business models to reduce the production of food waste. This has been developed within the LIFE16 project iRexfo, coordinated by the University of Perugia. The tool aims at transferring the results obtained in a pilot region (Umbria, Italy) to 4 other regions in Europe. It has been coded in Python and has a graphical user interface (GUI) to insert inputs and display outputs. The GUI has been developed in FLASK and it is hosted in the website of PythonAnywhere. A case study on the application of the software is also presented, mainly based on data retrieved in the Umbria region, Italy. Together with economic analysis, also, environmental assessment is performed.


2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Janet Geipel ◽  
Leigh H. Grant ◽  
Boaz Keysar

AbstractVaccine hesitancy is a major global challenge facing COVID-19 immunization programs. Its main source is low public trust in the safety and effectiveness of the vaccine. In a preregistered experimental study, we investigated how using a foreign language when communicating COVID-19 vaccine information influences vaccine acceptance. Hong Kong Chinese residents (N = 611) received COVID-19 vaccine information either in their native Chinese or in English. English increased trust in the safety and effectiveness of the vaccine and, as a result, reduced vaccine hesitancy. This indicates that language can impact vaccine attitudes and demonstrate the potential of language interventions for a low cost, actionable strategy to curtail vaccine hesitancy amongst bilingual populations. Language interventions could contribute towards achieving the United Nations Sustainable Development Goal of health and well-being.


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