Ethics and Sustainable Development Goals
SDG does not mean only the third most visited website on un.org. It’s about the noblest human aspirations of all. The UN defines the Sustainable Development Goals (SDGs) as “the world we want”. There is a good reason for that. SDGs “apply to all nations and mean, quite simply, to ensure that no one is left behind”. The road is well marked. “Above all, by adopting the map of the world we want to see in 2030.” (Ref. A. Smale. https://www.un.org/en/chronicle/article/what-sdgs-mean). Globethics.net Library goes a step further on this path and proposes a thematic collection on the SDGs, offering a single place for accessing the myriad of these precious indicators of the world we want, not the vision of some idealist dreamers nor the cynical reduction of human reality to cost and benefits, but a shared space we welcome around 17 key categories, aiming at better preserving this word from degradation.
The 17 Sustainable Development Goals
- (1) No Poverty
- (2) Zero Hunger
- (3) Good Health and Well-being
- (4) Quality Education
- (5) Gender Equality
- (6) Clean Water and Sanitation
- (7) Affordable and Clean Energy
- (8) Decent Work and Economic Growth
- (9) Industry, Innovation and Infrastructure
- (10) Reduced Inequality
- (11) Sustainable Cities and Communities
- (12) Responsible Consumption and Production
- (13) Climate Action
- (14) Life Below Water
- (15) Life On Land
- (16) Peace, Justice, and Strong Institutions
- (17) Partnerships for the Goals
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- The Future of Sustainability (Berkshire Encyclopedia of Sustainability). Berkshire Publishing Group, 2012
- Radical Human Ecology: Intercultural and Indigenous Approaches. Ashgate Publishing, 2012
- Green Business: An A-to-Z Guide. Sage Publications, 2010
See more Credo Reference titles Globethics.net Publications
- NANDHIKKARA, Jose. Gandhian ethics for sustainable development goals. In : Who cares about ethics? : selected essays from Globethics.net. Online. Globethics.net, 2021. p. 129–150.
- Blue Ethics : Ethical Perspectives on Sustainable, Fair Water Resources Use and Management. Online. Globethics.net, 2019.
- Sustainability Ethics : Ecology, Economy & Ethics : International Conference SusCon III, Shillong/India. Online. Globethics.net, 2015.
See more Globethics.net Publications Journals
- Challenges in Sustainability
- Discourse and Communication for Sustainable Education
- Management of Sustainable Development
See more journals Other resources
Re-thinking the child labor “problem” in rural sub-Saharan Africa:the case of Sierra Leone’s “half shovels”This article contributes to evolving debates on Sierra Leone’s post-war “crisis of youth” by providing an extended analysis of the role that young boys and girls assume in negotiating household poverty and enhancing their livelihood opportunities in small-scale mining communities. Child miners – or “half shovels” as they are locally known – are both directly and indirectly involved in small-scale gold extraction in Kono District, Sierra Leone’s main diamond-producing area. But the implications of their involvement are often far more nuanced and complex than international children’s rights advocates understand them to be. Drawing upon recent fieldwork carried out in and around the Kono mining village of Bandafayie, the article argues that children’s participation in the rural economy not only generates much-needed household income, but in many cases is the only way in which they can earn the monies needed to attend school. A blind and uncritical acceptance of international codes and agreements on child labor could have an adverse impact on children and, by extension, poor communities in rural Sierra Leone. Western notions of “progress” and development, as encapsulated in the post-conflict reconstruction programing of international NGOs and donor organizations, often do not match up with the complex realities or competing visions of local people.
Raising juvenilesThis paper investigates how families decide how juveniles use their time. The problem is analyzed in three variations: (i) a ‘decentralized’ scheme, in which parents control the main budget, but their children dispose of their time as they see fit, together with any earnings from work on their own account; (ii) ‘hierarchy’, in which parents can enforce, at some cost, particular levels of schooling and supervised work contributing to the main budget; and (iii) the cooperative solution, in which resources are pooled and the threat point is one of the non-cooperative outcomes. Adults choose which game is played. While the subgame perfect equilibrium of the overall game is Pareto-efficient, it may yield less education than ‘hierarchy’. Restrictions on child labor and compulsory schooling generally affect both the threat point and the feasible set of bargaining outcomes. Families may choose more schooling than the legal minimum.
A review on reinforcement learning contact-rich robotic manipulation tasksResearch and application of reinforcement learning in robotics for contact-rich manipulation tasks have exploded in recent years. Its ability to cope with unstructured environments and accomplish hard-to-engineer behaviors has led reinforcement learning agents to be increasingly applied in real-life scenarios. However, there is still a long way ahead for reinforcement learning to become a core element in industrial applications. This paper examines the landscape of reinforcement learning and reviews advances in its application in contact-rich tasks from 2017 to the present. The analysis investigates the main research for the most commonly selected tasks for testing reinforcement learning algorithms in both rigid and deformable object manipulation. Additionally, the trends around reinforcement learning associated with serial manipulators are explored as well as the various technological challenges that this machine learning control technique currently presents. Lastly, based on the state-of-the-art and the commonalities among the studies, a framework relating the main concepts of reinforcement learning in contact-rich manipulation tasks is proposed. The final goal of this review is to support the robotics community in future development of systems commanded by reinforcement learning, discuss the main challenges of this technology and suggest future research directions in the domain
Architecture of Education: Socio-spatial engagement and wellbeingThis research presentation is a joint project between Queen’s University Belfast and TODD Architects. The paper explores ways of addressing socio-spatial engagement and well-being in school design. Reflecting on a research-led design approach and lessons learned from school design in divided communities in Northern Ireland.
How to Communicate Universal Design to Architects on a New Website?:A Reflection on the Type of Knowledge RequestedBased on experiences with the development of a new research-based website on Universal Design meant to inspire and qualify the work of the Danish building sector, this paper examines the types of knowledge requested by professionals in the building sector when working with Universal Design.
The Development of Home Economics as a Field of Knowledge and its Contribution to the Education and Social Status of WomenDenmark underwent major changes in the 1800s and the first part of the 1900s, which affected the role of education in the lives of women. Until then, women in Denmark had primarily worked as homemakers with few academic opportunities; but from the early 1900s, home economics developed as a field of knowledge, and several schools of home economics appeared across the country. Several factors contributed to and influenced this development. Focusing on the period 1890–1940, which was particularly important to the development of this knowledge field in Denmark, we consider the interests promoting the growth of this field of knowledge, its educational content, and the contradictory meaning it had for the social status of women. On the one hand, the development of home economics contributed to turning home duties into an educational and occupational area, preparing for a welfare state making the private sphere a public matter. On the other hand, it tied women to the private sphere and prevented their influence in the public sphere
Education Policy and mental weakness:a response to a mental health crisisEducationalists have been concerned with the labelling and treatment of children with mental health difficulties in the education system in England for some time (Timimi 2002; Rose 2005; Jull 2008, Cole 2015). These concerns have centred on the role of policy in ‘othering’ such students as deviant learners. The unprecedented number of children suffering from mental illnesses, has forced policymakers to address children’s mental health difficulties. This has involved the identification of a sub-set of the school population experiencing ‘less-severe’ mental health issues, to be addressed through a suite of policy interventions delivered by whole-school approaches, but targeted towards children situated as mentally ‘weak’. Drawing upon a Foucauldian theory of governmentality that addresses children’s behavioural motivations (Rose 1989; Millar and Rose 1990; Foucault 2001; 2008; Popkewitz 2012) an in-depth analysis of a number of educational policy initiatives related to mental health, is conducted, that it is argued are fundamentally flawed. This analysis is followed by a discussion of the performative culture of High Stakes Testing in contributing to children’s mental health difficulties. Here it is argued that a narrative of mental weakness serves to justify a neoliberal rationality towards the treatment of children for whom the performative logic assumed to motivate all learners, fails.
Teaching interpreting in the time of COVID: exploring the feasibility of using GatherInterpreter education has undergone tremendous changes in the past two years due to COVID-19, with training being confined to the virtual environment. Luckily, there are now signs of returning to campus, but the uncertain development of the pandemic renders the arrangement precarious. Many differences exist between distance and on-site learning, and therefore the pedagogy for one cannot be entirely replicated for the other. Interpreting scenarios that rely less on interaction or non-verbal communication are easier to accommodate in both remote and on-site settings, though designing and implementing activities, providing feedback, and maintaining classroom dynamics are still harder in virtual classrooms. By contrast, training for escort and public service interpreting is difficult to be delivered remotely because non-verbal cues, which play a bigger role in these settings, are harder to capture or they disappear entirely, including gesture, facial expressions, posture, and proximity. This study explores how the challenges facing distance interpreter education can be mitigated using Gather, a proximity-based platform. Online synchronous CI and SI teaching setups for two mock events were introduced, and a questionnaire was used to understand students’ experience with Gather, Microsoft Teams, and face-to-face training. Preliminary findings show that the majority of the participants are positive about Gather, and it has the potential to bridge the gap between distance and on-site interpreter education in both online and offline scenarios, although its applicability remains to be tested with a larger sample size.
The relationship between cultural capital and the students’ perception of feedback across 75 countries: Evidence from PISA 2018This paper employs Pierre Bourdieu's cultural capital theory to examine the extent to which students' cultural capital is related to teacher-student interaction in the context of feedback. The study uses PISA (2018) data to implement multilevel modelling for each participating country. The findings show that objectified and embodied components of cultural capital have a positive and statistically significant effect on students' perception of feedback across all countries. Institutionalised cultural capital, however, has no significant effect in most countries. Furthermore, the findings show that boys perceived receiving considerably more feedback than girls. Recommendations for future studies and implications for theory, practice and policy are discussed.
Excellence in doctoral supervision: an examination of authoritative sources across four countries in search of performance higher than competenceSupervision is generally recognised as playing a crucial role in the quality of a research student's doctoral experience and their academic outcomes and, in common with most areas of higher education, there is an oft-stated desire to pursue excellence in this important area. Excellence in research degree supervision is, however, an elusive concept and on close scrutiny most of the discussions of high-quality supervision, even those that purport to be identifying excellence, refer to competence rather than excellence. This paper examines two potentially national authoritative perspectives from which excellence in research degree supervision might be explicated (codes of practice and learning and teaching awards) from Australia, New Zealand, South Africa and the United Kingdom but concludes that the complex nature of the activity and the complexity of the concept itself mean that rather than identifying excellence in supervision we can only respond to claims for excellence.
Epictetus 3.23.33 and the three modes of philosophical instructionIn Epictetus 3. 23. 33 the original reading of the codex unicus Bodleianus Auct. T. 4. 13, is certainly corrupt. All the editions accept the reading which is a correction by a later corrector of Bodleianus Auct. T. 4. 13. It is shown that this reading is to be rejected because is equivalent to the immediately preceding and because it leads to unsurmountable discrepancies with the closely related passage 3. 21. 19. As an alternative for, the emendation is proposed: with this reading all problems disappear. The new reading has important consequences for the evaluation of Epictetus' educational system.
'Development in reverse'? A longitudinal analysis of armed conflict, fragility and school enrolmentThis paper presents a longitudinal analysis of cross-national data on armed conflict, state fragility, and enrolment in primary and secondary schooling. The study is motivated by questions raised in the 2012 Human Security Report, which challenges the widely held assumption that conflict is necessarily detrimental to educational outcomes. We use multilevel modelling techniques to determine how conflict and fragility relate to changes in enrolment. Our findings suggest that growth in enrolment is significantly lower in conflict-affected countries but that the effect is dependent upon countries' overall enrolment level. However, when we control for fragility, the effect of conflict is not significant, which is consistent with the Human Security Report's suggestion that fragility is an underlying cause of both conflict and poor educational outcomes. We conclude by discussing the relevance of our findings and challenges for future research on fragility and education.