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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 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

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  • Impact of Energy Application Usage on Customer Consumption

    Costa, Maria Manuela Simões Aparício da; Rodrigues, Adriana Português (2024-03-19)
    Dissertation presented as the partial requirement for obtaining a Master's degree in Data Driven Marketing, specialization in Digital Marketing and Analytics
  • The impact of introducing a Phygital consumer experience as an escape and its effect on online patronage and loyalty. Crowded Phygital Escapes: 6thStreet.com

    Rita, Paulo Miguel Rasquinho Ferreira; Tiago, Maria Teresa Pinheiro de Melo Borges; Adams, Darren Keith (2024-03-25)
    Dissertation presented as the partial requirement for obtaining a Master's degree in Data Driven Marketing, specialization in Digital Marketing and Analytics
  • COVID-19 lockdowns and children's health and well-being

    University of Aberdeen.Centre for Labour Market Research (CeLMR); University of Aberdeen.Economics; Malik, Samreen; Mihm, Benedikt; von Suchodoletz, Antje (2024-03-14)
    Acknowledgments We would like to acknowledge the seed grant from the institute of human development and social change, Steinhardt school of culture, education and human development, that partially funded this project.
  • Será que o Direito Português confere melhor proteção aos consumidores vulneráveis que o Direito da União Europeia no contexto de cláusulas abusivas em contratos de consumo?

    Centro de Investigação e Desenvolvimento sobre Direito e Sociedade (CEDIS); NOVA School of Law|Faculdade de Direito (NSL|FD); Esposito, Fabrizio; Grochowski, Mautesz; Machado, Leonor Gambôa (2024-03-26)
    Este artigo compara as abordagens da União Europeia e de Portugal no que concerne à regulamentação das cláusulas contratuais abusivas nos contratos de consumo, analisando a sua capacidade de proteger os consumidores vulneráveis. Baseando-se tanto em razões jurídicas como económicas, o artigo suporta quatro teses: (1) O sistema do direito da União Europeia exige, por vezes, avaliar a transparência de uma cláusula da perspetiva dos consumidores vulneráveis; (2) Este nível de proteção mais elevado deve ser aplicado quando o nível de proteção oferecido aos consumidores médios que operam no mercado não cria uma «proteção de grupo» que cubra de forma suficiente os consumidores vulneráveis; (3) Nas mesmas situações, o direito português oferece uma melhor proteção aos consumidores vulneráveis; (4) O nível de proteção concedido pelo direito português poderia ser ainda mais elevado através da introdução de um elemento comparativo no dever de esclarecimento nos termos do artigo 6.º, n.º 2, do Regime das Cláusulas Contratuais Gerais (Regime das CCG). This article compares the European Union and Portuguese approaches to the regulation of unfair contract terms in consumer contracts, analysing their ability to protect vulnerable consumers. Drawing on both legal and economic grounds, the article supports four theses: (1) The system of European Union law sometimes requires assessing the transparency of a term from the perspective of vulnerable consumers; (2) This higher level of protection should be applied when the level of protection offered to average consumers operating in the market does not create a “herd immunity” that sufficiently covers vulnerable consumers; (3) In the same situations, Portuguese law offers better protection to vulnerable consumers; (4) The level of protection afforded under Portuguese law could be further enhanced by introducing a comparative element in the duty of clarification under Article 6(2) of the General Contractual Terms Regime.
  • Factors driving engagement in social media – An analysis of the cognitive appraisal on video content

    António, Nuno Miguel da Conceição; Jaklič, Jurij; Abouljid, Younes (2024-03-26)
    Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies Management
  • Consumer brand engagement in social media: the role of trust on purchase intentions

    Rita, Paulo Miguel Rasquinho Ferreira; Araújo, Mafalda Costa de (2024-03-25)
    Dissertation presented as the partial requirement for obtaining a Master's degree in Data Driven Marketing, specialization in Marketing Intelligence
  • “¿Qué es aplicar derecho?”

    Centro de Investigação e Desenvolvimento sobre Direito e Sociedade (CEDIS); NOVA School of Law|Faculdade de Direito (NSL|FD); Duarte D'Almeida, Luís (2024-03-18)
    Este artículo ofrece una teoría de la aplicación del derecho, y un modelo de justificación de las decisiones judiciales que aplican derecho. Considera tres conjuntos de preguntas. Uno refiere al objeto directo de la aplicación del derecho: cuando un tribunal aplica el derecho, ¿qué es aquello que está aplicando exactamente? Un segundo conjunto de preguntas refiere al objeto indirecto de la aplicación del derecho: los tribunales no solo aplican derecho, sino que lo aplican a algo. ¿A qué, exactamente? ¿A casos? ¿A hechos? ¿A los “hechos del caso concreto” que tienen ante sí, como suele decirse? En tercer lugar, se trata de preguntas sobre el contenido de la aplicación del derecho. ¿Es “aplicación del derecho” el nombre de un tipo específico de acto? Si es así, ¿cuáles son sus rasgos distintivos? El artículo sostiene que hay en realidad dos tipos de aplicación del derecho: la aplicación inferencial y la aplicación pragmática del derecho. La primera se analiza en la sección 2, la segunda en la sección 3, y la relación entre ambas en la sección 4. En la sección 5 se examina la noción de “caso” y en la sección 6 se retoman los tres conjuntos de preguntas pertinentes.
  • A Global Survey of Companion Animal Veterinary Practitioners on Animal Welfare Teaching – focus on undergraduate and continuing education, and clients’ sources of information

    AISS Human Animal Relations./One Welfare; dASS BW-2; AISS LAS/3'R Centre ULS; Endenburg, Nienke; Ryan, S.; van Lith, Hein (2024)
    As part of a wider research on animal welfare, a global survey was developed to gain insight into the opinion of companion animal veterinarians about animal welfare education, namely to investigate i) their exposure to animal welfare teaching during their undergraduate education, ii) their access to continuing professional education on animal welfare, and iii) their opinions on clients’ sources of information on animal welfare. The survey was distributed to companion animal veterinarians around the world. The results were highly influenced by the large numbers of respondents who trained in the Russian Federation, Australia, Israel, the Netherlands, the United Kingdom of Great Britain and Northern Ireland, or the United States of America. Worldwide, 58.4% of the respondents thought that animal welfare was poorly covered or not taught at all when they were students. The best coverage of animal welfare was in the Netherlands and the United Kingdom of Great Britain and Northern Ireland. Most companion animal veterinarians (65.3%) had access to continuing education on animal welfare, but there were small differences between the six above-mentioned countries. Companion animal veterinarians get information on animal welfare mainly from the internet and veterinary conferences/meetings, and thought that their clients obtained animal welfare information from various sources. The findings show that there is a need to improve education on animal welfare in veterinary curricula and the provision of relevant continuing education, so that companion animal practitioners can keep abreast of developments and societal expectations.
  • FOSTERING A SOCIAL PRACTICES APPROACH FOR ADULT LITERACIES TO IMPROVE PEOPLE’S QUALITY OF LIFE IN RWANDA: ACHIEVEMENTS, LESSONS LEARNT AND POLICY RECOMMENDATIONS

    University of Aberdeen.Initial Teacher Education (ITE); University of Aberdeen.Education; University of Aberdeen.Professional Learning PGT; University of Aberdeen.Centre for Global Development; Mtika, Peter; Abbott, Pamela; Byaruhanga, Ismael (2024-03-18)
    Publisher PDF
  • Promoting inclusion and equity in higher education : is this the role of distance learning in Brazil?

    Mello, Sidney L. M.; Meiriño, Marcelo J.; Leal Filho, Walter; Sampaio, Thaís N.da R. (Fundação CESGRANRIO, 2023-01-01)
    This study aims to investigate how enrollments have reached a rapid increase in distance learning Higher Education (DLHE) in Brazil and consider whether it promotes inclusion, equity, and quality as disseminated by the Sustainable Development Goal 4 (SDG 4) and the Brazilian Plan of Education (PNE). The methodological procedures were based on documentary research. For this analysis, three goals of DLHE were investigated: access, quality, and equity by looking at variables such as enrollments, the regulatory framework, the quality assessment, the cost of Education, the student income, gender, and ethnicity. The analysis showed increased enrollments in Higher Education (HE) in the last decade, particularly distance Education. This growth was accompanied by greater inclusion and equity in access to HE. But there are issues in the quantity and content of courses and the concentration of enrollments in a few for-profit private institutions, which affect the quality of Education. This paper provides a unique view of whether DLHE promotes inclusion and equity in tertiary Education in Brazil and whether it has been valuable in public policy
  • Violence, ethics, representation. Don Winslow and Roberto Bolaño in Ciudad Juárez

    Pepper, Andrew (2022-09-01)
    What is at stake when writers of fiction try to represent violence? What ethical and aesthetic problems are enacted when the frame of fiction is placed around the “real,” and how far can these problems ever be adequately addressed? This essay looks at how ROBERTO BOLAÑO and DON WINSLOW, in their respective novels 2666 (2004) and The Cartel (2015), represent the real world violence afflicting the U.S.-
  • A decolonial feminist politics of fieldwork : centering community, reflexivity, and loving accountability

    University of St Andrews. School of International Relations; Giri, Keshab; CUEVA, ALBA ROSA BOER; Hamilton, Caitlin; Shepherd, Laura (2024-03)
    International studies scholarship has benefitted from insights from anthropology, peace and conflict studies, geography, and other disciplines to craft a thoughtful set of reflections and considerations for researchers to take with them “into the field” when they embark on “fieldwork.” In this essay, we map out a history of critical approaches to fieldwork, starting with the encounters that initially encouraged reflection on the positionality of the researcher and the power dynamics of research. Building on decolonial feminist scholarship, we show how a commitment to reflexive practice “in the field” has developed further, through a reflection on the self as a researcher and on “the field” as a construct. This ethical and political commitment prompts a rethinking of key concepts in fieldwork (and research more generally), including those of “the researcher,” “the research participant” (or “population”), “expertise,” and what constitutes “data” and “knowledge.” We argue that a preferable approach to critical fieldwork is grounded in feminist and decolonial, anti-racist, anti-capitalist politics. This approach is committed not just to reflecting critically on “the field” and the interactions of the researcher within it but also to challenging the divisions, exclusions, and structures of oppression that sustain the separations between “here” and “there,” “researcher” and “researched,” and “knower" and “known.”
  • The Relationship between climate change and Life Expectancy: The relationship between climate change and life expectancy and its effect on pension funds

    Bravo, Jorge Miguel Ventura; Santos, Rafael Gerónimo Méndez (2024-03-08)
    Dissertation presented as the partial requirement for obtaining a Master's degree in Statistics and Information Management, specialization in Risk Analysis and Management
  • Contribuciones del acompañamiento pedagógico para avanzar hacia la calidad de las prácticas docentes en contextos rurales

    Beltrán Véliz, Juan; Mesina Calderón, Nicol; Vera, Nathaly; Müller Ferrés, Pablo Andrés (2024)
    Introduction. This original article presents findings from an investigation focusing on accompaniment to schools in rural contexts. Objective. This study aims to analyze the contributions of the pedagogical companion to the teaching practices of educators in rural schools in the Bío Bío region. Methodology. The study employs a qualitative approach and a collective case study design. Semi-structured interviews and documentary analysis were conducted with 19 General Basic Education teachers, aged between 22 and 65 years. Results. The main results reveal that the pedagogical companion plays a guiding role in collaboratively designing lesson plans. In addition, systematic and timely feedback, both oral and written, strengthens the higher-order thinking skills of the teachers being accompanied. Furthermore, pedagogical accompaniment fosters the innovation of teaching practices through peer collaboration, based on dialogue and reflection. Indeed, reflective practice is of vital importance in the training of teachers with critical thinking skills, thus benefiting professional development, which is reflected in the reformulation of teaching practice, oriented towards situated teaching and learning. The systematic pedagogical accompaniment develops the capacity for pedagogical leadership in the accompanied teachers. Conclusions. Pedagogical accompaniment is a key process in improving teaching practices and strengthening the professional performance of the teachers being tutored. This has a significant impact on student training and the generation of social transformations in rural education and in other educational contexts. In this sense, continuous self-improvement is recommended for teachers to meet the demands of contemporary society.
  • The Impact of Fear of Missing Out on the Compulsive Buying

    Costa, Maria Manuela Simões Aparício da; Naranjo-Zolotov, Mijail Juanovich; Santos, Cristiana Garcia (2024-03-06)
    Dissertation presented as the partial requirement for obtaining a Master's degree in Data Driven Marketing, specialization in Marketing Intelligence
  • Exploring Toy and Game Trends in Supermarket Baskets: Cart analysis and consumer behaviour

    António, Nuno Miguel da Conceição; Santos, Maria José Sim Sim dos (2024-03-12)
    Dissertation presented as the partial requirement for obtaining a Master's degree in Data Driven Marketing, specialization in Marketing Research and CRM
  • The Efficient Market Hypothesis and the Impact of Incomplete Rationality - A study on Informational Efficiency: Day-of-the-Week Effects in different markets

    Oliveira, Luís Alberto Ferreira de; Marques, Ema Mafalda Henriques (2024-03-06)
    Dissertation presented as the partial requirement for obtaining a Master's degree in Statistics and Information Management, specialization in Risk Analysis and Management
  • Open and distance learning (ODL) wellbeing investigation within the Global South

    Marien Graham (17777376); Ishmael Magare (14247440); Irma Eloff (14563418) (2024-03-05)
    This study explored the relationship between demographic variables and student well-being in Open and Distance Learning (ODL) using the PERMA framework. PERMA = Positive emotions (PE), Engagement (EN), Relationships (REL), Meaning (MNG), and Accomplishment (ACC). The data is provided in Microsoft Excel format. There are two tabs. The tab titled "Data" has the variables that needed to be re-coded (the original variables and the re-coded variables), whereas the tab titled "Description" explains how and why re-coding was necessary.
  • Sharing and evaluating simulation in midwifery education

    Lawther, Lorna; Stockdale, Janine; Chenery-Morris, Samantha (2023-06-12)
    In 2020 a workshop that incorporated a series of 360o videos depicting deterioration of perinatal women’s mental health was designed to motivate midwives to learn alongside other healthcare professionals. When evaluated, participants reported positive levels of learner motivation and immersion (accepted for publication), and so the resources were shared with midwifery educators in a different institution. Yet, according to Laack et al., (2017) sharing simulated learning resources is both advantageous and challenging.
  • Enhancing educational videos for preschool children

    Instituto de Comunicação da NOVA (ICNOVA); Departamento de Ciências da Comunicação (DCC); Canelhas, Gisela; Vicente, Paulo Nuno (2024-02-28)
    UIDB/05021/2020 UIDP/05021/2020 PD/BD/150287/2019

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