Global Sustainable Development Goals in Education
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Near-complete depolymerization of polyesters with nano-dispersed enzymes

Near-complete depolymerization of polyesters with nano-dispersed enzymes | Global Sustainable Development Goals in Education | Scoop.it
Successfully interfacing enzymes and biomachinery with polymers affords on-demand modification and/or programmable degradation during the manufacture, utilization and disposal of plastics, but requires controlled biocatalysis in solid matrices with macromolecular substrates1–7. Embedding enzyme microparticles speeds up polyester degradation, but compromises host properties and unintentionally accelerates the formation of microplastics with partial polymer degradation6,8,9. Here we show that by nanoscopically dispersing enzymes with deep active sites, semi-crystalline polyesters can be degraded primarily via chain-end-mediated processive depolymerization with programmable latency and material integrity, akin to polyadenylation-induced messenger RNA decay10. It is also feasible to achieve processivity with enzymes that have surface-exposed active sites by engineering enzyme–protectant–polymer complexes. Poly(caprolactone) and poly(lactic acid) containing less than 2 weight per cent enzymes are depolymerized in days, with up to 98 per cent polymer-to-small-molecule conversion in standard soil composts and household tap water, completely eliminating current needs to separate and landfill their products in compost facilities. Furthermore, oxidases embedded in polyolefins retain their activities. However, hydrocarbon polymers do not closely associate with enzymes, as their polyester counterparts do, and the reactive radicals that are generated cannot chemically modify the macromolecular host. This study provides molecular guidance towards enzyme–polymer pairing and the selection of enzyme protectants to modulate substrate selectivity and optimize biocatalytic pathways. The results also highlight the need for in-depth research in solid-state enzymology, especially in multi-step enzymatic cascades, to tackle chemically dormant substrates without creating secondary environmental contamination and/or biosafety concerns. Nanoscopic dispersion of enzymes with deep active sites enables chain-end-mediated processive biodegradation of semi-crystalline polyesters with programmable latency and material integrity.
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Global Sustainable Development Goals in Education
In 2015 the UN General Assembly formally accepted a new set of 17 measurable Sustainable Development Goals (SDGs), ranging from ending world poverty to achieving gender equality and empowering women and girls by 2030. These were to succeed the Millennium Development Goals (MDGs), a set of eight measurable goals which were signed in September 2000. These goals are considered by world leaders and nations to be essential for the ongoing viability and wellbeing of all people and living things on Earth. Young people today will be inheriting the legacy of previous generations which in many cases have been marked by unsustainable, destructive and isolated practices that have adversely affected global ecosystems, inflicted harm upon people, and set in motion some ongoing challenges that will need to be faced by today’s young people. We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people. “We must foster Global Citizenship. Education is about more than literacy and numeracy. It is also about citizenry. Education must fully assume its essential role in helping people to forge more just, peaceful and tolerant societies.” Ban Ki-Moon, UN Secretary-General, 26 September 2014
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Global goals: the basis of any relevant education

We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people.

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We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people.
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Learning for a Sustainable Future - Sustainability Course

Learning for a Sustainable Future - Sustainability Course | Global Sustainable Development Goals in Education | Scoop.it
Join a personal and professional global learning journey towards a sustainable future. What on Earth could be more important? From the University of Edinburgh.
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The Climate Reality: Blue Pacific to Glasgow | JTPM Events

A collection of resources from Climate Reality relating to priorities at the 2021 COP26 in Glasgow.
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A Lesson Plan for Learning With Our Collection of Inequality Graphs - The New York Times

A Lesson Plan for Learning With Our Collection of Inequality Graphs - The New York Times | Global Sustainable Development Goals in Education | Scoop.it
In this lesson, students will explore social inequalities in income, education and health care, many exacerbated by issues of race and gender, using New York Times graphs.

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California Global Education Project

California Global Education Project | Global Sustainable Development Goals in Education | Scoop.it
California Global Education Project
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Biodegradable plastic that can break down in your compost developed by scientists - ABC News

Biodegradable plastic that can break down in your compost developed by scientists - ABC News | Global Sustainable Development Goals in Education | Scoop.it
Biodegradable plastic bags, cutlery, and coffee cup lids may seem like a win for the environment, but they often introduce more problems than solutions. But now a research team from the US may be able to change that.
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Resources | UNESCO Futures of Education

Resources | UNESCO Futures of Education | Global Sustainable Development Goals in Education | Scoop.it
Caroline Marsh's insight:
UNESCO's International Commission on the Futures of Education  has recently released 'Education in a post-COVID World: Nine Ideas for Public Action'. This link takes you to the 'social media' resources for the publication. These 'Nine Ideas for Public Action' Ideas Cards are good focal points for discussion and engagement with the Futures of Education Project. Point 9 ranks highly on my own priorities list. 
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Global goals: the basis of any relevant education

We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people.


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Kim Flintoff's curator insight, November 16, 2017 9:38 PM
We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people.
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Global goals: the basis of any relevant education

We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people.


Via Kim Flintoff
Kim Flintoff's curator insight, November 16, 2017 9:38 PM
We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people.
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Unity is offering premium game development tutorials for free

Unity is offering premium game development tutorials for free | Global Sustainable Development Goals in Education | Scoop.it
Unity, arguably the biggest game engine in the world, is giving away hundreds of hours of premium game developing tutorials for free because of the coronavirus. For three months until June 20th, aspiring game makers will be able to get their hands on courses on everything from coding to design, and get access to Unity's daily interactive live lessons, Create with Code.

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Samantha-Kaye Johnston's insight:
Great, free tutorials to get students started with their coding and design skills!
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2020 Educators in VR International Summit

2020 Educators in VR International Summit | Global Sustainable Development Goals in Education | Scoop.it
2020 Educators in VR International Summit February 17-22, 2020 The 2020 Educators in VR International Summit is a free, open-to-the public, virtual event lasting 6 days (over 150 round-the-clock hours) with a diverse range of over 150 speakers and presentations covering: Down to The Basics of VR/AR/XR/MR Research into Spatial Technologies in Education Corporate Uses…

Via Peter Mellow
Samantha-Kaye Johnston's insight:
This is a great summit to learn how we can advance educational outcomes using VR.
Peter Mellow's curator insight, February 19, 2020 6:17 PM
I said this when I looked at some of the education spaces in 2nd life when it came out. We seem to replicate the #lecture theatre & show #PowerPoint a lot in these new proposed alternatives.
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(65) (PDF) 'Eco-Schools in the Indian Ocean: Relating International Education for Sustainable Development strategies to real change on the ground' | Olivia Copsey - Academia.edu

(65) (PDF) 'Eco-Schools in the Indian Ocean: Relating International Education for Sustainable Development strategies to real change on the ground' | Olivia Copsey - Academia.edu | Global Sustainable Development Goals in Education | Scoop.it
The urgent action needed to prepare communities for climate change impacts on Small Island Developing States (SIDS) is well documented within international policy. Several high-level strategies devote special priority to Education for Sustainable
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(99+) (PDF) Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature | D. Brent Edwards Jr., Mina Chiba, and Manca Sustarsic - Ac...

(99+) (PDF) Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature | D. Brent Edwards Jr., Mina Chiba, and Manca Sustarsic - Ac... | Global Sustainable Development Goals in Education | Scoop.it
This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and
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The Doughnut of Social and Planetary Boundaries

The Doughnut of Social and Planetary Boundaries | Global Sustainable Development Goals in Education | Scoop.it
Coming into the world of design and innovation, the Design Council’s double diamond diagram really helped me to make sense of what everyone was talking about. In a simple picture, it linked a conceptual approach to problem-solving (with a focus on empathy, rapid ideation and iterative prototyping) to a really practical process that I could … Continue reading "The Doughnut of Social and Planetary Boundaries"
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Knowledge Sharing Platform - UN CC:LEARN

Knowledge Sharing Platform - UN CC:LEARN | Global Sustainable Development Goals in Education | Scoop.it
The One UN Climate Change Learning Partnership, also known as UN CC:Learn, is a collaborative initiative of 36 multilateral organizations working together to help countries build the knowledge and skills they need to take action on climate change. These include better climate literacy and other crucial skills to tackle this challenge. UN CC:Learn provides guidance and quality learning resources to support people, governments and businesses to understand, adapt, and build resilience to climate change. The Secretariat for UN CC:Learn is provided by the United Nations Institute for Training and Research (UNITAR). UN CC:Learn is supported by the Swiss Agency for Development and Cooperation (SDC) and UN Partners.
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#MYWORLD360 | Trello

All materials in this board are open and free to be used properly for communications purposes and with reference/mention/tag to @SDGAction @DigitalPromise @Oculus. If you have any questions regarding the materials here please email support@sdgactioncampaign.org or myworld360@digitalpromise.org

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Consumers Willing to Pay for Sustainable Future

Consumers Willing to Pay for Sustainable Future | Global Sustainable Development Goals in Education | Scoop.it

Yet another impact of the  COVID-19 pandemic has been revealed.  Consumers now have an elevated ' focus on sustainability and willingness to pay out of their own pockets – or even take a pay cut – for a sustainable future, according to a new IBM Institute for Business Value (IBV) survey of over 14,000 consumers in nine countries.


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Near-complete depolymerization of polyesters with nano-dispersed enzymes

Near-complete depolymerization of polyesters with nano-dispersed enzymes | Global Sustainable Development Goals in Education | Scoop.it
Successfully interfacing enzymes and biomachinery with polymers affords on-demand modification and/or programmable degradation during the manufacture, utilization and disposal of plastics, but requires controlled biocatalysis in solid matrices with macromolecular substrates1–7. Embedding enzyme microparticles speeds up polyester degradation, but compromises host properties and unintentionally accelerates the formation of microplastics with partial polymer degradation6,8,9. Here we show that by nanoscopically dispersing enzymes with deep active sites, semi-crystalline polyesters can be degraded primarily via chain-end-mediated processive depolymerization with programmable latency and material integrity, akin to polyadenylation-induced messenger RNA decay10. It is also feasible to achieve processivity with enzymes that have surface-exposed active sites by engineering enzyme–protectant–polymer complexes. Poly(caprolactone) and poly(lactic acid) containing less than 2 weight per cent enzymes are depolymerized in days, with up to 98 per cent polymer-to-small-molecule conversion in standard soil composts and household tap water, completely eliminating current needs to separate and landfill their products in compost facilities. Furthermore, oxidases embedded in polyolefins retain their activities. However, hydrocarbon polymers do not closely associate with enzymes, as their polyester counterparts do, and the reactive radicals that are generated cannot chemically modify the macromolecular host. This study provides molecular guidance towards enzyme–polymer pairing and the selection of enzyme protectants to modulate substrate selectivity and optimize biocatalytic pathways. The results also highlight the need for in-depth research in solid-state enzymology, especially in multi-step enzymatic cascades, to tackle chemically dormant substrates without creating secondary environmental contamination and/or biosafety concerns. Nanoscopic dispersion of enzymes with deep active sites enables chain-end-mediated processive biodegradation of semi-crystalline polyesters with programmable latency and material integrity.
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GEO-6 for Youth

GEO-6 for Youth | Global Sustainable Development Goals in Education | Scoop.it
Read UNEP's first fully interactive e-publication, GEO-6 for Youth, written by youth for youth to inform, engage, educate, and lead youth towards environmental action.
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(99+) (PDF) Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature | D. Brent Edwards Jr., Mina Chiba, and Manca Sustarsic - Ac...

(99+) (PDF) Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature | D. Brent Edwards Jr., Mina Chiba, and Manca Sustarsic - Ac... | Global Sustainable Development Goals in Education | Scoop.it
This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and

Via Kim Flintoff
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Rescooped by Kim Flintoff from Games, gaming and gamification in Education
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This video game lets you step inside the shoes of a refugee

This video game lets you step inside the shoes of a refugee | Global Sustainable Development Goals in Education | Scoop.it
Lual Mayen, a refugee who fled South Sudan's civil war and learned to code in a refugee camp, has created a video game of his struggle. He hopes it will raise awareness among young people - and save lives.
Kim Flintoff's insight:
Lual Mayen fled South Sudan's civil war and learned to code in a refugee camp. He's made a video game of his struggle with the hope it will raise awareness among young people - and save lives. The goal of Lual Mayen’s video game is to survive the horrific ordeal of a refugee, an experience that his family knows well, but the 25-year-old developer’s ambition is to change the world. Mayen, who was born as his family traveled 250 miles (400 km) to escape South Sudan’s second civil war, hopes his game, Salaam, will give players a better understanding of what it means to be homeless, hungry and on the run.
Kim Flintoff's curator insight, April 20, 2020 4:19 AM
"Lual Mayen fled South Sudan's civil war and learned to code in a refugee camp. He's made a video game of his struggle with the hope it will raise awareness among young people - and save lives. The goal of Lual Mayen’s video game is to survive the horrific ordeal of a refugee, an experience that his family knows well, but the 25-year-old developer’s ambition is to change the world. Mayen, who was born as his family traveled 250 miles (400 km) to escape South Sudan’s second civil war, hopes his game, Salaam, will give players a better understanding of what it means to be homeless, hungry and on the run."
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helps learners fall in love with reading

helps learners fall in love with reading | Global Sustainable Development Goals in Education | Scoop.it
Simbi gets people to love to read through an innovative reading-while-listening and reading-out-loud platform for readers and educators.
Samantha-Kaye Johnston's insight:
Simbi is great for encouraging quality reading education, thus aligning with SDG #4. It also provides students with a platform to foster their skills in global citizenship!
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Resources

Resources | Global Sustainable Development Goals in Education | Scoop.it
Access curated list of Global Goals videos and watch for updated resources as shared by the UN Global Goals community.
Samantha-Kaye Johnston's insight:
This provides a great resource for teaching the SDGs. There are also opportunities for teachers to become active ambassadors for the SDGs.
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Xennial Digital makes climate change Xennial Digital makes climate change tangible | Magic Leap

Xennial Digital makes climate change Xennial Digital makes climate change tangible | Magic Leap | Global Sustainable Development Goals in Education | Scoop.it

"Our brain’s inability to deal with issues we deem too far into the future is one of the reasons why scientists say people are not addressing climate change faster — some don’t even think it’s real. Turns out, talking about a nondescript threat does not trigger the inherent flight or fight response necessary to take action. Rather, many environmentalists believe showing the scenarios is most effective.

That’s what Xennial Digital is doing for K-12 education through a spatial computing experience on Magic Leap. The extended reality (XR) company was selected for Magic Leap’s Independent Creator Program (ICP), which supports cutting edge development. Xennial began working in the education space a few years ago when the U.S. Department of Education opened a challenge to propose transformative educational solutions.

 Their climate change application available on Magic Leap World presents different scientific predictions — from optimistic to nightmare — across five key data points: ice fraction, precipitation, air temperature, ocean temperature and sea level rise."

Kim Flintoff's insight:
Solving a global challenge with spatial computing

Xennial wants to address a pressing global challenge, and believes a spatial computing based learning experience focused on climate change will have long-term impact. Potential users agree, as the idea has already received a great deal of interest. For one, administrators and teachers are seeking more factual resources as part of K-12 Earth sciences and environmental courses.
Kim Flintoff's curator insight, April 2, 2020 7:40 PM
"Solving a global challenge with spatial computing

Xennial wants to address a pressing global challenge, and believes a spatial computing based learning experience focused on climate change will have long-term impact. Potential users agree, as the idea has already received a great deal of interest. For one, administrators and teachers are seeking more factual resources as part of K-12 Earth sciences and environmental courses."
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Universities form global network to coordinate on climate change

Universities form global network to coordinate on climate change | Global Sustainable Development Goals in Education | Scoop.it
Several dozen of the world’s top universities have teamed up to press for action on climate change, saying the coronavirus pandemic should not erase attention on the dangers of a warming world.

The International Universities Climate Alliance (IUCA), unveiled on 2 April, showcases climate change research from 40 universities in 18 countries across six continents.

The group includes institutions with global strengths in key disciplines for both analysing and resolving climate change, such as engineering, economics, law, social science and planning as well as climate science.
Kim Flintoff's insight:
"Several dozen of the world’s top universities have teamed up to press for action on climate change, saying the coronavirus pandemic should not erase attention on the dangers of a warming world. The International Universities Climate Alliance (IUCA), unveiled on 2 April, showcases climate change research from 40 universities in 18 countries across six continents. The group includes institutions with global strengths in key disciplines for both analysing and resolving climate change, such as engineering, economics, law, social science and planning as well as climate science."
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Balance of the Planet - ECOCHALLENGE 2016

Balance of the Planet - ECOCHALLENGE 2016 | Global Sustainable Development Goals in Education | Scoop.it
You can enrol as many students from your school as you wish. All students will need to pair up with a classmate or someone they know at school or in their community, so they can work side-by-side. Each pair will then meet and join up with a pair of students from anywhere else in the world. Ideally all teams should have 4 students. Teams can have as many advisors and helpers as they wish, but only four students will be the officially recognised team.
Kim Flintoff's insight:
You can enrol as many students from your school as you wish. All students will need to pair up with a classmate or someone they know at school or in their community, so they can work side-by-side. Each pair will then meet and join up with a pair of students from anywhere else in the world. Ideally all teams should have 4 students. Teams can have as many advisors and helpers as they wish, but only four students will be the officially recognised team.
Kim Flintoff's curator insight, March 27, 2020 1:42 AM
You can enrol as many students from your school as you wish. All students will need to pair up with a classmate or someone they know at school or in their community, so they can work side-by-side. Each pair will then meet and join up with a pair of students from anywhere else in the world. Ideally all teams should have 4 students. Teams can have as many advisors and helpers as they wish, but only four students will be the officially recognised team.