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Knowledge Of Language Its Nature Origin And Use

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Using Software in Qualitative Research: A Step-by-Step Guide

Sustainable development goals (SDGs), adopted by the United Nations in 2015, are gaining importance in all the industrial sectors. The attainment of SDGs will lead to simultaneous betterment of human lives, environment and economic prosperity. Therefore, the adoption and implementation of SDGs in the supply chain (SC) activities is the need of the hour. In this regard, there is a need to analyse the extant SC literature focussing on SDGs. This study reviews the articles on SDGs in SC published in last 6 years (2015–2021). A total of 144 articles are shortlisted for the analysis. Bibliometric and network analyses are performed to create an intellectual map of the field and to visualise the network among authors and keywords, respectively. Various emerging research themes are identified using bibliometric coupling analysis. The content analysis of the articles has been performed by considering different activities and stages of SC. Articles are also mapped on various dimensions of SDGs. The strategies associated with adopting sustainable practices in SC to achieve SDGs have also been elucidated. Finally, future research propositions have been presented which can help in achieving SDGs in the SC. 

Attaining sustainable development goals (SDGs) through supply chain practices and business strategies: A systematic review with bibliometric and network analyses

While higher education institutions play a role in regional sustainability transitions, community–university partnerships for sustainability may be underdeveloped and fraught. Moreover, the specific role of students in building and strengthening those partnerships remains little explored. This research occurred in Laramie, Wyoming—the first community to resolve to pursue carbon neutrality in the top coal-producing state in the U.S.—amidst declining state revenue and absent any formal community–university sustainability partnership. Drawing on a community resilience framework and the social-theoretical construct of agency, we examined an informal, multi-year partnership developed through a project-based, community-engaged Campus Sustainability course at the University of Wyoming. Through a chronological sequence case study, we synthesized autoethnography, document analysis, and semi-structured interview methods involving community and university stakeholder and student participants. We found that students, rather than other university actors, played a vital bridging role in absence of a formal community–university sustainability partnership. They also served in a catalyzing role as change agents alongside community stakeholders, providing the potential to develop stronger community–university partnerships and advance sustainability transitions across other Wyoming communities. Findings suggest a need to keenly attend to power dynamics and whose agency is driving higher education institutions’ roles in regional sustainability transitions in specific contexts.

Students as Change Agents for Community–University Sustainability Transition Partnerships

Universities have the mission to serve society by being pragmatic, diverse, and multidisciplinary. Similar to society in general, these centers have a common challenge: finding a way to articulate projects that favor the demands and needs of vulnerable rural sectors. In this case, the community-university partnership is based on the interaction of the Manglaralto population, represented by the Junta Administradora del Agua Potable Regional de Manglaralto and the Escuela Superior Politecnica del Litoral (ESPOL), both from Ecuador. Specifically, it is based on a collaborative relationship since 2005, through the Centro de Investigacion y Proyectos Aplicados a Ciencias de la Tierra (CIPAT) of the ESPOL. This work aims to evaluate the community-university partnership through the results obtained in community work projects. In addition, it describes the resolution of problems reached on the sustainability of water resources in the parish of Manglaralto (Ecuador). The methodology was based on (i) the description of the existing community-university interaction framework, (ii) the analysis of the community projects that CIPAT developed in the period 2017–2020, and finally, (iii) the evaluation of the impact of the actions carried out on the sustainability of the coastal aquifer. The community-university partnership has generated relevant information (e.g., water reserves, extraction processes, aquifer recharge, and care of the resource) for the community and has allowed for the strengthening and transmitting of knowledge in different specialties (education, culture, and environment). In the 2017–2020 period, four community projects were carried out with students, researchers, and the inhabitants of the rural area of Manglaralto. These projects allowed wells for water extraction and engineering structures such as dikes and green filters that help the use and recharge the aquifer. In addition, the initiatives carried out made it possible to inform the population of the importance of the sustainable exploitation of water resources. In general, this work made it possible to identify a natural laboratory of human interaction in which the results obtained are based on the collaboration and contribution of all the participating actors.

https://www.mdpi.com/2073-4441/13/15/1998/pdf

Community-University Partnership in Water Education and Linkage Process. Study Case: Manglaralto, Santa Elena, Ecuador

The aim of this study was to explore the potential of using a social robot in speech therapy interventions in children. A descriptive and explorative case study design was implemented involving the intervention for language disorder in five children with different needs with an age ranging from 9 to 12 years. Children participated in sessions with a NAO-type robot in individual sessions. Qualitative methods were used to collect data on aspects of viability, usefulness, barriers and facilitators for the child as well as for the therapist in order to obtain an indication of the effects on learning and the achievement of goals. The main results pointed out the affordances and possibilities of the use of a NAO robot in achieving speech therapy and educational goals. A NAO can contribute towards eliciting motivation, readiness towards learning and improving attention span of the children. The results of the study showed the potential that NAO has in therapy and education for children with different disabilities. More research is needed to gain insight into how a NAO can be applied best in speech therapy to make a more inclusive education conclusions.

https://www.mdpi.com/2071-1050/13/5/2771/pdf

A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders

This article describes an intrinsic case study of project-based learning (PBL) experience involving an NGO as an external client to promote sustainability competencies. Two research questions are posed: (1) How did this experiential PBL approach impact students learning to develop sustainability competencies by incorporating a responsible engineering perspective? (2) How did college students become engaged with social and sustainable PBL projects when external clients of developing economies were involved? The project-based design involved two subjects in the second year of an Industrial engineering degree. The client was an NGO with an existing project to improve the supply chain logistics of three refugee camps managed by women. Students had to cooperatively develop a sustainable proposal for the NGO with a global mindset. Findings obtained from the analysis of the reflections of students and teachers indicate that this methodology helps students to acquire comprehensively learning outcomes and to develop sustainability competencies. Sustainable and socially responsible engineering were achieved through a methodology that considers the UN Sustainable Development Goals (SDGs) and engages students in real projects. This approach promotes student awareness on the importance of their actions and their personal behavior as engineers, including a gender perspective, while training them to move towards SDG4 and 5.

https://www.mdpi.com/2071-1050/12/12/4817/pdf

Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps

Nowadays higher education teachers are getting involved in motivating students to acquire significative learning throughout their life, as a contribution to their personal growth. To achieve this objective, specific teacher training in developing emotional competences in the teachers becomes necessary. The teacher, consciously or unconsciously, creates a work climate in the classrooms which affects to the learning outcomes. Though, students’ motivation is affected by the teacher behavior, his proximity to the student, his ability to manage emotions, to empathize and to communicate effectively. Non-verbal aspects are undoubtedly relevant in this process. However, teachers receive non significative experiential training on somatic aspects concerning the presence and expression of the body in the classroom. This paper presents the preliminary results of implementing an experiential learning program focused on body awareness and non-verbal communication. This enactive learning allows to improve teaching competencies related to emotional intelligence (intra and interpersonal).

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Paloma J. Velasco-Quintana

Papers

A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders

Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps

Non-Verbal Teacher Training Program: Emotional Intelligence, Body Awareness and Communication