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Understanding the system of connections between societal contexts and policy outcomes in municipal governments provides important insights into how community sustainability happens, and why it happens differently in various communities. A growing body of research in recent years has focused on understanding the socio-economic characteristics of communities and cities that are recognized as policy leaders in sustainability. In this paper, we expand the focus beyond the leaders in sustainability as we apply a selection of socio-demographic influences of community sustainability to a large sample of U.S. communities using community classification analytics to identity a range of community types and levels of engagement with sustainability. Our typology presents an integrated and comprehensive perspective on the structure of community sustainability in the United States, highlighting key points of comparison between human capital factors such as population size and density, affluence, home ownership, and adoption of sustainability policy. The analysis provides new insights not only about community leaders in sustainability, but also communities with the civic and social capacity to do more, and the challenges that may inhibit sustainability efforts in others.

To effectively address the sustainability crises our planet faces, decision-makers at different levels of government worldwide will have to get a handle on three key challenges: learning from Global North and South initiatives in tandem, taking stock of social innovations alongside technological fixes, and nurturing grassroots sustainable development initiatives next to, or in place of, top-down corporate and government interventions. Current scientific literature and grant-making institutions have often reinforced the compartmentalized fashion in which we learn and draw policy lessons from North/South, social/technical, and bottom-up/top-down sustainability initiatives, including local food system innovations. The strategic levers for global sustainable development lying in-between are thus left out. This paper uses exploratory, multiple case study analysis to address this omission. By concurrently drawing lessons from grassroots innovations in Brazil, New York, and Senegal—three profoundly different socioeconomic and geographic contexts—we identify common pressure points that have enabled local communities to drive system-wide transformations toward climate adaptation, resilience, and sustainability in the agri-food system. The findings of this paper would be of value to scholars, government officials, and community groups engaged in agri-food systems sustainability and interested in the processes of change that have allowed budding innovations to stabilize and scale up.

The prevailing need for a more sustainable management of natural resources depends not only on the decisions made by governments and the will of the population, but also on the knowledge of the role of energy in our society and the relevance of preserving natural resources. In this sense, critical work is being done to instill key concepts—such as the circular economy and sustainable energy—in higher education institutions. In this way, it is expected that future professionals and managers will be aware of the importance of energy optimization, and will learn a series of computational methods that can support the decision-making process. In the context of higher education, this paper reviews the main trends and challenges related to the concepts of circular economy and sustainable energy. Besides, we analyze the role of simulation and serious games as a learning tool for the aforementioned concepts. Finally, the paper provides insights and discusses open research opportunities regarding the use of these computational tools to incorporate circular economy concepts in higher education degrees. Our findings show that, while efforts are being made to include these concepts in current programs, there is still much work to be done, especially from the point of view of university management. In addition, the analysis of the teaching methodologies analyzed shows that, although their implementation has been successful in favoring the active learning of students, their use (especially that of serious games) is not yet widespread.

AbstractIncreasing resource scarcity and what has been called “the end of cheap nature” are prompting policymakers and scholars to foster more circular economies to reduce waste and lengthen the lifespan of material goods. Our essay critically examines the political and economic relationships between urban and rural geographies in the context of secondhand economies. Practices of bartering, swapping, selling, and repairing used goods have long been important to rural people and places, but the increasing commodification of discards risks upending rural livelihoods and ways of being as goods move toward urban centers. We explore the relationship between rural and urban reuse economies and suggest how future scholars of rural North America might contribute to strengthening and supporting localized reuse practices.

Background: Although tests specific to newborn rats have frequently verified their susceptibility to the reinforcing properties of ethanol, demonstration of comparable reinforcing effects in older infants has been elusive. Using a second‐order conditioning procedure, the present study assessed in preweanling rats whether pairing with early postabsorptive effects of ethanol would render intraorally delivered gustatory stimuli capable of positive reinforcement for association with a salient texture. Direct reinforcing effects of ethanol were also evaluated through intake tests of gustatory stimuli previously paired with the drug. Blood ethanol levels (BELs) were determined for each of the ethanol doses used.Methods: Pups (14 days old) were stimulated with intraoral infusion of sucrose (10% v/v), water, or quinine (0.0045% w/v) 5 minutes after being intragastrically (i.g.) administered 0.00, 0.25, 0.50, or 2.00 g/kg ethanol (Experiments 1 and 2). These stimuli were then briefly presented while pups experienced a rough texture (sandpaper). Rats were subsequently evaluated in a 2‐way texture location test (sandpaper vs smooth surface). In Experiment 3, sucrose, water, or quinine was paired with early postabsorptive effects of ethanol (0.00, 0.50, or 2.0 g/kg). Consumption of these stimuli was later assessed. Motor activity patterns during the intake test were also evaluated. In Experiment 4, BELs corresponding to 0.25, 0.50, or 2.0 g/kg ethanol were determined 5 and 20 minutes after i.g. administration (time periods were in accord with the onset and offset of intraoral stimulation used in the previous experiments).Results: Intraoral infusion of sucrose, water, or quinine, while under a state of sobriety and paired with sandpaper, resulted in roughly 50% preference for this texture. Sandpaper preferences were significantly elevated in pups that had experienced sucrose or water in a nonsober state—while under the effects of ethanol (Experiments 1 and 2). This indicated reinforcing effects of the ethanol intoxication. Pairing ethanol intoxication directly with consumption of sucrose, water, or quinine did not affect their later consumption. Yet, there were clear indications that this pairing resulted in conditioned behavioral activity patterns. Blood ethanol levels corresponding to the ethanol doses used here ranged between 10 and 150 mg%.Conclusions: Infants appear sensitive to pharmacological reinforcing properties of low and relatively high ethanol doses. This sensitivity was revealed indirectly, by pairing gustatory stimuli with ethanol intoxication and then allowing these stimuli to act as second‐order reinforcement for a quite different (tactile) stimulus. Behavioral activation elicited by the gustatory stimuli previously paired with a state of intoxication seems to compete with the expression of ethanol's motivational properties as assessed through intake tests.

In the early 21st century, societies and their governments around the world have been meeting unprecedented challenges, many of which surpass the capacities, capabilities, and reaches of their traditional institutions and their classical processes of governing. Among these challenges are the need for an accelerated transition of the global economy from its current fossil fuel basis to renewable energies, the so-called post-carbon era also known as the third industrial revolution, the containment and reduction of government spending and debt financing, the increasing rapidity of market changes, and the expanding lag of timely interventions via traditional lawmaking and government action. While upholding the proven principles of Western democracy, democratic self-governance in 21st century market economies apparently needs to develop new institutional formats and novel mechanisms for staying abreast with the systemic dynamics of a tightly interconnected global society. We claim that actionable and omnipresent information along with its underlying technologies are substantial prerequisites and backbones for developing models of smart (democratic) governance, which foster smart, open, and agile governmental institutions as well as stakeholder participation and collaboration on all levels and in all branches of the governing process. We present and discuss an agenda for research and practice, which advances the concept of smart, open, and participatory government of the 21st century.

This article presents a case study of innovation in sustainability education in higher education. It does so by explaining the to-date progress of a multi-year reaccreditation process begun in 2016 for the College of Charleston (CofC), a public liberal arts and sciences university in Charleston, South Carolina of approximately 10,000 undergraduates and 1300 graduate students. The question addressed is how can a higher education institute strategically embed sustainability literacy that is focused on social/environmental engagement, in a way that contributes to measurable student learning gains? We argue that the leverage point of institutional reaccreditation provides a strategic entryway into embedding such sustainability across curricular and co-curricular settings in innovative capacities. We do so by discussing how sustainability education was implemented into a co-curricular civic engagement program, alternative break, to build students’ sustainability literacy at the College of Charleston. The article concludes by reflecting on lessons learned at CofC on how to use institutional reaccreditation as a driver of sustainability education through civic engagement in an era of socio-ecological collapse.

This research proposes technical performance over time as a fourth pillar of sustainability theory for infrastructure. It also describes a method that allows us to discover how changes in the technical pillar (operationalized as reduced breakage rates) may moderate the influence of the social pillar (operationalized as repair rates) on sanitation infrastructure outcomes. Oral histories were used to develop a history of sanitation for each of 152 poor households in four rural communities in Bangladesh that have gained access to sanitation in the past decade. Transcriptions and qualitative coding identified reported states of sanitation (for example, broken vs. functional) at three time steps. These were used to develop an initial vector and transition matrix for a Markov chain analysis. The breakage rate in this model was then adjusted to investigate the impact of improved technical durability on sanitation outcomes. For the case analysed here, we found that increasing infrastructure durability by 50% (an ...