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   Moomaw, William R. ; Bhandary, Rishikesh Ram ; Kuhl, Laura ; Verkooijen, Patrick ( February 2017 , Global Policy)
2. Product Development Using Perceived Correlations Between the United Nations Sustainable Development Goals and Social Impact Categories

   https://doi.org/10.1115/DETC2021-72065  

   Johnson, Gabrielle E. ; Fisher, Marin J. ; Salmon, John L. ; Mattson, Christopher A. ( August 2021 , Proc. ASME. IDETC-CIE2021, Volume 5: 26th Design for Manufacturing and the Life Cycle Conference (DFMLC))

   This paper discusses the perceived relations between the Social Impact Categories (SIC) and Social, Economic, and Environmental (SEE) Aspects derived from the United Nations’ Sustainable Development Goals (SDGs). Surveys showed high correlations between Health and Safety and Population Change to the majority of SEE Aspects. There were also high correlations between the SICs and economic and environmental factors. Further research will survey perceived relations between all three SEE impact categories.

    

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3. Synergies and tradeoffs among Sustainable Development Goals across boundaries in a metacoupled world

   https://doi.org/10.1016/j.scitotenv.2020.141749  

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4. An Inquiry Approach to Teaching Sustainable Software Development with Collaborative Version Control

   https://doi.org/10.58021/S5WC72  

   Frisbie, Rachel L. ; Grete, Phillip ; Gline, Forrest ( January 2022 , Institute for Scientist and Engineer Educators (ISEE))

   Seagroves, Scott ; Barnes, Austin ; Metevier, Anne ; Porter, Jason ; Hunter, Lisa (Ed.)

   Software development is becoming increasingly ubiquitous in STEM disciplines resulting in the need for education in associated computational skills. To address this need, we designed a "Sustainable Software Development with Collaborative Version Control" workshop in the 2019 Institute for Scientist & Engineer Educators (ISEE) Professional Development Program (PDP). We describe here the development process and following delivery of the workshop. In particular, we explored how to apply an inquiry approach to learning computational skills. By design, PDP activities intertwine content and “cognitive STEM practices,” and teasing apart content and practice is important for STEM education. We encountered challenges with this task because our content — exploring software sustainability with collaborative version control — is much like a practice in itself. We designed our workshop to introduce the critical skill of sustainable software development using collaborative version control systems with an inquiry approach rather than the more typically used, strictly technical approach. We emphasize the authentic, broadly applicable nature of the workshop in which learners jointly design, test, and discuss their own increasingly complex development workflows. The development process for our workshop may be useful for educators who want to introduce software practices to learners from many disparate STEM disciplines that leverage computational methods and require software development to approach research questions. 

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5. Impacts of international trade on global sustainable development

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