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Engineering for Sustainable Development: Guiding Principles

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Principle:<br />

Case Study:<br />

Jubilee River (Maidenhead,<br />

Windsor & Eton Flood<br />

Alleviation Scheme)<br />

Introduction of unit-dosed<br />

laundry cleaning products<br />

Glasgow University<br />

<strong>Sustainable</strong> <strong>Development</strong><br />

Policy and Practice<br />

1 Look beyond<br />

your own<br />

locality and<br />

the immediate<br />

future<br />

The potential effects of the<br />

scheme on upstream and<br />

downstream communities and<br />

habitats were studied<br />

alongside those in the areas to<br />

be protected from flooding<br />

and along the route of the<br />

scheme.<br />

Consumers and consumer<br />

groups are concerned about<br />

the long-term supply of raw<br />

materials and the final<br />

destination of product<br />

chemicals and packaging.<br />

The industry takes these and<br />

other factors into account <strong>for</strong><br />

any new product, generally<br />

through published life-cycle<br />

assessments.<br />

Initiatives at Glasgow University<br />

to engage students and staff in<br />

SD from local to global include:<br />

ecological footprinting, waste<br />

minimisation & recycling at<br />

Freshers’Week, and Fair Trade<br />

Fortnight.<br />

2 Innovate and<br />

be creative<br />

Many alternatives were<br />

considered. It is clear that it is<br />

much less-un-sustainable than<br />

an inaccessible, concrete<br />

trapezoidal channel would<br />

have been. The wetland area<br />

includes an area specifically<br />

designed <strong>for</strong> use in teaching<br />

ecology and nature<br />

conservation<br />

The range of products available<br />

means that there are always<br />

significant design choices:<br />

powder vs liquid vs tablet vs<br />

capsule, plus choice and<br />

functionality of <strong>for</strong>mulation<br />

and packaging. Long-term<br />

effects of design choices (such<br />

as phosphate vs zeolite) can<br />

never be predicted with<br />

certainty, being dependent<br />

on developing scientific<br />

assessments as we learn<br />

about ecosystems, and also on<br />

availability of infrastructures<br />

to enable recycling to be<br />

carried out.<br />

Embedding SD into a<br />

university and its curricula<br />

requires integration of a range<br />

of approaches, including topdown<br />

policy and strategy, and<br />

bottom-up awareness-raising<br />

and implementation. A<br />

University-wide SD Policy and<br />

Strategy has been agreed at<br />

Glasgow, but it is difficult to<br />

promote implementation with<br />

so many demands on the<br />

teaching staff <strong>for</strong> research and<br />

the general assumption<br />

amongst many staff that SD<br />

equates to environmental<br />

sustainability.<br />

3 Seek a<br />

balanced<br />

solution<br />

Significant environmental and<br />

financial capital was used, but<br />

significant environmental<br />

capital was also created, as well<br />

as enhanced human wellbeing<br />

and a significant<br />

reduction in risks of financial<br />

loss achieved. However, the<br />

new channel was not made<br />

navigable by powered craft<br />

because of the adverse effect<br />

on the environment and the<br />

ecological features in the<br />

project, and because of the<br />

desire to create a haven <strong>for</strong><br />

wildlife and quiet recreation.<br />

The balance in this industry is<br />

supplying an environmentallyresponsible<br />

product that<br />

consumers are willing to pay<br />

<strong>for</strong>. Consumers are becoming<br />

more environmentally aware<br />

but rarely is this used as an<br />

advertising plat<strong>for</strong>m. In this<br />

case, the main environmental<br />

benefit is lower material use.<br />

Environmental Sustainability is<br />

generally well-understood and,<br />

<strong>for</strong> example, Glasgow has won<br />

awards <strong>for</strong> its energy savings.<br />

Economic development remains<br />

the main driver, and focuses the<br />

staff on seeking major research<br />

funding rather than teaching.<br />

Social Sustainability is more<br />

difficult to engage, especially<br />

with technical subjects. The<br />

University’s role in <strong>Sustainable</strong><br />

Communities needs to be better<br />

understood and encouraged.<br />

Glasgow has sought SD links<br />

with different departments and<br />

the wider community to try to<br />

engage the social agenda of SD.<br />

32 The Royal Academy of <strong>Engineering</strong>

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