Engineering for Sustainable Development: Guiding Principles
Engineering for Sustainable Development: Guiding Principles
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>