LCA as an element in environmental management systems—comparison of conditions in selected organisations in Poland, Sweden and Germany

Purpose

In this two-part paper (Background and Initial Assumptions (part 1) and Results of Survey Research (part 2)), we present surveys whose main objective is to determine whether, and to what extent, the life cycle assessment (LCA) technique is used for the identification and assessment of environmental aspects in environmental management systems (EMS) and whether there are any differences in this respect between the companies and countries analysed.

Methods

The survey research was carried out using the computer assisted self-administered interviewing method among selected Polish, German and Swedish organisations which implement EMS in accordance with the requirements of ISO 14001 and/or the EMAS regulation.

Results

The organisations investigated, regardless of their country, are dominated by qualitative and semi-quantitative techniques of assessment and identification of environmental aspects. LCA was used sporadically, although some differences can be observed between the countries analysed.

Conclusions

The environmental managers accustomed to traditional qualitative and semi-quantitative solutions have not been given preparation to enable them to understand and adopt different approaches such as LCA. On the other hand, representatives of the organisations investigated declared that they were ready to accept an even longer timescale for the identification and assessment processes relating to environmental aspects, which represents a potential opportunity for LCA. The more precise understanding and definition of environmental problems that are precisely defined in LCA would represent a novelty for environmental managers. In practice, environmental problems are defined in a general sense and rather ambiguously, as this level of detail is sufficient in the context of qualitative and semi-quantitative techniques commonly used for the identification and assessment of environmental aspects.     

The science of sex and gender in human health: online courses to create a foundation for sex and gender accountability in biomedical research and treatment

Background

Sex and gender differences play a significant role in the course and outcome of conditions that affect specific organ systems in the human body. Research on differences in the effects of medical intervention has helped scientists develop a number of sex- and gender-specific guidelines on the treatment and management of these conditions. An online series of courses, “The Science of Sex and Gender in Human Health,” developed by the National Institutes of Health Office of Research on Women’s Health and the U.S. Food and Drug Administration Office of Women’s Health, examines sex and gender differences and their implications. Thus far, three online courses have been generated. The first course offers an overview of the scientific and biological basis for sex- and gender-related differences. The second course is focused on disease-specific sex and gender differences in health and behavior and their implications. Finally, the third course covers the influence of sex and gender on disease manifestation, treatment, and outcome.

Methods

Data were obtained using website analytics and post-course surveys.

Results

To date, over 1000 individuals have completed at least one course. Additionally, 600 users have received continuing education credit for completing a course in the series. Finally, the majority of respondents to the online course survey have indicated that the courses considerably enhanced their professional effectiveness.

Conclusions

“The Science of Sex and Gender in Human Health” online courses are freely available sources of information that provide healthcare providers and researchers with the resources to successfully account for sex and gender in their medical practice and research programs.

     

Mapping and characterization of LCA networks

Purpose

The aims of this study were to provide an up-to-date overview of global, regional and local networks supporting life cycle thinking and to characterize them according to their structure and activities.

Methods

Following a tentative life cycle assessment (LCA) network definition, a mapping was performed based on (1) a literature search, (2) a web search and (3) an inquiry to stakeholders distributed via the two largest LCA fora. Networks were characterized based on responses from a survey.

Results and discussion

We identified 100 networks, of which 29 fulfilled all six criteria composing our tentative network definition (the remaining fulfilled four to five criteria). The networks are mainly located in Europe and the USA, whilst Africa, the Middle East and Central Asia are less covered regions. The survey results (from 25 network responses) indicate that LCA networks appear to be primarily small- to medium-sized (<100 members) and to include a large proportion of academia and industries, including small- and medium-sized enterprises, with much less involvement of authorities and non-governmental organisations. Their major activities relate to knowledge sharing and communication, support of case studies, and development of life cycle inventories and impact assessment methods. Networks in developing economies have different structures and activities than networks in developed economies and, for instance, more frequently have members from non-governmental organisations. Globally, an increasing trend in the formation of LCA networks over time is observed, which tends to correlate with the number of LCA scientific publications over the same time period. Continental distributions of networks also show a correlation with the number of LCA publications from the same region.

Conclusions

The provided list of LCA networks is currently the most comprehensive, publicly available mapping. We believe that the results of this mapping can serve as a basis for deciding where priorities should be set to increase the dissemination and development of LCA worldwide. In this aim, we also advocate the creation of an online, regularly updated database of LCA networks supplemented by an online platform that could facilitate network communication and knowledge sharing.     

慕课在生物化学课程教学中的作用——华南农业大学《生物化学》“MOOC+线上见面课”课程教学实践

生物化学不仅是生物类专业的基础课,也是发展最快的前沿课程之一。传统的线下教学模式面对生物化学的繁杂体系暴露出许多问题,通常教学效果不佳。随着互联网技术的发展,“互联网+”教育得到快速发展。慕课与微课等线上课程为许多高校提供了丰富的学习资源,钉钉课堂、腾迅课堂、雨课堂、微信交流平台等线上课程直播,也让学生足不出户就能实现同步学习。线上教学在新冠疫情期间成为全国大中小学院校的主要教学模式,但经过几年的推广,单纯的线上教学在教学效果方面也暴露出诸多问题。为充分发挥线上、线下教学的各自优势,混合式教学成为发展方向。华南农业大学在2019年初开始与智慧树平台合作,建立生物化学的教学慕课,在2020年新冠疫情期间,我校生物化学课程教学采用了“MOOC+线上见面课”的线上混合教学模式。教学反馈结果显示,学生单纯依靠MOOC并不能很好地完成生物化学的学习,但“MOOC+线上见面课”则获得了学生的普遍认可。该教学模式不仅能提高学生的学习兴趣和学习主动性,在一定程度上也能提升教学质量和学习效果,为今后“MOOC+线下课”的应用提供了参考。     

Achieving consistency in life cycle assessment practice within the European construction sector: the role of the EeBGuide InfoHub

Purpose

The objective of the paper is to discuss the role of a new guidance document for life cycle assessment (LCA) in the construction sector available as an online InfoHub.

Methods

This InfoHub derives from the EeBGuide European project that aimed at developing a guidance document for energy-efficient building LCA studies. The InfoHub is built on reference documents such as the ISO 14040-44 standards, the EN 15804 and EN 15978 standards as well as the ILCD Handbook. The guidance document was filled with expertise and knowledge of several experts. The focus was put on providing scientifically sound, yet practical guidance.

Results

The EeBGuide InfoHub is an online guidance document, setting rules for conducting LCA studies and giving instructions on how to do this. The document has a section on buildings—new and existing—and a section on construction products. It is structured according to the life cycle stages of the European standards EN 15804 and EN 15978, covering all aspects of LCA studies by applying provisions from these standards and the ILCD handbook, wherever applicable. The guidance is presented for different scopes of studies by means of three study types. For the same system boundaries, default values are proposed in early or quick assessment (screening and simplified LCA) while detailed calculation rules correspond to a complete LCA. Such approach is intended to better match the user needs in the building sector.

Conclusions and recommendations

This paper can be viewed as a contribution to the ongoing efforts to improve the consistency and harmonisation in LCA studies for building products and buildings. Further contributions are now needed to improve building LCA guidance and to strengthen links between research, standardisation and implementation of LCA in the construction practice.     

An exploration of instructor perceptions of community college students’ attitudes towards evolution

Background

Faculty perception of student knowledge and acceptance of subject matter affects the choice of what to teach and how to teach it. Accurate assessment of student acceptance of evolution, then, is relevant to how the subject should be taught. To explore the accuracy of such assessment, we compared how community college instructors of life sciences courses perceive students’ attitudes towards evolution with those students’ actual attitudes towards evolution.

Results

The research had two components: (1) a survey of students of several biology classes at a community college about their acceptance of evolutionary theory and (2) interviews with the biology faculty teaching those classes about their perceptions of their students’ attitudes towards evolution. Results of the study indicate relatively high levels of acceptance of evolution among community college students at this West Coast institution. We also found that community college instructors of life sciences courses varied in accuracy of their perceptions of their students’ attitudes towards evolution–but not systematically. Although one professor assessed each class quite accurately, the other two professors frequently underestimated the acceptance of evolution among their students.

Conclusions

Errors in perception seemed independent of whether the class was composed of majors, nonmajors, or a combination. Clearly, in our sample there is much idiosyncrasy regarding community college instructor accuracy concerning student opinions about evolution.

     

A critical evaluation of Brazilian life cycle assessment studies

Purpose

A critical evaluation of the life cycle assessment (LCA) studies was performed in the main scientific bibliographic databases (online and free access) of Brazil where the LCA methodology could be considered.

Methods

This has been an exploratory study with a qualitative evaluation of quantitative LCA studies with regard to International Organization of Standardization (ISO) 14040 standards. Firstly, the selected papers were those which used the LCA methodology in case studies (quantitative LCA studies). This survey was based on previously chosen keywords which were directly and/or indirectly related to LCA in Portuguese, English, and Spanish.

Results and discussion

One hundred and twenty papers related to LCA were found, among which 21 have been effectively used the LCA methodology applied to case studies. The study has indicated agriculture and livestock as some promising areas for the use of LCA methodology in Brazil. As for the scope of LCA, it has been found that nine papers have adopted the cradle-to-grave approach, whereas 12 papers have limited the study to some life cycle stage (cradle-to-gate, gate-to-gate, or gate-to-grave). This behavior can be justified by the difficulty in obtaining data from raw material, supply chain, inputs, or about the disposal, reuse, and recycling of products/systems. The criteria set out in the ISO 14040 standard was carried out in 17 out of the 21 selected papers.

Conclusions

The LCA of Brazilian studies could be improved. For instance, when considering the requirements and guidelines of ISO standards, at the goal phase, the papers have clearly mentioned their target audience. The scope phase requires more explanation about the allocation procedures, once the process/product is not isolated, and for most processes, it may generate more than one product. As regards the Life Cycle Inventory, these studies could improve their data sources, once few papers used primary sources. According to our understanding, the best phase performed by the papers was life cycle impact assessment. Hopefully, LCA will become a known research area and will be adopted by most of the Brazilian scientific community. It is further expected that LCA might have a regular publication in scientific journals (perhaps an own journal).     

Perceptions on LCA implementation: evidence from a survey on adopters and nonadopters in Italy

Purpose

This paper introduces the results of an Italian survey on the implementation of life cycle assessment (LCA). Both LCA adopters and nonadopters were involved, in order to understand the main benefits and barriers to the adoption of LCA and how the experiences of LCA adopters differ from the expectations of nonadopters.

Methods

Approximately 2000 Italian companies were contacted and 122 companies participated in the online survey, which represent the 6.5 % of the statistical population of our study. To define the statistical population, firms that had implemented an LCA or an environmental initiative according to an official international standard were only considered. Statistically significant differences in answers between LCA adopters and nonadopters were tested by performing the Mann–Whitney test.

Results and discussion

Companies recognize that LCA can provide useful information to drive strategic decisions and product design, and it is perceived as an opportunity to improve the current monitoring systems. In addition, companies recognize the potential of LCA in marketing, making the communication of green attributes more substantial and robust. Focusing on the barriers experienced by LCA adopters, data collection can be cited. Communication issues also pose a barrier to the further implementation of LCA. The analysis of the results and the comparison of the results for the two groups of respondents highlight that on average, the difficulties are considered as more important than the benefits and that nonadopters tend to overestimate the difficulties and underestimate the benefits connected to the implementation of LCA.

Conclusions

The findings shed light on LCA-related issues both for companies and public servants. The misconception of LCA by nonadopters suggests that an increased awareness is the key to the success of LCA and to its more widespread adoption by companies. It is essential to create and disseminate know-how and sensitize companies to the real barriers and benefits of adopting an LCA. The awareness of potential LCA adopters can be raised by training and education initiatives, as well as by increased possibilities to experiment with these kinds of tools (public programs for financial support, fiscal incentives). On the other hand, market and communication research would contribute to better understand how the environmental impacts of products can be more effectively communicated to clients and consumers.

     

Treatment of specific macrovascular beds in patients with diabetes mellitus

Background

A ubiquitous dilemma in medical education continues to be whether and how to integrate research competencies into the predoctoral curriculum. Understanding research concepts is imbedded in the six core competencies for physicians, but predoctoral medical education typically does not explicitly include research education. In an effort to quickly report academic research findings to the field, this is the second in a series of articles reporting the outcomes of a research education initiative at one college of osteopathic medicine. The first article described the competency model and reported baseline performance in applied understanding of targeted research concepts. This second article reports on the learning outcomes from the inaugural year of a course in basic biomedical research concepts.

Methods

This course consisted of 24 total hours of classroom lectures augmented with web-based materials using Blackboard Vista, faculty moderated student presentations of research articles, and quizzes. To measure changes in applied understanding of targeted research concepts in the inaugural year of the course, we administered a pretest and a posttest to second year students who took the course and to first year students who took an informatics course in the same academic year.

Results

We analyzed 154 matched pretests and posttests representing 56% of the 273 first and second year students. On average, the first year (53) and second year students (101) did not differ in their mean pretest scores. At posttest the second year students showed significant improvement in their applied understanding of the concepts, whereas the first year students' mean posttest score was lower than their mean pretest score.

Conclusions

This biomedical research course appears to have increased the second year students' applied understanding of the targeted biomedical research concepts. This assessment of learning outcomes has facilitated the quality improvement process for the course, and improved our understanding of how to measure the benefits of research education for medical students. Some of the course content and methods, and the outcome measures may need to be approached differently in the future to more effectively lay the foundation for osteopathic medical students to utilize these concepts in the clinical setting.     

Feedback GAP: study protocol for a cluster-randomized trial of goal setting and action plans to increase the effectiveness of audit and feedback interventions in primary care

Background

The implementation of new medical knowledge into general practice is a complex process. Blended learning may offer an effective and efficient educational intervention to reduce the knowledge-to-practice gap. The aim of this study was to compare knowledge acquisition about dementia management between a blended learning approach using online modules in addition to quality circles (QCs) and QCs alone.

Methods

In this cluster-randomised trial with QCs as clusters and general practitioners (GPs) as participants, 389 GPs from 26 QCs in the western part of Germany were invited to participate. Data on the GPs' knowledge were obtained at three points in time by means of a questionnaire survey. Primary outcome was the knowledge gain before and after the interventions. A subgroup analysis of the users of the online modules was performed.

Results

166 GPs were available for analysis and filled out a knowledge test at least two times. A significant increase of knowledge was found in both groups that indicated positive learning effects of both approaches. However, there was no significant difference between the groups. A subgroup analysis of the GPs who self-reported that they had actually used the online modules showed that they had a significant increase in their knowledge scores.

Conclusion

A blended learning approach was not superior to a QCs approach for improving knowledge about dementia management. However, a subgroup of GPs who were motivated to actually use the online modules had a gain in knowledge.

Trial registration

Current Controlled Trials ISRCTN36550981.     

MOOCs – Lernen im Internet

MOOCs – the next generation of lectures? Massive open online courses (MOOCs) are free internet‐based courses that allow to illustrate topics in an entertaining and vivid way. The number of courses offered is rising rapidly, and a wide range of topics is covered. Our English‐language MOOC “DNA – from structure to therapy” is oriented towards high school students from all over the world who are interested in biology and perhaps plan to pursue a career in the life sciences. Even though the concept of MOOCs has not been perfected yet, they have many advantages. Therefore, MOOCs have the potential to become a permanent part of the global educational landscape.     

Environmental assessment of sewage effluent disinfection system: electron beam, ultraviolet, and ozone using life cycle assessment

Purpose

This study assesses the impacts of three different disinfection processes of sewage effluent, namely the electron beam (E-beam), ultraviolet (UV), and ozone systems, on the environment by using life cycle assessment (LCA).

Methods

The LCA employed was the comparative LCA which consists of three parts according to life cycle stages. Electricity consumption was the reference flow that can yield 99% disinfection efficiency for microorganisms present in a 1?×?10⁵?m³?day^?1 sewage treatment plant effluent over 20?years.

Results

The comparison of the LCA results indicated that the environmental impact of the UV disinfection system was the lowest, followed by the E-beam and ozone disinfection systems. The key issues of the E-beam, UV, and ozone disinfection systems are electricity consumption and SF₆ usage, electricity consumption and UV lamp, and electricity consumption and liquid oxygen feeding system, respectively.

Conclusions

Electricity consumption is the key input parameter that determines the LCA results.     

Teleological reasoning,not acceptance of evolution,impacts students’ ability to learn natural selection

Background

How acceptance of evolution relates to understanding of evolution remains controversial despite decades of research. It even remains unclear whether cultural/attitudinal factors or cognitive factors have a greater impact on student ability to learn evolutionary biology. This study examined the influence of cultural/attitudinal factors (religiosity, acceptance of evolution, and parents’ attitudes towards evolution) and cognitive factors (teleological reasoning and prior understanding of natural selection) on students’ learning of natural selection over a semester-long undergraduate course in evolutionary medicine.

Method

Pre-post course surveys measured cognitive factors, including teleological reasoning and prior understanding of natural selection, and also cultural/attitudinal factors, including acceptance of evolution, parent attitudes towards evolution, and religiosity. We analyzed how these measures influenced increased understanding of natural selection over the semester.

Results

After controlling for other related variables, parent attitude towards evolution and religiosity predicted students’ acceptance of evolution, but did not predict students’ learning gains of natural selection over the semester. Conversely, lower levels of teleological reasoning predicted learning gains in understanding natural selection over the course, but did not predict students’ acceptance of evolution.

Conclusions

Acceptance of evolution did not predict students’ ability to learn natural selection over a semester in an evolutionary medicine course. However, teleological reasoning did impact students’ ability to learn natural selection.

     

Rethinking a product and its function using LCA—experiences of New Zealand manufacturing companies

Purpose

It has been recognised that life cycle assessment (LCA) has a role in framing problem situations in environmental management. Yet relatively few studies have investigated whether the use of LCA does actually lead to the reconceptualisation of product systems as opposed to answering predefined questions. This paper discusses the experiences of six manufacturing firms that commissioned LCA studies as part of a life cycle management project managed by Landcare Research in New Zealand.

Methods

The initial goal and scope of the study was developed by each company’s representative in a workshop that was organised as part of the LCM project. The scope for three of the studies was subsequently redefined by the LCA specialists at Landcare Research and agreed with senior managers at the company. The LCA specialists undertook the LCA studies and presented the results to the companies.

Results and discussion

A significant reconceptualisation of the product system took place in three of the six LCA studies. This reconceptualisation would not have taken place if the scope of the LCA studies had been restricted to address the questions originally asked by the companies. The three companies showed some resistance to expanding the scope.

Conclusions

Use of LCA can lead to reconceptualisation of product systems by companies and quite different priorities for improvement options. Initial resistance to expanding a study’s scope may be (partially) overcome by data collection activities and informal discussions between the LCA specialist and company staff during the process of undertaking the LCA study.     

Marlo’s windows: why it is a mistake to ignore hazard resistance in LCA

Purpose

Hazard-resistant materials for homes promise environmental benefits, such as avoided waste and materials for repairs, which can be overlooked by scoping in life-cycle assessment (LCA) approaches. Our motivation for pursuing this research was to see how incorporating these avoided losses in the LCA could impact choices between hazard-resistant and traditional materials.

Methods

Two choices common in home construction were analyzed using an LCA process that incorporates catastrophe modeling to consider avoided losses made possible with hazard-resistant materials. These findings were compared to those based on a similar LCA that did not consider these avoided losses. The choices considered were standard windows vs. windows with impact-resistant glass and standard windows with no opening protection vs. standard windows with impact-resistant storm panels.

Results and discussion

For the window comparisons, the standard products were environmentally preferable when avoided losses from storm events were not considered in the LCA. However, when avoided losses were considered, the hazard-resistant products were environmentally preferable. Considering avoided losses in LCAs, as illustrated by the window choices, can change which product appears to be the environmentally preferable option. Further, as home service life increases, the environmental net benefit of the hazard-resistant product increases.

Conclusions

Our results show the value of an LCA approach which allows more complete scopings of comparisons between hazard-resistant materials and their traditional counterparts. This approach will help translate the impacts of hazard-resistant products into the more familiar language used to talk about “green” products, enabling more informed decisions by product manufacturers, those who develop building certification systems and codes, researchers, and other building industry stakeholders.     

Life cycle assessment (LCA) applied to the process industry: a review

Purpose

Life cycle assessment (LCA) methodology is a well-established analytical method to quantify environmental impacts, which has been mainly applied to products. However, recent literature would suggest that it has also the potential as an analysis and design tool for processes, and stresses that one of the biggest challenges of this decade in the field of process systems engineering (PSE) is the development of tools for environmental considerations.

Method

This article attempts to give an overview of the integration of LCA methodology in the context of industrial ecology, and focuses on the use of this methodology for environmental considerations concerning process design and optimization.

Results

The review identifies that LCA is often used as a multi-objective optimization of processes: practitioners use LCA to obtain the inventory and inject the results into the optimization model. It also shows that most of the LCA studies undertaken on process analysis consider the unit processes as black boxes and build the inventory analysis on fixed operating conditions.

Conclusions

The article highlights the interest to better assimilate PSE tools with LCA methodology, in order to produce a more detailed analysis. This will allow optimizing the influence of process operating conditions on environmental impacts and including detailed environmental results into process industry.