SDGzine #01

Collaborative publication on the sustainable development goals WWW.SDGZINE.ORG

#01 MARCH 2021 15€ - 20CHF

The Education Issue

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On 18 March 2021, UNITAR and the University of Geneva host the third Geneva Trialogue edition, under the theme of ”Scaling Open Innovation for the SDGs“. The 2021 Geneva Trialogue fosters communication and collaboration between academia, international organizations and the private sector, to tackle the UN Sustainable Development Goals.

This year, the Geneva Trialogue will connect initiatives, learnings and envisioned opportunities around open innovation, through which the SDGs can be implemented and progress.

International participants can attend and interact in 7 thematic panel discussions, led by partners from International Geneva, from the European Crowd4SDG project, from the Geneva Tsinghua Initiative and from the University Global Coalition.

The 2021 Geneva Trialogue marks the start of the Open Geneva Festival, from 18 - 28 March 2021, where the Trialogue sessions will continue as hands-on workshops and interactive hackathon experiences.

Date and Time 18 March 2021 9:00-18:00 CEST

Organisers

Location Online

More information on our website http://bit.ly/trialogue2021

In partnership with

G E N E VA TSINGHUA INITIATIVE

covid-egg

Social distancing furniture eggshell/ter info@covid-egg.com +33 679 91 11 13

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SDGZINE #02 Materials, plastic, alternatives NEXT ISSUE // CALLING FOR PROJECTS & PARTNERS

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Mushroom Shoe © Kristel Peters

info@sdgzine.org 5

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In this issue 8 /Editorial

The Future is Calling 10 /Navigation System

How To Read this Magazine 12 /Open Letter

The New Normal 13 /Open Letter

Sustainability at the Heart of Learning 14 /Designing the Future of Education LocalPeoples 19 /Shelters for the Pandemic Jupe 22

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/Recent Activities in the SDG Solution Space University of Geneva 24

/SDG Summer School 2019 Research Projects Geneva Tsinghua Initiative

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/SDG Summer School 2020 Open 17 Challenge Geneva Tsinghua Initiative

/Slow Fashion Recycling & Upcycling 30

/Allure Sauvage Plant-based Alternatives to Leather

32 /Loopers

Slow Fashion : Giving Clothes a Second Chance

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/Beauty For A Better World A Beauty without Irony Project - Ninette Murk

G E N E VA TSINGHUA INITIATIVE

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for the Sustainable Development Goals

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/SDGs & Fablabs 44 /Onl’Fait

Sustainable Agriculture Project with the European Space Agency 46

/Hydrogen for Electric Bicycles Pangloss Labs Collaborative publication on the sustainable development goals WWW.SDGZINE.ORG

#01 JANUARY 2021 15€ - 20CHF

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/SDGs & Business 50

/A Red Thread SDG LAB of the United Nations

The Education Issue

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Cover Image 54

/SDGs & International Geneva

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/Labbies School Section 60

/What SUP Towards a plastic-free Campus

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/Red Cross Geneva Interactive Idea using the Vintage Poster Exhibition

66 /9innovate

144 Kids and Experts on a Two Month SDG Research Project

68 /Coding Science with CERN

MicroClub Cern 70

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You’d think this is some random Lego construction.. but it’s actually a very clever prototype of a boardgame to teach about the sustainable development goals, one of the results of bright Indian students from the Life Lab Foundation, coming to Geneva on a science trip, session facilitated by Addictlab at the SDG solutionspace See Labbies School section page 48

/Elargis Tes Horizons Girl Empowerment Program

/Challenges & Briefing 72 /Challenges

Call to Action. What can you do, as individual, family,

school, organisation?

73 /Tools

What tools can we offer?

74 /Subscription

How to subscribe and support

This SDGZINE.ORG is an initiative from the ADDICTLAB ACADEMY and partners contributing to the sustainable development goals of the United Nations. ©LAB.002 sarl, 2021 all rights reserved

publisher Jan Van Mol LAB.002 sàrl 4 Reverdil - 1260 Nyon Switzerland SDGZINE address SDGSolutionSpace Campus Biotech Innovation Park Avenue Secheron 15 1202 Geneva - Switzerland

strategical board François Grey UNIGE Susana Perdiz UNIGE lab researcher Titane Lacroix

UNIGE student team operations Chaewoon Hwang communication Leonie Klamroth education Valentina Rossi

distribution distribution@sdgzine.org subscription subscription@sdgzine.org partnerships partners@sdgzine.org general inquiries info@sdgzine.org

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definition ABOUT THE SUSTAINABLE DEVELOPMENT GOALS The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries - developed and developing in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests.

The SDGs build on decades of work by countries and the UN, including the UN Department of Economic and Social Affairs In June 1992, at the Earth Summit in Rio de Janeiro, Brazil, more than 178 countries adopted Agenda 21, a comprehensive plan of action to build a global partnership for sustainable development to improve human lives and protect the environment.

Member States unanimously adopted the Millennium Declaration at the Millennium Summit in September 2000 at UN Headquarters in New York. The Summit led to the

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elaboration of eight Millennium Development Goals (MDGs) to reduce extreme poverty by 2015.

The Johannesburg Declaration on Sustainable Development and the Plan of Implementation, adopted at the World Summit on Sustainable Development in South Africa in 2002, reaffirmed the global community’s commitments to poverty eradication and the environment, and built on Agenda 21 and the Millennium Declaration by including more emphasis on multilateral partnerships.

At the United Nations Conference on Sustainable Development (Rio+20) in Rio de Janeiro, Brazil, in June 2012, Member States adopted the outcome document “The Future We Want” in which they decided, inter alia, to launch a process to develop a set of SDGs to build upon the MDGs and to establish the UN High-level Political Forum on Sustainable Development. The Rio +20 outcome also contained other measures for implementing sustainable development, including mandates for future programmes of work in development financing, small island developing states and more.

In 2013, the General Assembly set up a 30-member Open Working Group to develop a proposal on the SDGs. In January 2015, the General

Assembly began the negotiation process on the post-2015 development agenda. The process culminated in the subsequent adoption of the 2030 Agenda for Sustainable Development, with 17 SDGs at its core, at the UN Sustainable Development Summit in September 2015.

2015 was a landmark year for multilateralism and international policy shaping, with the adoption of several major agreements: •

Sendai Framework for Disaster Risk Reduction (March 2015)

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Addis Ababa Action Agenda on Financing for Development (July 2015)

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Transforming our world: the 2030 Agenda for Sustainable Development with its 17 SDGs was adopted at the UN Sustainable Development Summit in New York in September 2015.

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Paris Agreement on Climate Change (December 2015)

provides substantive support and capacity-building for the SDGs and their related thematic issues, including water, energy, climate, oceans, urbanization, transport, science and technology, the Global Sustainable Development Report (GSDR), partnerships and Small Island Developing States.

DSDG plays a key role in the evaluation of UN systemwide implementation of the 2030 Agenda and on advocacy and outreach activities relating to the SDGs. In order to make the 2030 Agenda a reality, broad ownership of the SDGs must translate into a strong commitment by all stakeholders to implement the global goals.

DSDG aims to help facilitate this engagement. (source https://sdgs.un.org/goals)

Now, the annual High-level Political Forum on Sustainable Development serves as the central UN platform for the follow-up and review of the SDGs. Today, the Division for Sustainable Development Goals (DSDG) in the United Nations Department of Economic and Social Affairs (UNDESA)

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editorial

the future is calling (and then COVID hit the fan) In February 2020 over 140 Students of year 9 at the International School of Geneva (Ecolint) were given 24 issues directly related to the 17 Sustainable Development Goals of the United Nations. These 13/14-year old’s were challenged to work together and come up with ideas, helped by experts in the respective fields.

This project created an enriching experience, adding new skills to the student’s regular educational program - cross disciplinary groups from different classes, working with one or more unknown adult experts from the field, requiring organization of their team and tasks...

Who takes the lead? How do they distribute the work?

Valuable lessons for kids that age. Well, all ages, if you ask me.

It became even more challenging, since some virus showed up and all plans needed to change drastically.

All kids stuck at home - how’s that for a setting of a two-month collaborative project?

An unforeseen organizational glitch, obviously. But the lockdown and the pandemic itself turned out to be a changemaker on different levels. It created a framework for new ideas to prosper. Instead of fictitious concepts, they could balance their ideas against actual concrete issues to tackle.

Reality thus overcame fiction and the wildest ideas should not be left out; COVID 19 showed (and shows) us the actual need for paradigm shifting ideation projects; in that sense, we can safely say COVID-19 is an unintended but major aspect added to the curriculum of these youngsters.

I am proud to welcome you to this first ‘real’ edition of the SDGzine. The idea of the SDGzine magazine is to create a source of inspiration and leave traces of the work that has been done. In my wildest dreams the magazine does not only document best practices that have been realised, but also can be at the start of new creative processes, helping accelerate those projects that deserve to be taken on by others.

Next to the special school editions we already have been producing, this SDGzine01 is a first edition with multiple stake holders, partners, schools, and businesses from different industries. I hope the magazine can help build an eco system and propagate the SDGs by sharing knowledge and documenting. In that sense, you are most welcome to join.

And true, in the case of the school kids, the lockdown made lots of actual actions impossible. But we cannot deny that the energy from these youngsters of the Ecolint project is exemplary. For other kids and schools, sure, but also for us, adults.

We might have forgotten about the importance of things. We might have lost a bit the hierarchy of needs of our planet and mankind. Browse through the magazine and you’ll get a wake up call: we need to act.

The future is calling. 144 students at a time.

This SDGzine is Addictlab’s and all our partners’ response to the call for a decade of action by Mr. Guterres of the UN. And we’re not going to get a virus in the way.

Jan Van Mol janvanmol@sdgzine.org

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manual

Navigation system

How to read this magazine : the 17 SDGS and over 140 Creative Disciplines ABOUT THE CREATIVE CHEMISTRY TABLE The Creative Chemistry Table was created 24 years ago by Jan Van Mol when he founded Ad!dict Creative Lab. The aim is mixing creative disciplines, to get inspiration from other fields and cultures, and obtain more depth in the creation process.

The more disciplines involved, the richer the idea. Ideas were gathered in a publication called Ad!dict.

During the years, Ad!dict Creative Lab – now addictlab – conducted numerous brainstorming sessions, published over 35 books or magazines, and set up ideation processes for companies and organisations going from the Thalys trains, Lexus, Diesel, the chocolate and the design industry, to governments, cities and regions.

Today, the Creative Chemistry table consists of 140 disciplines or human ‘capabilities’, 76 character cards, the 17 sustainable development goals and more. This card set is a concrete package from a proven methodology to allow groups of people and individuals to think out of the box. The sets are used by Addictlab for its own research and creative think tank projects, and by YourOwnLab for its clients and third parties needing innovation

and transformation, and by the Addictlab Academy for innovation in education through the school lab and science education projects.

The card set is divided into different categories and is a unique tool for collective intelligence: •

profiling based on skills & passion

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out of the box brainstorming sessions & ice breakers

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strategic reflections

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business modelling

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ideation & cocreation

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student orientation

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personal introspection

This SDGzine is a project on the www.addictlab.com website. You can follow the making off of SDGzine02 there as well. After registration, you can join the project and add your ideas and work.

What is Addictlab? research: find ideas

Creative Chemistry

Online Community: creative people and hubs

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innovation: sell ideas

education: share ideas

Brainstorming techniques / ideation processes Be your own creative lab

Addictlab Academy Educational programs Workshops STEAM camps

publications & exhibitions

sustainable development goals

Lab Research

Maker space

Ad!dict magazines SDGzine

Exhibitions/shop

Dedicated SDG research, tools, workshops, exhibitions, publications

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EATIVITY=CHEMISTRY

VE RY

CREATIV

image shown: Addictlab Creative Disciplines used for profiling, brainstorming and navigation through the SDGzine

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SDGzine guest edito

The New Normal Thoughts of a hopeful hopelessly romantic

I’m wondering, these days, are we learning? By being sentenced to stay between our four walls, if we are lucky enough to have them, we are given the opportunity to self reflect. And I think that is a gift we would be downright stupid not to accept and use.

I am a advertising freelancer who, like many of us, is without an income now. At first I panicked. When will this world go back to normal again? The reason I did was because I was seeing my lifestyle, my daily rhythm, all the things I’m so used to, along with that feeling of security, washed down the drain.

Then I started thinking about it in a different way. I realised I panicked about a kind of normality that in all likelihood we will not see again. And that’s a good thing. We are so focused on the process of earning and making more money than we need to enjoy our lifestyle that we are taking our basic needs like physical and mental health and much more for granted. We are locked in a system that dictates our lives from birth to the grave. A system that hasn’t been around for a long time yet. The industrial revolution started only about 200 years ago which is nothing in the big scheme of humanity. However, it got to us. Completely.

And the unfortunate thing is that it also revolutionised the hell out of our planet. That wonderful thing that gives us life, opportunities and love, and we have been systematically violating it, amputating it until the moment it said “enough”.

So what do we learn from that? I have stopped panicking and I am dreaming right now, that’s what romantics do. I am dreaming about how we could live together in a constructive way whilst respecting the earth and using it for what it was meant to be from the start. Utopia, I hear you say. Yes, definitely. We have the tremendous opportunity right now to create a near Utopia. And yes, it needs a mind shift from everybody, but we are already going through one now, the proof that we can.

Nice, so you are dreaming, any chance you might come up with concrete solutions? You’re right, and I don’t have the blueprint. But here’s a thing or two we could all mull about. I mean all, the world leaders, business leaders, shareholders, banks included. What if we prepared for a restart that is no longer based on the dogma that economies have to grow, but rather have to sustain life. What if the economy isn’t only functioning when people commute to work to earn more money to be able to buy another overpriced house, another car and pay for their umpteenth divorce and studying children from various marriages.

What if we produced differently. What if we consumed differently. What if we pursued a life with purpose in which abundance doesn’t only mean money?

But weren’t we already going in the right direction, the electric cars, the plastic ban, etc? Yes, we were starting something. But we started it from the wrong perspective. We started it from the angle of damage control. Like it or not, we are beyond that now. So let’s look at a total restart, let’s clean up the mess we left behind and let’s go back to the foundations of a happy, healthy, abundant life.

I truly think it is possible to make this world a much more modern place than it currently is, whereby life, care, respect and future are the most important keywords. We have the brains, we have the resources, we have the technology, but we need the willingness to get there.

This is the moment where we can go beyond climate marches. We all have the time to think about it now and come to conclusions for ourselves, rather than being frustrated about the lack of action when we see the news. In my opinion this is an enormous opportunity for the World Economic Forum, today. How can we all help to bring this to their agenda?

Let’s forget about normality. Appreciate your constructive thoughts.

A hopeful hopelessly romantic.

André Plaisir Subagan, Jasri Indonesia www.hereforbarong.com

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Open Letter FROM URGENCY TO AGENCY – Sustainability at the Heart of Learning

Dear Dr. Kumari, We, the undersigned, are all educators with a deep appreciation for the educational standard the IBO has set and furthered in the past 50+ years. Yet we feel that the environmental crisis that manifests itself ever more forcefully around the globe, is forcing the hand of education today. Students are deeply concerned and while it has been a relatively short time since School Strikes made the news, it is undeniable that the urgency behind this global movement demands a response from schools. What makes for a relevant education when the IPCC estimates that the human species has a window of no more than 8 years to drastically reduce its emission of CO2 to avoid irreversible Climate Change? What role can schools play to address the concerns of their students and to be on the right side of history?

We are convinced that schools can and should play an active role in mitigating Climate Change.

In our view, schools should reinvent themselves to become learning communities that go beyond preparing for the future; instead they should help shape that future, by allowing students and educators to prototype solutions for today’s challenges. After all, the IB Mission is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world. Doesn’t this also mean that IB educators have a responsibility to raise awareness about the climate challenge and give opportunities to make changes in their own lives and their communities?

By allowing students to actively engage with the local impacts of Climate Change, they will learn about the Sustainable Development Goals, Systems Thinking, Design Thinking and collaboration, equipping them with the skills and attitudes required to meet the challenges of their times. As such, sustainability can become a core driver of education, very much in line with IBO’s vision about student agency. It will allow for learning to be challenge-based, relevant, local and utterly engaging. It will give students a voice and allow them to make necessary changes in their school environment, at home and beyond.

We ask that the IBO, in its capacity as world leader in innovative

school systems, provide teachers with the required (online) training, students with the opportunity to make a difference now and provide schools access to relevant resources. To support schools in realising this, we propose developing a Cat 3 workshop linking sustainability, student well-being and global contexts to student agency and service learning. This workshop equips schools with the tools to develop bold initiatives, e.g. eliminating single use plastic from the campus, engaging the entire school community, an initiative which was successfully trialed at Ecolint’s La Chat’s campus. This workshop can, and indeed, should, be rolled out for all four programs. These tools will support and stimulate schools to play their role in shifting the balance in two impactful ways: firstly, by addressing their own carbon footprint and aim to become carbon neutral. Secondly, by engaging their communities in change processes, led by the students themselves, that will allow them and their families to reduce their negative impact and live the future now. Finally, these practices will need to be incorporated in the IB accreditation process.

We write to you on behalf of the Hearth community, which consists of 30+ educators and school leaders, all involved with sustainability education in their schools. We look forward to your response and to supporting this initiative in any way we can.

Sincerely, Jan Dijkstra Cindy Forde Elena Mora Jennifer Hahn

Math & TOK teacher Founder IB educator Science teacher Sustainability coordinator

Planetari Researcher Sustainability coordinator IS Geneva - Cambridge UK on sabbatical IS Turin La Châtaigneraie

Jan Dijkstra Cindy Forde Elena Mora Jennifer Hahn

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definition SUSTAINABLE DESIGN The intention of sustainable design is to “eliminate negative environmental impact completely through skillful, sensitive design” Manifestations of sustainable design require renewable resources and innovation to impact the environment minimally, and connect people with the natural environment.

“Human beings don’t have a pollution problem; they have a design problem. If humans were to devise products, tools, furniture, homes, factories, and cities more intelligently from the start, they wouldn’t even need to think in terms of waste, or contamination, or scarcity.

Good design would allow for abundance, endless reuse, and pleasure.” - The Upcycle by authors Michael Braungart and William McDonough, 2013.

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Design-related decisions are happening everywhere on a daily basis, impacting “sustainable development” or provisioning for the needs of future generations of life on earth. Sustainability and design are intimately linked. Quite simply, our future is designed.

The term “design” is here used to refer to practices applied to the making of products, services, as well as business and innovation strategy — all of which inform sustainability.

Sustainability can be thought of as the property of continuance; that is, what is sustainable can be continued into the future. (source: Wikipedia)

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SDGs & Design Research > Designing the Future of Education Local Peoples

> Mobile Recovery Units

Immediate Response to Hospital Overcrowding

Jupe, Inc., is a flat-packed modular housing technology startup built for easy mobility and rapid deployment, including crisis and disaster response. Using technology inspired by the auto and space industry, every recovery unit is surrounded by flat-packed modular patentpending interchangeable chassis that enables flexibility in unit configuration.

Designed by a coalition of veteran healthcare professionals, frontline ICU and ER physicians, architects, crisis response experts, auto designers, and space engineers, Jupe units are built to provide quick and cost-effective solutions to those 100M+ persons displaced by crisis including natural disasters, refugee crises, and those experiencing homelessness. (Page 14)

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Designing the Future of Education

As a new year – and decade – emerge from the devastation of a country on fire, it’s time to pause and address the largely parasitic relationship between humanity and our planet. While in the growthobsessed 2000s we blindly hurled ourselves into an uncertain future, the 2010s became an ode to post-growth: to unlearning and redefining the meaning of ‘progress’ in the face of a climate emergency. Never before have we experienced such accelerated change across so many areas that are vital to our wellbeing. We now know that our materialistic ways of living, along with rapid population growth, have given rise to an era of exponential global warming, known as the age of the Anthropocene. We know that human civilisation is on a path to extinction without decisive and radical rethinking of how we live.

A huge opportunity lies right before us – to radically refocus our learning institutions to solve some of the world’s biggest challenges.

We also know that human activity is the most important factor in determining our future.

So, in a decade regarded by many as the make-or-break era for human civilisation, how can we unlearn the ideas that have driven us here? How can we benefit from a refreshed way of thinking?

What steps can we take towards a future that doesn’t include the extinction of entire ecosystems?

Writing in the fifth century BCE, the pre-Socratic philosopher Heraclitus said, “change is the only constant”. As we dive headfirst into the Fourth Industrial Revolution, these words ring all the more

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true. With rapid upscaling of automation through AI, the explosion of the gig economy, and rapidly growing and ageing populations, the only certainty in how we live and work is change. This rapid change is also sparking anxieties of a near-future dystopia in which many humans find themselves obsolete – replaced in the workforce by robots and automated systems.

However, where there are threats, there are also opportunities.

Education once more emerges as the solution to problems of our own making. Learning can equip students with the skills to tackle global problems empathetically and creatively, and empower them with leadership in the face of adversity.

For the past year, Local Peoples has conducted new research into the future of work, education and learning, and what meaningful work will look like in 2020 and beyond, both for people and for the planet.

Students, we found, are anxious about their prospects for employment after study. Many worry that the huge investment in their education may not be relevant and deliver meaningful work.

A study of 500 students from nine leading Australian universities revealed that the majority of students feel their education is not adequately preparing them for the rapid changes underway in modern workplaces. In our research, we found that while 91 percent of students were seeking university education in order to differentiate themselves in the job market, only 51 percent felt confident in their ability to stand out. The gap in these responses reveals the divide between expectations and reality when it comes to the tangible, real-world outcomes higher learning institutions are preparing students for.

Students are not merely concerned with money and job security; they are looking to their educational institutions to help facilitate meaningful, socially impactful work. Over 90 percent of the students we surveyed wanted experience with purpose-driven organisations.

Meaning, contentment and helping to improve society are emerging as core goals for students. They are also central to new sustainable business practices. This shift is of paramount importance if we are to transition from a ‘growth at any cost’ mindset to a sustainable and equitable economic (and employment) landscape – a transition that is crucial to our survival as a species.

There is still a major gap between industrial and educational practices. But there is also huge potential for tertiary institutions to address these gaps by refocusing education on human-centred approaches to learning.

“We cannot teach our kids to compete with the machines who are smarter,” said Alibaba founder Jack Ma, speaking at the 2018 World Economic Forum. Instead, he argued, “we have to teach our kids something unique. In this way, 30 years later, kids will have a chance.”

Design thinking and humancentred design could help learning institutions better support students by working backwards from problems.

In design thinking, we start with the end in mind, imagine an outcome and then look for pathways to deliver it. We ask questions like: What problem are we looking to solve? How do we design a pathway to get there?

In human-centred design, perspectives like creativity, empathy and leadership – what the Foundation for Young Australians (FYA) describes as ‘enterprise’ skills – are used to tackle problems from the ground-up. By placing human interests at the center of educational development, we can see some exciting potentials for global problem-solving.

The most obvious and practical mechanism for building leadership and empathy is through interdisciplinary collaboration. Connection is one of the most important elements of human happiness; it is also crucial to unlocking creativity and meaningfully engaging people. Collaboration across disciplines not only builds empathy and compassion by increasing students’ experiences with a broader range of people and interests, but it also buttresses their sense of purpose and personal development through socially effective problem-solving.

So how can design thinking help? We can use it to support collaborative problem-solving in our education and work, helping to deliver the cross-disciplinary enterprise skills needed to tackle ambiguous and complex problems. When recruiters describe ‘T-shaped’ skill sets, these are the skills that make up the horizontal part of the T. T-shaped people have a range of transferable skills such as empathy, creativity, values literacy, communication, complex problemsolving and collaboration. They also have specialised knowledge, represented by the vertical part of the T. Universities have typically taught the specialised knowledge very well, but have not prioritised transferable skills.

Focusing on collaboration can also develop leadership. While design thinking promotes collaboration, it also relies on good leadership

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and respectful communication so that groups can experiment without fear of failure. In this way, collaboration serves as a valuable microcosm for leadership and empathy building, as well as communication practices and productive thinking around how best to tackle future problems.

Education could nurture resilient, transferable and employable graduates by focusing on three key goals informed by design thinking: building communication skills; nurturing empathy; and focusing on positive social impact.

Communication skills are becoming increasingly valuable as transferable assets that help future-proof young people’s careers.

As highlighted by the FYA in their 2017 report, The New Basics, employers demanding creativity from young job applicants increased by 65 percent between 2012 and 2015. Effective communication is an important enterprising tool that unlocks a host of other advantages: employability, charisma, strong leadership and empathy; as well as collaborative and interpersonal skills.

Important, ground-breaking ideas are meaningless if they cannot be communicated effectively and coherently.

Meanwhile, building the kinds of societies that will sustainably survive requires a refocus from profit to empathy – the ability to place ourselves in other people’s shoes. Empathy is a human condition that will only become more crucial in the workplace as robotics and automation begin to make vast segments of the labour market obsolete. What we do with technology and how we manage people emotionally and materially relies on a strong sense of empathy in order to avoid the increasing fragmentation of society.

Empathy improves communication, provides insight into human behaviour and helps develop solutions with positive social impact.

Finally, millennials and gen Z graduates are increasingly pursuing purpose-driven work. In this case, design thinking can help students to consider the outcome of their work and use multidisciplinary skills to create positive impact. In 2018, 91 percent of students agreed that their place of study should actively incorporate and promote sustainable development (UNESCO), and 70 percent wanted to see sustainable developments incorporated and promoted through all courses (National Union of Students of the United Kingdom). Students want to apply themselves to worthy causes. They want to understand the values behind financial, social and environmental causes. They want to contribute to a society free from the tired old bonds of exploitation, social inequality and environmental devastation.

The opportunities students are demanding for themselves lead to the outcomes we need in order to transition to a sustainable way of life. Our traditional education institutions present a mutually beneficial opportunity to help tackle the complex problems besetting our world. These challenges will take center stage over the coming decade, as innovations in these areas will have the potential to reshape entire industries overnight.

From our research, it seems clear there needs to be a shift in what we teach students to ensure they’re ready for jobs that, as yet, do not exist.

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Education has a clear and pivotal role in equipping people to tackle the problems we’ve created. While seemingly insurmountable at times, these challenges present Australian learning institutions with an enormous opportunity. By refocusing education practices to ready students for cross-disciplinary and human-centred problem solving, we can ensure not only that Australia will retain its mantle as a world leader in education, but that it will foster students ready to tackle the world’s biggest challenges.

There is no doubt that we are at a crossroads as a species. We are increasingly beset by economic, political and environmental disasters that threaten our very survival. How we approach these catastrophes and build sustainable societies is the great task of the new decade, and this century.

To collectively explore — and demonstrate— the importance of designing for play, Local Peoples are creating a learner’s ‘playground’ for patrons of Melbourne Design Week 2020. Aptly named College Of The Curious, the event is the first iteration of Local Peoples independent research project: ‘The Future Of Learning’. In this experiential challenge, attendees will navigate an obstacle course to explore their skills, attitudes and alternative thinking. We’re also hosting 100 Jobs of the Future – an interactive installation around the future of work. For more info, check out the full Melbourne Design Week program.

Want to play? You can secure your College of the Curious tickets here.

Local Peoples is a strategic design studio, using human-centred design to add economic, social and environmental value to organisations and brands. We solve business and social challenges through research, strategy and the confluence of spatial, visual and digital design. We’re proud to publish Matters Journal, a weekly digital and biannual print publication telling interconnected stories from the worlds of arts, design, technology, health, food and the environment.

Giuseppe (Pino) Demaio giuseppe@localpeoples.com

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Designing Mobile Recovery Units JUPE HEALTH LAUNCHES MOBILE RECOVERY UNITS AS IMMEDIATE RESPONSE TO HOSPITAL OVERCROWDING Why deploying mobile rooms for Healthcare workers and quarantined patients should be our top priority

NEW YORK, NY and TEXAS -- MARCH 26, 2020 -- Jupe, Inc., a flat-packed housing startup built for crisis and disaster response, today announced JUPE Health, a rapid-deployment recovery space designed for healthcare workers and quarantined patients. As U.S. hospitals brace for the future of the coronavirus, reaching capacity is one of the most critical issues healthcare workers face. JUPE Health aims to be an immediate response for a workforce that needs to stay near the hospital and for the anticipated flood of sick and recovering patients. JUPE Health units are equipped with mobile bedding, technology, and amenities to support long-term containment efforts.

JUPE Health is a first-of-its-kind model, designed by both physicians and patients to optimize and increase care capacity. A patentpending, internet-of-things enabled, all JUPE treatment spaces include a bed and are network-ready with air monitoring, climate control, and noise-reducing technologies. With most short-term healthcare efforts focused on dwindling medical supplies and masks, JUPE moved quickly in prototyping three health units with foresight into the capacity crisis, bringing mobile solutions forward for the places of highest need.

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JUPE Health Units Include: JUPE REST: A rest area and sleeping unit for medical professionals.

JUPE CARE: An off-grid deployable recovery unit for noncritical COVID-19 patients JUPE PLUS: A stand-alone ‘light intensive care unit’ for patients in critical care.

Designed for easy mobility for the most vulnerable areas, JUPE Health can deploy up to 24 units with a single 40’ flatbed and heavy-duty pickup truck to both rural and urban areas. Up to 500,000 can deploy on a single cargo ship. With hospitals being pushed to their limits, JUPE units provide a long-term solution to help ease and maintain surge capacity.

The potential for space shortages could put all of our medical professionals at great risk. The JUPE REST unit allows healthcare workers whose health remains compromised due to exposure to the coronavirus a safe space away from their families while treating patients to prevent further outbreak. The JUPE CARE unit allows non-critical patients the opportunity to recover in a space equipped with a clean toilet, sink, and showers. The JUPE PLUS unit provides a remote ICU station with a full hospital bed and additional ventilation equipment for those patients in critical care.

“The significant shortage of personal protective equipment (PPE), equipment - like ventilators - combined with the massive cost of quickly building the infrastructure and managing a hospital bedroom, which is about $1 million per unit all-in, is a massive undertaking. Hospitals can’t tackle it all rapidly enough, even once the federal government’s aid package kicks in,” said Dr. Esther Choo, Chief Medical Advisor, JUPE Health. “The health system has many overlapping needs right now, and cannot function well without all the pieces in place. We’re working to plug one of the more complex gaps.”

deployable recovery units gives us the best chance of fighting COVID-19 and to support our frontline medical professionals,” said Cameron Sinclair, Chief Humanitarian Advisor, JUPE Health, and TED prize winner for developing mobile health clinics and community-led disaster response.

“I’ve spent a good part of my life thinking about the quantum leap needed to solve for what should be a basic human right: dignified housing. This leap will ultimately be about team, tech, and timing,” said Dr. Jeff Wilson, CEO of Jupe. “Never before has a team of rocket-engineers, car-designers, architects, humanitarians, medical doctors, IOT-experts, and boutique hoteliers come together around a mission like this. Never before has the housing industry leveraged auto, space and software technology. Never before has the timing been more utterly critical than today.”

Amid the COVID-19 crisis, JUPE Health is positioned to rapidly alleviate containment and care capacity issues related to physical space limitations. JUPE is led by internationally recognized health advocate and physician Dr. Esther Choo (of #GetMePPE, Equity Quotient), humanitarian designer Cameron Sinclair of (AirBnB, Architecture for Humanity, Worldchanging), and modular housing innovator Jeff Wilson (Kasita, Dumpster Project). The extended JUPE team includes multidisciplinary assembled experts across the technology, architecture, medical, auto design, and hospitality industries. Together, the team will guide the design, development, build and deployment of the first portable hospital units designed for and by doctors and patients.

Today, JUPE is releasing a call-to-action to help alleviate the need for emergency healthcare shelter and care units. JUPE Health is seeking institutional partners for delivery of batches of 24 units and all-star players to help build the future of humane healthcare for those who need it most. www.jupe.com

“Having worked for decades in crisis situations, it is vital to put your health facilities where the epidemic is spreading. Having highly

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definition ABOUT THE SDG SOLUTION SPACE The Geneva SDG Solution Space was created by the University of Geneva for the Geneva Tsinghua Initiative, a comprehensive, hands-on education programme for training young innovators to tackle the UN Sustainable Development Goals (SDGs).

Students, researchers, experts from UN agencies and NGOs, as well as citizens from all walks of life, gather together in this open innovation space to collaboratively develop concrete solutions for practical SDG challenges, during hackathons, workshops, summer schools and networking events.

high-tech startups, NGOs and foundations.

The Solution Space contains an SDG FabLab, with a range of digital fabrication technologies (3D printers, laser cutters) as well as other tools for quick prototyping of frugal innovations. Combined with 300m2 of shared openplan office space in the same building, the SDG Solution Space hosts a burgeoning SDG ecosystem of SDG innovators.

In 2019, a sister SDG Solution Space was established at iCenter, part of Tsinghua University, China’s top academic institution. www.sdgsolutionspace.org

The 330 m2 facility, opened its doors in 2017 on the occasion of the first Open Geneva Festival of Innovation, helping to introduce a new spirit of open innovation in the heart of International Geneva. The Solution Space is located at Campus Biotech Innovation Park in Sécheron, part of a joint campus that University of Geneva shares with the EPFL and a range of

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Recent Activities in the SDG Solution Space > SDG Summer School 2019

Coaching young innovators to tackle global challenges at the University of Geneva

> SDG Summer School 2020

Innovating for the post pandemic world

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CREATIVE HUB/ Geneva Tsinghua Initiative FACILITATOR www.gt-initiative.org Switzerland

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for the Sustainable Development Goals

SDG Summer school 2019 research projects Special School Edition of the SDGzine 2

#2/

SPECIAL SCHOOL EDITION JULY 2020

Collaborative publication on the sustainable development goals - WWW.SDGZINE.ORG

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for the Sustainable Development Goals

The SDG Summer School 2019 research projects Coaching young innovators to tackle global challenges at the University of Geneva

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Geneva, 2019 The SDG Summer School is inspired by the 17 Sustainable Development Goals or SDGs, launched by the UN in 2015. To achieve these goals, we need to enable today’s youth to play an active and meaningful role in tackling them.

The motivation of the SDG Summer School is for teams of university students, in close

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collaboration with International Organisations in Geneva, to conceive ways to use open data, crowdsourcing technologies, and low-cost open source solutions to achieve concrete steps towards the SDGs, at a local, regional or global level.

Participants tackled six key challenges in the field of education (SDG Goal 4: Ensure Inclusive and Equitable QualityEducation and Promote Lifelong Learning Opportunities For All) provided by UNESCO, as well as ITU and UNITAR.

The SDG Summer School is all about team-based problem solving and handson prototype development, going from a conception phase to producing practical demos. All accepted participants receive intensive mentoring and coaching to help transform their ideas into impactful projects, and become part of a global community of civic innovators.

The Summer School ended with a 2-daytrip to Paris, where the teams pitched their projects at the Learning Planet Assembly organised by CRI/University of Paris.

The SDG Summer School includes study visits to UN Agencies, International Organisations, NGOs and other partnering organisations in Geneva.

The 2019 edition of the SDG Summer School, run jointly with ITU and UNITAR, focused on team-based problem solving and hands-on prototype development in line with the 2019 theme of Scaling Education for the SDGs: how can young innovators use crowdsourcing and open data, combined with new technologies and social networks, to maximize the impact of SDG Education?

4 intensive weeks working on concrete solutions to scale education for the SDGs, at the heart of International Geneva If you are interested in learning more about thi special school edition visit sdgzine.org to order your copy.

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#GTI_2019_4_01

ArtYourLife Arts education: Learning through art creation and co-creation “Building creative capacity and cultural awareness for the 21st Century is both a difficult and critical task, but one that cannot be eluded. All forces of society must be engaged in the attempt to ensure that the new generations of this century gain the knowledge and skills and, perhaps even more importantly, the values and attitudes, the ethical principles and the moral directions to become responsible citizens of the world and guarantors of a sustainable future”.

UNESCO, Road Map for Art Education - The World Conference on Arts Education: Building Creative Capacities for the 21st Century, Lisbon, 6-9 March 2006

The lack of art education in the Chinese system leads many to not have Art Experiences.

The infrequency of having these experiences can cause the lack of creativity and cultural awareness, because these experiences allow users to build themselves, their opinions, their emotions and their lifestyle.

Also, through these experiences, one can create a tangible image of oneself by which one can communicate to others without fear of being judged. Finally, Art experiences allow users to express who they are without filters, in a direct way.

The following data show the number of hours spent in Art at Heng Shui High School.

Switzerland

words, and others can participate and will have to add three uncommon words. This game is advertised on the discovery page of the mini-platform

Technology: Information tech

Step 3: Discussion is a third type of ArtExperience in ArtYourLife. The mini-platform will contain a page with different art-related discussion topics (eg. artists, meaning of a work etc.). Participants can choose the topic of interest and contribute or start a discussion about it.

Communication: Advertising and Branding Brand identity REFERENCES UNESCO, Road Map for Art Education - The World Conference on Arts Education: Building Creative Capacities for the 21st Century, Lisbon, 6-9 March 2006, available at http://www.unesco.org/new/ fileadmin/MULTIMEDIA/HQ/CLT/CLT/pdf/ Arts_Edu_RoadMap_en.pdf (last access 17.07.2019).

ArtYourLife gives the opportunity for learning through art, for developing creativity, for exploring ideas and arts-based solutions to problems in our world.

Zeng, H. J. (2016). A Survey on Chinese Rural Art Education. Higher Education of Social Science, 10(5), 41-44, available at: http://www.cscanada.net/index.php/ hess/article/view/8452 DOI: http://dx.doi. org/10.3968/8452 (last access 17.07.2019)

Building cultural awareness involves a progressive development of many abilities of the mind. illustration Logo ArtYourLife

NEXT STEPS

DESCRIPTION OF ARTYOURLIFE MINIPLATFORM. Step 1: Participants can upload their art. They can either store it privately on their personal ‘gallery’ or share it on the discovery page which is open to all participants.

for the Sustainable Development Goals

WHAT ARE THE COMPETENCES YOU NEED TO ADD TO THE TEAM?

OPPORTUNITIES & OUTCOMES OF ARTYOURLIFE

In some areas of the People’s Republic of China, Art Education does not hold the same importance as scientific disciplines. In primary and secondary schools, this results in Art Education being weak, due to the lack of resources invested, such as the lack of qualified art teachers.

This problem is exacerbated by the lack of non-formal access to art such as art exhibitions because of the lack of art galleries.

Non-formal art education is generally found in urban areas (Zeng, 2016).

The next steps are the improvement of the co-creative games and the finalization of the mini-platform. We are also seeking partnerships in China, such as Chinese cultural Associations, that try to spread Chinese culture. These Associations could be interested in using this mini-program as a support for their courses.

TEAM

Maria Assunta Cappelli University of Geneva Geneva, Switzerland Maria.cappelli@ etu.unige.ch

Step 2: ArtYourLife allows art co-creation, a type of ArtExperience, through gamification. Each participant can create their own game which anyone with this mini-platform can join.

For example, a participant wants to create a sonnet, they start with three uncommon

YiChun Liu Tsinghua University, China, liu-yc17@mails.tsinghua.edu.cn

SKILLS NEEDED

YiNing Liang Tsinghua University, China, liangyn17@163.com

Technology: Information tech

ZiZhao Zhang Tsinghua University, China, liangyn17@163.com

Communication: Advertising and Branding Brand identity

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#GTI_2019_4_05

Pathshala a socio-technological solution to reduce dropout rates in poor schools in India

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Pathshala is a mobile application that targets middle-class smartphone users to either volunteer at or donate time or school supplies to poor schools where dropout is high. School supplies could include a) teaching material b) furniture c) stationary d) technological supplies e) health kits and f) any other items listed by the school.

HOW PATHSHALA WORKS (FOR SCHOOLS): The app represents a place of visibility to advertise their needs and have access to donors. Schools can ask for school supplies which amount to a total of USD 1000 (approx. value) a month. This is to reduce financial corruption.

Schools can register on the Pathshala mobile application, by uploading three key documents: a) Bank statements b) Registration documents c) Proof of address.

These documents are required to verify the schools are genuine and legally registered.

Once the school is verified with documents and onsite verification, it can upload the details of the supplies required on Pathshala app. The supplies required should help the listed school to function smoothly.

HOW PATHSHALA WORKS (FOR DONORS): For donors, the app offers a new community to be part of and the opportunity to help a school in need. To offer school supplies, Pastshala partnered with online shopping services where donors can buy a listed item, and have it delivered by the partner. Donors can also register as volunteer teachers. Once a subscriber of the app gives a donation, the individual becomes part of the dochange community, where stories of donation can be shared, and where donors can interact

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with one another.

INCENTIVES FOR DONORS WOULD BE: It’s a good feeling. It creates a smile. It’s a lifestyle. It strengthens the culture and values of India. Each donor would receive a certificate, possibly designed by the school students.

WHAT WOULD BE THE IMPACT OF PATHSHALA IN THE NEXT 5 YEARS: In the next five years, Pathshala hopes to reduce the drop-out rates from 50% to 5% in about 1000 schools (300,000 students), through the support of 50,000 donors.

Pathshala intends to expand to other countries too.

BUT WHY PATHSHALA: In India, there are more than 1.5 million schools, of which nearly 75% lack basic infrastructure and school supplies facilities.

This is a key reason for children to drop out of school.

WHAT MAKES PATHSHALA DIFFERENT: Pathshala is all about material donation and directly from donor to beneficiary. This reduces the corruption and intermediaries.

HOW THE IDEA OF PATHSHALA EMERGED-ENTREPRENEURIAL JOURNEY: Competing for a global competition, Open17 on SDGs, three master degree students Vinod (Indian), Ita (Malaysia) and Yingfei (China) from National University of Singapore shared their stories about schools.

Hearing each other’s story brought attention to Vinod’s story. Vinod, in his childhood, dropped out of school for a year, due to the schools lack of basic supplies, such as a chair.

CONTACT

pathshalasdg@gmail.com

Pathshala means ‘school’ in Hindi.

TEAM Vinod Kumar Pandey National University of Singapore vinod.pandey@u.nus.edu

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Rosnita Binti Hamzah National University of Singapore rosnita.hamzah@u.nus.edu

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G E N E VA TSINGHUA INITIATIVE

CREATIVE HUB/ Geneva Tsinghua Initiative FACILITATOR www.gt-initiative.org Switzerland

for the Sustainable Development Goals

SDG Summer school 2020 Open 17 challenge.

WHAT? The Open Seventeen (O17) Summer Challenge is a prize-backed fully online coaching programme to reward and invest in those developing innovative and implementable projects that leverage crowdsourcing and open source solutions to tackle the 17 UN Sustainable Development Goals (SDGs). In 2020, the O17 Summer Challenge targets the Covid health crisis and the social, environmental and economic challenges that the world will face in its aftermath.

WHY? All accepted participants receive intensive mentoring and coaching to help transform their ideas into impactful projects, and become part of a global community of civic innovators. On successful completion of each week of the O17 Summer Challenge, teams will be selected for cash or in-kind prizes.

Top projects at the end of the month will be eligible for further support and participation in international innovation events.

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WHO? The competition is open to high-school students, undergraduate students and Master students, from any field and region, who have bold ideas for how to tackle pandemic and post-pandemic challenges with crowdsourcing and open source solutions.

Students may sign up as individuals or as a team (max 4 persons).

X

Hybrid Thinking

workshop to test our prototype and they are willing to develop a partnership with us to upcycle wheelchairs.

upcycling broken electrical scooters to motorize a wheelchair at a low cost PROJECT

where they are used.

With our project, we are trying to solve two challenges with one solution : ● Electrical wheelchairs are very expensive and not everyone who needs them can afford them. ● Many e-scooters are broken and left on the streets, and are not recycled, which creates waste.

From these observations and with our mentors, we came up with the EWAK project (Electric Wheelchair Assistance Kit), which aims to make electric wheelchairs more accessible by upcycling broken e-scoo ers. Indeed, our idea is to recycle broken e-scooters motors to incorporate it into a wheelchair, in order to motorize it.

The motors are fixed onto the wheels of the wheelchair in the following way and can be controlled through a joystick :

SOLUTION

EWAK Electric Wheelchair Assistance Kit. The name of our solution is “EWAK”, which stands for Electric Wheelchair Assistance Kit. The goal of the project is to upcycle broken electrical scooters to motorize a wheelchair at a low cost.

Left : electric wheelchair - Right : manual wheelchair

The idea for this project was born from two observations : ● First, electric wheelchairs are expensive (around €1000-€7000) and are not fully subsidised by the French social security.

Therefore, many people who might benefit from the use of an electrical wheelchair - for instance, it is less tiring and gives more autonomy to the user - do not have access to it. ● Secondly, the life expectancy of an electric e-scooter is a few months and most of them are not repaired or recycled once broken. This creates a lot of waste in cities

To develop our project we had to combine our collective skills : programming, tinkering, engineering, business development, communication and management.

Some of our most inspirational moments were during the lunches and breaks. It allowed us to get closer and get to know each other’s personalities. Good team spirit is the strength and the pillar of our team.

We did not know each other before and we all have different backgrounds. This diversity allowed us to be pluridisciplinary and to learn a lot from each other. Plus, these were moments when we could brainstorm together about the project, share our ideas and express our different points of view.

Standard wheelchairs are sometimes called manual wheelchairs. You see them in hospitals, physical therapy clinics and these are the most popular wheelchairs on the market.

The one benefit of these wheelchairs is the affordable price but for some disabled people it is not the most convenient option because it has to be controlled manually, therefore there is a lot of exertion required to move it and to stop it. It is much harder to travel longer distances, to manage up slopes or tricky roads.

Other inspirational moments were also the collaboration with our mentors. They are skillful, multitasking people. They always use a watchful eye and they are very patient. We liked speaking with them.

Sustainability

DESCRIPTION OF THE PROJECT Our project has several advantages : ● Low price A wheelchair motorization kit already exist on the market but it costs around €6000 , while 1 our kit will cost around 200€. Thus, EWAK is a solution to motorize wheelchairs at a lower cost. ● Electric wheelchair benefits An electric wheelchair has a batterypowered motor, which provides mobility and is controlled by a joystick located in the armrest of the wheelchair. It allows disabled people to be more autonomous and it improves considerably their quality of life

By recycling the motors and batteries of broken electric scooters, EWAK is a sustainable and responsible solution for the environment. Indeed, there is a huge quantity of broken scooters that are not repaired and recycled, so this is a big environmental issue. Therefore, our project can be framed as being part of the “circular economy”.

Plus, our team had the opportunity to include a new participant in the middle of the project. Habiba brought us a new perspective to our project. She is from Nigeria. She gave us an idea for an alternative to scooters: abandoned scooters are not readily available in Nigeria.

Stakeholders

Her idea was centered around the use of an external DC motor (a direct current motor is basically a machine that converts electrical energy to mechanical energy in a bid to generate movement and there are readymade motors designed by many different companies). This motor will have an output

We are developing collaborations with e-scooters companies such as Lime, Dott and Tiers mobility, who are willing to give us some of their broken scooters.

Otherwise, we had great feedback from associations, such as ‘Envie d’Autonomie’ who is ready to welcome us into their

that connects to hinges which will hook the center of the posterior wheels helping to propel the wheelchair instead of the use of hands. This motor will be powered by a battery which will be charged using solar energy. The battery will be attached under the chair and the solar panel will only be attached for charging. This price of the kit is projected to be about 1/10th of the amount of an electric wheelchair in Nigeria.

The main problems identified in Nigeria is that there are millions of people subjected to permanent and temporary use of wheelchairs and while those who need it permanently are better off with the electric wheelchairs, they just can’t afford them.

For those who propel themselves with their hands, they are subject to a lot of side effects over the years, most of which are shoulder dislocations, blisters and sores on the hands, joint pains and so on. From the interview Habiba had with a couple of patients in Nigeria, it is apparent that they all love the idea however, many of them would welcome the idea better if there is a working prototype that shows it is really a technology that works.

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BRAND IDENTITY Our name comes from the team’s spirit.

According to the Cambridge dictionary “Hybrid” means something that is a combination of two or more other types.

The goal of our project is to resolve two problems by finding a solution. “Thinker” expresses a person who thinks, especially deeply and constructively. Indeed, we love to brainstorm together, share our ideas and express our different points of view.

CONTACT hybridthinkers.sdg@gmail.com instagram @hybrid.thinkers TEAM Dorianne Ferrandez University Orleans doriane.ferrandez@gmail.com Laure Manach Sciences Po laure.manach@sciencespo.fr

COMPETENCIES We have a very diverse team but maybe someone with a creative background, such as a graphic designer, would have been a nice addition, as well as someone with business skills.

Fosco Salvado University of Paris foscosfwr@gmail.com Konstantin Blondeau University of Paris konstantin.blondeau@gmail.com Alexia Vanneste University of Paris-Saclay vannestealexia@gmail.com Habiba Erinfolami University of Ilorin, Nigeria erinfolamih@yahoo.com

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WHEN? Application Deadline was 10 June 2020.

Online coaching took place in daily 2-hour interactive sessions, from 6-31 July 2020.

Coaching included guest experts from partnering universities and International Organizations.

Finally, the French network of fablabs is willing to collaborate with us to make our open-source plan available in all the fablabs and therefore implement the project across France.

RESEARCH & JOURNEY

by allowing them to extend their distances without getting tired, climbing without pressure and moving onto different terrain (pavement, grass, dirt etc.). Finally, there is no minimum strength required.

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CHALLENGE 5 / Caring for the Elderly

ElderLive free, transparent and simple platform that allows comparison of data about nursing homes in Hong Kong.

RESEARCH & JOURNEY What are key learnings of the project? (preferably to be answered by everyone) One of the key learnings we have would be “Not being in love with our ideas.” Tony Robbins also has mentioned this in terms of running a business. He says that we should not be in love with our products, we should be in love with serving our clients. Therefore, building the right thing right for our client which is the elderly - really is a key learning. It also allowed us to revert ourselves back as to why we were in the Open17 program.

Also, we’ve learned that the ideation and development process of a product before reaching the final product is a long journey, from

This Challenge is co-organized by Citizen Cyberlab at University of Geneva, CRI at University of Paris, The Goodwall social network for Gen-Z, the AI for Good Global Summit, and with the support of the Crowd4SDG Project and the Geneva Tsinghua Initiative.

What target(s) of that SDG is your project related to?

3.4 By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.

PROJECT What is the challenge (within the theme of Innovating for the Post Pandemic World) you are trying to solve?

We aim to provide solutions for the fifth challenge posed by the OpenSeventeen.

It is entitled “Caring for the Elderly.” The challenge seeks for assistive solutions which can improve the mental health and wellbeing of elderly persons who are isolated due to the pandemic.

In a narrower lens, we have observed that in Hong Kong, especially during the pandemic, the elderly and their families find it difficult to find suitable nursing homes because of the lack of a free and transparent database about local nursing homes. Thus, we offer a solution for that, so as to ensure the wellbeing of our elderly people.

ning a business. He says that we should not be in love with our products, we should be in love with serving our clients. Therefore, building the right thing right for our client -which is the elderly - really is a key learning.

It also allowed us to revert ourselves back as to why we were in the Open17 program.

Also, we’ve learned that the ideation and development process of a product before reaching the final product is a long journey, from which uncertainty as to many things is intrinsically linked. Although many of us may know that, not everyone understands it fully. Likewise, a lot of challenges may occur in wanting to perform all the jobs for the customers’ wants, therefore it is important to stick to initial problem definition.

What were inspirational moments during your research?

RESEARCH & JOURNEY What are key learnings of the project?

One of the key learnings we have would be “Not being in love with our ideas.” Tony Robbins also has mentioned this in terms of run-

Meetings with important and innovative people from really different organizations and fields were surely inspirational to the

ELDERLIVE is a free, transparent and simple platform that allows comparison of data about nursing homes in Hong Kong.

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SOURCES Lists of nursing homes (HK Social Welfare Department) Link Scraper of Google Maps review Link

Google news scraper Link Edit to work for Chinese: Link

Any organizations or people to interview or highlight?

We would like to express our gratitude to the whole team of the OpenSeventeen challenge and also thank Burcu Demiray - from University of Zurich, Maria Rosa Mondardini - who is the managing director at the Citizen Science Center Zurich, and the founder of Global Citizen Capital - Kenneth Kwok.

COMPETENCES NEEDED ©Addictlab Creative Chemistry Cards

Although our Accountancy undergraduate had an intense training in Strategic Management, pieces of advice on actually how to gain as much traffic to the website would be valuable.

TEAM

This is more on managing data as well, as to how we can continuously improve the platform adjusting it in accordance with the customer preferences. Likewise, it is more on how to communicate with our customers.

SDG impact Evaluation

One of the inspirational moments during the research is the iterations we had to undergo.

The experience really immersed us in how innovative procedures work. The fact that we also had to be creative most of the time was really very fun. Moreover, the thought that we’re actually about to start-up a business or the like, is fascinating. We express our deep gratitude for the exposure to international practitioners or professionals from various organizations plus the very positive and clever people in OpenSeventeen.

SOLUTION

whole team. In the OpenSeventeen challenge with the help of the feedback during the pitching sessions and separate meetings with the mentors, we were able to catalyze our process of improvement and development of the project. So, thank you very much.

The platform offers free and accessible information about nursing homes in Hong Kong online. Once the platform becomes the point of reference for quality homes, especially this COVID period, in the long term, it would breed competition among nursing homes. Thus, Nursing Homes will be insistent to providing quality services regarding the health of the elderly physiological, mental, etc. In effect, the elderly people will be in a better condition..

Moreover, this may actually be used as a call to action from the government or other organizations to help nursing homes in need.

CONTACT elderlive.com (not active) elderlive.hk@gmail.com

The team already has a Computer Science undergraduate, but to have additional support for the load of developing and improving the website would be great.

The team already has a Law graduate on board, nonetheless if we want this to prosper internationally, legal advice to make sure we abide with local laws or do not deviate from any copyright or patent laws would be salient.

Alvarez, Kate Mahalia Accountancy St. Scholastica’s College - Manila katealvarez125@gmail.com Begassilova, Zhuldyz Biotechnology UNICAM, University of Camerino begasilova.zh@nisa.edu.kz Woo, Angel Computer Science and Finance University Of Hong Kong awoo424@gmail.com Woo, Phoebe Law University Of Cambridge woochorkiu@gmail.com

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The team has a Biotechnology undergraduate, nonetheless additional inputs as to how we could best serve the elderly would be appreciated.

Moreover, someone who could actually connect us with organizations who are willing to help improve the services of some nursing homes would be amazing.

For now, the team is limited with four members, however as the product gets developed it will need an input from specialists in Advertisement and Social Media Marketing. In a world of tens of products being advertised in a day, we should make sure our product will be delivered to our potential customers.

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6 challenges CHALLENGE 1

CHALLENGE 2

CHALLENGE 3

Frugal Medical Equipment for Covid

Crowdsourcing for Pandemic Research

Post-Pandemic Sustainability

As well making DIY masks and ventilators, how can maker spaces and fablabs around the world contribute to tackling the public health challenge that Covid presents, in collaboration with hospitals and public authorities? ( Note: this challenge requires access to a fablab )

Huge amounts of data are being generated about the coronavirus and Covid. How can simple crowdsourcing techniques and citizen scientists of all ages extract valuable information from this, and share the results with policy makers?

This option is for applicants who may already working on a project related to the SDGs, which addresses environmental challenges and opportunities that may arise in the aftermath of the pandemic.

CHALLENGE 4

CHALLENGE 5

CHALLENGE 6

Good Work Through Crowdsourcing

Caring for the Elderly

Reinventing Remote Collaboration

Challenge Mentor: CRI, University of Paris

Challenge Mentor: GovLab, New York University In the wake of the pandemic, as unemployment soars to never seen levels, how can crowdsourcing help people find good work, help businesses create safer workplaces and reduce anxiety and isolation among the unemployed.

Challenge Mentor: Citizen Cyberlab, University of Geneva

Challenge Mentor: CS Center, University of Zurich / ETH Zurich Assistive solutions for the mental health and well-being of elderly persons isolated due to the pandemic, including ways to improve their capacity to leverage technologies.

Challenge Mentor: x-lab, Tsinghua University

Challenge Mentor: OpenFIESTA, Tsinghua University Exploring new ways for students to collaborate online, using frugal and open source technologies.

> This SDGzine special school edition 3 is in production.

Browse and order via www.sdgzine.org 27

definition SLOW FASHION Slow fashion, is a concept describing the opposite to fast fashion and part of the “slow movement”, which advocates for manufacturing in respect to people, environment and animals. As such, contrary to industrial fashion practices, slow fashion involves local artisans and the use of ecofriendly materials, with the goal of preserving crafts and the environment and, ultimately, provide value to both consumers and producers. (source:Wikipedia)

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Slow Fashion > Allure Sauvage Plant-based alternatives to leather

> Loopers Slow Fashion : giving clothes a second chance

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CREATIVE HUB/ Geneva Tsinghua Initiative FACILITATOR www.gt-initiative.org Switzerland

for the Sustainable Development Goals

Allure Sauvage Plant-based Alternatives to Leather

Allure Sauvage transforms luxury leather craftsmanship by using innovative plantbased alternatives to leather to create beautiful, ethical & sophisticated designs.

The aim of Allure Sauvage isn’t to solely use Piñatex®, but to experiment and widen the offer of plant-based alternatives to luxury leather handbags.

The idea emerged from the lack of choice in handbags: “They were either made of recycled or new plastics, or didn’t fit my style”, explains Natacha, founder of the brand. “I wanted to show that sustainable fashion didn’t have to be categorized a certain way”.

And so she did.

Thanks to the IHDS Master’s degree, Natacha was able to meet like-minded people and develop skills necessary to the pursuit of entrepreneurship. The accelerator has funded projects such as the Fashion Hackahton and Fashion Show for Sustainability, and Allure Sauvage has received funds to launch the first production of twenty handbags.

The first two collections are made with Piñatex®, a non-woven fabric made with pineapple leaf fibers. The leaves are a bi-product of the pineapple production which are often discarded in landfills or burnt. By turning them into this Piñatex®, not only do we reuse waste, but farmers also receive a second income.

480 leaves, or 16 pineapples, are required to make one square meter of Piñatex®, or two Allure Sauvage handbags. No additional raw materials are necessary to make the textile and no chemical from the Cradle-to-Cradle® list are used, as the aim of the supplier is for Piñatex® to soon become biodegradable! Moreover, the production is made in a closed-circuit, meaning that leftover leaves are used as natural fertilizers.

more transparency and build trust with an informed customer. We are currently working on our BCorp certification as well.”

Don’t hesitate to share your thoughts on social media with #jesuissauvage @alluresauvage_ www.alluresauvage.ch

In the near future, Natacha hopes to find resellers to showcase the Allure Sauvage handbags, of which craftsmanship is French, more precisely from Paris, where the expertise and dexterity is world-renown. “We aim at keeping our production as close as possible, so we can easily visit our suppliers’ workshops.” While Natacha agrees that this comes with a cost, she insists that the quality of the work is well worth it.

In addition to leather-like items, Allure Sauvage offers a small range of organic cotton t-shirts, which are both Fairwear and GOTS certified. “Certifications are a crucial part of sustainability”, says Natacha. “They allow

Natacha Reymond Natacha.Reymond@etu.unige.ch

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CREATIVE HUB/ Geneva Tsinghua Initiative FACILITATOR www.gt-initiative.org Switzerland

G E N E VA TSINGHUA INITIATIVE

for the Sustainable Development Goals

Loopers Slow Fashion : Giving Clothes a Second Chance

Hello everyone! We are The Loopers, a group of six graduate students studying Innovation, Human Development and Sustainability at the University of Geneva. We come from a diverse variety of backgrounds and interests, but one discovery united us all:

working towards sustainable fashion in Geneva. We want to make slow fashion more available locally and raise awareness around the issues related to fast fashion. Take a look at our developments below!

The clothing industry contributes 10% of the total global greenhouse gas emissions.

It is the second largest polluter in the world.

Over half of our clothes contain synthetic fibres, most of which find their way into landfills, further contributing to the growing problem of microplastics filtering into our ecosystems. So, what are we doing about it?

We are working to give clothes a second chance.

Although there is a growing second-hand industry worldwide, with shops and clothing swapping events on the rise in Geneva, we found them to be scattered. They lacked an online platform and community building model to connect them. So, we came up with an idea…

To support the local community, we decided to develop an online platform allowing users to buy, sell and swap second-hand clothes, and learn about local activities and actors

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prepared two slow-fashion workshops, and are in the preparation stages for upcoming events to take place within the next few months.

If you are interested in slow fashion and the community around it, don’t forget to check the map of Geneva that we created with many second-hand fashion stores where you can make a change!

Follow the QR code to check the map and also our Insta!

Our surveys of local Geneva residents revealed that massive gaps in the knowledge of how to dispose of old garments, where to acquire sustainable clothing, and how to repair their clothes. Therefore, we have begun to regularly organise interactive and educational sustainable fashion workshops.

These workshops allow participants to learn how to upcycle, repair and customise their clothing, while sharing insights with different local experts and actors. We work to encourage community building, and the development of the relevant skills needed for extending the life cycle of textiles.

To date, we have already successfully

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definition SUSTAINABLE ART Sustainable art is art in harmony with the key principles of sustainability, which include ecology, social justice, nonviolence and grassroots democracy.

Sustainable art may also be understood as art that is produced with consideration for the wider impact of the work and its reception in relationship to its environments (social, economic, biophysical, historical and cultural). (source:Wikipedia)

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SDGs & ART/DESIGN > Beauty without Irony

Call for the Beauty for a Better World Project

#148 Beauty Jelle Van SeghbroeckBelgium

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Beauty For a Better World Call out.

April 2020 BEAUTY FOR A BETTER WORLD 2020 CALL OUT In the summer of 2001, creative platform for social change Beauty Without Irony was founded, which - inspired by the HIV virus - four years later gave birth to the successful global activist campaigns for Designers Against AIDS. At the time we asked hundreds of artists, designers and other creatives to send us a photo, video, poem, music or other work that represented pure beauty to them.

Our goal was simple: inspire people and make them forget about their daily problems for a while. And it resulted in a beautiful exhibition, a digital platform and later the ‘DAA First Decade’ book, one half of which featured the beautiful images sent to us by creatives for Beauty without Irony.

At the moment we are all in a dark place due to the COVID-19 virus, a lot of creative people are self-isolating, many of us are anxious and/or lonely and all of us can use a bit (or preferably, a lot!) of beauty to cheer each other up. We therefore propose to re-baptize this forced ‘self-isolation’ to ‘self-retreat’ and to start looking for beauty as a much-needed creative response and antidote to the current situation, that we can all dig out of our digital archive, or create new from what we have in the confinement that we are currently subjected to.

We plan to do a curated innovative digital platform exhibition with all the works of beauty as an antidote to the uncertainties caused by the COVID-19 challenge and if possible to also make a book afterwards to help fund the new activist ‘Creatives for a Better World’ online platform that we were preparing to launch when the virus hit us.

Will you help us once again and join us in this curated collective response? And ask other true creatives from around the world to take part as well? All you need to do is look in your archives to find something that represents what YOU think is beautiful. Anything goes, so you can submit images, photography, artwork, illustration, poetry, video, music and visual gif artwork ... Or you can of course also create something entirely new, or make a re-edit of unpublished personal work if you prefer that.

Send your work (preferably not larger than 5 MB; or a download link if it’s larger size file, or a Vimeo/YouTube link with option to download if it is a video) to: ninette@beautywithoutirony.com We are currently also looking for the best global media partner and will keep you updated on the format of publishing once we have found the right platform. Meanwhile, please like our ‘Beauty without Irony’ Page on Facebook, where we will also publish updates.Kindest regards, Ninette Murk (creative director) Jens Laugesen (advisor & editor)

Ninette Murk Founder/Creative Director Beauty without Irony Director Creatives For A Better World Online Center

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ninette@beautywithoutirony.com www.beautywithoutirony.com www.beautyforabetterworld.org

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Giel Domen Belgium

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Come Get Your Honey’ Samet Durgun www.beautywithoutirony.com

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definition A FAB LAB (FABRICATION LABORATORY) IS A SMALLSCALE WORKSHOP OFFERING (PERSONAL) DIGITAL FABRICATION A Fab Lab is typically equipped with an array of flexible computercontrolled tools that cover several different length scales and various materials, with the aim to make “almost anything”. This includes technology-enabled products generally perceived as limited to mass production.

While Fab Labs have yet to compete with mass production and its associated economies of scale in fabricating widely distributed products, they have already shown the potential to empower individuals to create smart devices for themselves. These devices can be tailored to local or personal needs in ways that are not practical or economical using mass production.

The Fab Lab movement is closely aligned with the DIY movement, open-source hardware, maker culture, and the free and opensource movement, and shares philosophy as well as technology with them. (source:Wikipedia)

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SDGs & FABLABS > Onl’Fait

Sustainable Agriculture Oroject with the European Space Agency

> Hydrogen for Electric Bicycles Pangloss Labs

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CREATIVE HUB/ Onl’fait

www.onlfait.ch Geneva

Onl’Fait Sustainable Agriculture Project with the European Space Agency Faced with climate change, it is essential that future citizens understand, in practice, what sustainable development means. If we want to ensure our survival over the long term we must understand sustainable agriculture.

The citizen science international initiative AstroPlant fits perfectly into the framework of the MELiSSA project, a programme of the European Space Agency which aims to build an artificial ecosystem.

The research carried out on this subject has encountered the same environmental problems as on Earth, the technologies developed through the MELiSSA program offer solutions to the global problem of sustainable development.

Through AstroPlant, we will collect data on plant growth and their response to different conditions, in the hope of increasing the efficiency of traditional agriculture. These technologies are applicable to controlled farming and when they become sufficiently affordable they may be able to provide food security to regions affected by severe weather events.

The Fab Lab Onl’Fait carried out this activity with seven groups of students from secondary schools in Geneva. To take part, schools had to agree to work on the project in the classroom and at Fab Lab, where they could access the machinery and knowledge necessary to develop their greenhouses.

©Fanny Stulz / Onl'Fait The Onl’Fait Fab Lab was responsible for planning, advising and assisting the students during construction of the greenhouses.

ABOUT FAB LAB ONL’FAIT The educational Fab Lab Onl’Fait is a Geneva space for inter-generational and multi-cultural encounters aimed at pondering an ecological, sustainable and citizen-led approach to science, technology and consumption. Onl’Fait provides its community with the technical, technological and human resources, to build, repair, share, try out, crash, start again, then develop, rebuild and revolutionise a concept, a prototype or a product among an eclectic community of enthusiasts. www.onlfait.ch www.astroplant.io

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CREATIVE HUB/ OnL’Fait

www.onlfait.org Switzerland

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CREATIVE HUB/ PARTNER

Pangloss Labs www.panglosslabs.org France

Hydrogen for Electric Bicycles Pangloss Labs – Vélo H2 project Already discovered in the 18th century, the use of hydrogen as a chemical began some 150 years ago. Prior to the usage of natural gas, so called Town Gas was used in order to heat homes, cook meals or light streets.

Town Gas contained up to 70% hydrogen.

Today, the bulk of world-wide hydrogen is used by the chemical and petro-chemical industry, while other applications are marginal in comparison.

Hydrogen has received growing attention in recent years as a clean fuel in transportation.

The main reason for this development is the problem of storing renewable electric energy in large quantities for longer periods.

Converting solar, wind or hydro electric power into hydrogen and back in terms of cost and efficiency has been improving steadily. Today the gain from storing renewable power in hydrogen outweighs its disadvantages. In northern Europe for example, wind power is increasingly converted to hydrogen using electrolyzers.

In transportation, the storage of energy is a major ingredient. Seeking means to make a better environment, we want to get away

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from burning hydrocarbons. Battery-electric vehicles would be a solution if there would not be some ifs. Batteries do not hold power for ever (self-discharge) and they are of heavy weight (adding to fuel consumption).

With widespread use, the price of the raw materials will increase, and their recycling will have to be arranged (considerable processing). Thus, hydrogen would be the fuel of choice for trains and boats, trucks and buses if it was more readily available. In an efficient distribution system, hydrogen would come to the consumer at €10 or less per kilogram or €0.50 or less to run the bicycle a whopping 100 km.

However, so far use of hydrogen has been restricted to the industrial or institutional user. The general public is far from getting their hands on this technology, except for a few educational toys. Even the better known hydrogen powered cars and the less well known hydrogen bicycles are not really available to the broad public. These vehicles are produced in batches to be given to selected users who are granted access to some rare refuelling stations. Price quotations for hydrogen cars and bicycles exist, but trying to get one – not to mention its fuelling, is not possible.

We have been thinking about how to bring hydrogen, and the related technology,

to the general public. Kits for converting someone’s bicycle into a battery-electric bicycle exist. The conversion takes merely an afternoon and everybody can do it. So what is more obvious than replacing the approximately 500 Wh battery of a standard kit with an equivalent, even better, hydrogen storage and fuel cell system?

The advantages are readily at hand: •

• •

The hydrogen bicycle can have larger autonomy because more energy per weight can be stored with hydrogen than with batteries.

The refuelling is really fast, either refilling a pressurized bottle or changing a metal-hydride cartridge.

Since the user only pays for the components, and does the assembly work himself, the hydrogenbicycle will come with an interesting price tag.

A nice idea, but how would one realize it? Our thoughts were further elaborated within the Pangloss Labs association, as well as in public events, hackathons at the 2019 Open Geneva Innovation Festival, the 2018 and 2019 Fête de la Science at Ferney-Voltaire in France, and a dedicated hackathon organized by Pangloss Labs.

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From left to right: Klaus, Olivier and Harald during the visit at Ataway, Chambery.

The outcome was the following: • •

•

All necessary components are available on the market. A prototype will serve for the demonstration of the feasibility.

Components list and assembly manual will be distributed under an open license to attract otherpeople and groups engaging in the making of hydrogen bikes and exchanging the improvements.

A user community will have some purchasing power which might lead to lower component prices because of larger orders.

with a fuel cell which eventually will power our bicycle. Our hydrogen storage is a standard pressurized bottle not at all adapted for the purpose. Nevertheless, we hope to cycle on hydrogen rather soon.

We look forward to participation and input of a larger community, and invite interested people to come and join us at Pangloss labs. info@panglosslabs.org

Hydrogen supply, however, remains a challenge, not so much in terms of technology or availability, but rather in cost of the hydrogen. Small devices for refilling metal-hydride cartridges exist, but come with a heavy price tag. Small electrolyzer stations, capable of supporting a fleet of say 10 to 20 bicycles, cost in the order of a quarter million euros.

Our idea is to equip the bicycles with returnable hydrogen storage that is distributed and collected like for example camping gas cylinders or in vending machines, a concept promoted by the Paris and Geneva based company Aaqius.

As of today, we have acquired various components and have started experimenting

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definition THE SDGS EXPLAINED FOR BUSINESS In September 2015, all 193 Member States of the United Nations adopted a plan for achieving a better future for all — laying out a path for the next 15 years to end extreme poverty, fight inequality and injustice, and protect our planet.

At the heart of the Agenda 2030 are the 17 Sustainable Development Goals (SDGs) which clearly define the world we want — applying to all nations and leaving no one behind.

The new Global Goals resulted from a process that has been more inclusive than ever, with Governments involving business, civil society and citizens from the outset.

We are all in agreement on where the world needs to go.

Fulfilling these ambitions will take an unprecedented effort by all sectors in society — and business has to play a very important role in the process.

ADVANCING SUSTAINABLE DEVELOPMENT Today’s business landscape is characterized by an

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unprecedented, accelerating and complex mix of risks and opportunities. Your entire market can be disrupted in a short time by innumerable factors, be it a new technology or a sudden lack of natural resources. New markets are emerging rapidly due to megatrends such as population growth, resource scarcity or global health risks. Meanwhile, consumers and investors are better informed than ever before – and they want businesses to take responsibility for the pressure our planet and its population are under.

There is growing understanding – especially by business leaders and investors ahead of the curve – that it is not enough for companies to concern themselves only with short-term profits because natural disasters, social unrest or economic disparity can damage long-term prosperity. The businesses that understand this challenge and take action will be a step ahead.

On 1 January 2016, the 17 SDGs of the 2030 Agenda for Sustainable Development — adopted by world leaders in September 2015 at an historic UN Summit — officially came into force. Over the next fifteen years, countries will mobilize efforts to end all forms of poverty, fight inequalities and tackle climate change, while ensuring that no one is left behind.

It is clear that the SDGs not only identify where we have to be in 2030 to create a sustainable world, they also outline new markets and opportunities for companies all over the world. To succeed, we must turn the global goals into local business. The UN Global Compact is committed to be a leading catalyst of that transformation. We will devote our capacities and global network to make it happen – based on the sound values and principles that the UN Global Compact is built upon.

HOW YOUR COMPANY CAN ADVANCE EACH OF THE SDGS Responsible business and investment – rooted in universal principles – will be essential to achieving transformational change through the SDGs. For companies, successful implementation will strengthen the enabling environment for doing business and building markets around the world.

Read more here. https://www.unglobalcompact.org/ sdgs/about

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SDGs & Business > A Red Thread

An Integrated Nature of the 2030 Agenda with SDG lab of the United Nations

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PARTNER UNITED NATIONS

A red thread The Integrated Nature of the 2030 Agenda

The SDG linkages board aims at demonstrating the integrated nature of the 2030 Agenda and its 17 Sustainable Development Goals. This board was built by the SDG Solution Space, a Fablab in Geneva, operated by the University of Geneva.

It’s widely known that an action on one goal has an impact on others, but what does that mean in practice?

That’s the question the SDG Lab tried to answer during the 2019 UNECE (United Nations Economic Commission for Europe) Regional Forum on Sustainable Development. The event gathered experts and practitioners from all around Europe and other UNECE member States to learn and share about SDG practices ahead of the High-Level Political Forum on Sustainable Development (HLPF), which took place in July of that year.

The forum was an opportunity for the SDG Lab to interact and engage with participants, people who are well versed in the SDGs, on what integration means to them.

Some 45 practitioners from the region shared their SDG implementation stories, always making the link between two or

more SDGs and showing how this paradigm of integration is translated in their work and the way they collaborate with partners.

Participants spotlighted the notable role of collaboration across key sectors and the necessity to break down silos to accelerate the implementation of the SDGs by 2030.

Through the Lab’s interactions with participants, it became evident that young people have a clear role to play, as well as the private sector, which is essential to fill the sizeable development financing gap in achieving the SDGs—sustainable development needs financial resources as well as human resources and innovation.

3D study for the actual wall

The Director-General of the United Nations in Geneva at the time, Michael Møller, and the UN Deputy Secretary-General Amina Mohammed participated in the Linkages Board and expressed their enthusiasm for the activity.

“There is a collective and universal narrative that helps push this understanding that these goals are indivisible and need to be addressed in their totality”, former Director-General Møller said.

Text Marlene Borlant, SDG Lab at UN Geneva

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Production Addictlab

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SDG Brainstorm Sessions & maker space in the very heart of Geneva At your service.

The SDG Solution Space is an open, creative space, created by the University of Geneva and the Geneva-Tsinghua Initiative. Students, researchers, humanitarian workers and UN experts gather together in the space to bring concrete solutions to sustainable development challenges. The work of the Solution Space is based on the 17 Sustainable Development Goals (SDGs), established by the United Nations in 2015.

The 300 m2 facility opened its doors in 2017 on the occasion of the third Open Geneva Hackathon, which innovates in the heart of the city. The Solution Space is located at Campus Biotech Innovation Park in Secheron, the center of international Geneva.

The users of the Space benefit from the digital technology (such as 3D printers and laser cutter machines) offered by the FabLab, to help them develop prototypes, validate projects and to overall test the feasibility of innovative ideas.

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The SDG Solution Space is provided ‘as is’. All events shall entirely be managed by the organizer. In case the event is public, the organizer is responsible for preparing the communication material for advertising the event. A4 flyers and poster material can be printed – if you wish, provide us with your A4 flyer and an A2 in portrait. The SDG Solution Space can help in promoting the event through its network and social media channels and can help you in setting up the space according to your event’s needs.

The organizers are allowed to use the catering service of their choice at the SDG Solution Space. Upon request, we can provide you with a list of suggestions.

We strongly encourage organizers (resp. facilitators) to request a visit beforehand. Charges may apply for supervision in the FabLab or the co-working space.

Solution Space equipment The space is provided with the following equipment: Audiovisual system - 1 video-projector, 2 large mobile screens, 1 microphone Two flip chart supports Four white boards (Dimensions: 1 of 200x100 / 2 of 220x140 / 1 of 120x180) Two sofas - four fatboys ~56 chairs, 4 armchairs, 15 tables *All these pieces of furniture are permanently on-site, except the electronic devices.

Included is an access to a kitchenette with one grain coffee machine, a fridge and tableware ( dishes, glasses forks, knives, spoons etc.)

G E N E VA TSINGHUA INITIATIVE

for the Sustainable Development Goals

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definition INTERNATIONAL GENEVA Every day, key decisions that save or improve people’s lives are taken in Geneva. These are often not reported in the international media’s headlines but they make a crucial difference for their beneficiaries nonetheless.

Geneva is the place where humanitarian relief for victims of floods, earthquakes or conflicts is coordinated; where responses to environmental challenges are devised; where the fight against deadly diseases is coordinated. It offers victims of abuse, torture and violence forums to be heard and seek redress. Governments come here to negotiate key agreements in the fields of trade, disarmament and conflicts. Regulatory frameworks for telecommunications and the protection of innovations are developed and implemented in this major cooperation platform.

In 1919, the city gained strength and momentum as a platform for dialogue and cooperation when the victorious states of World War I decided to establish the League of Nations and the International Labour Organization (ILO) there.

After World War II, the international community chose Geneva again to host key international organizations.

Today, key actors in the health sector, like the Global Fund to Fight AIDS, Tuberculosis and Malaria have all set up headquarters there.

Read more here. https://www.geneve-int.ch/

No other city has a richer history of international cooperation than Geneva.

In 1863, a small group of Genevois created the International Committee of the Red Cross (ICRC) which led to the first international humanitarian treaty, the Geneva Convention of 1864.

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SDGs & International Geneva

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About International Geneva There are 37 UN agencies, over 400 NGOs and 100 permanent missions and consulates in Geneva.

These IOs, NGOs, missions and consulates provide 1 in 10 jobs in the Canton of Geneva.

International Geneva contributes over CHF 3,5 billion to the local economy.

Genève internationale, République et canton de Genève, 2020

image : Ed Murfitt

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definition STEAM & STEM CENTER SET UPS STEAM fields are defined science, and technology, interpreted through engineering, and the (liberal) arts, and based in mathematics.

Variations of definitions for the “A” exist, but no other definition formally defines the arts with research or links the disciplines together as a whole with research. STEAM is designed to integrate all subjects with each other for a way to teach across the disciplines.

These programs aim to teach students innovation, to think critically and use engineering or technology in imaginative designs or creative approaches to real-world problems framed in social studies. STEAM programs add art to STEM curriculum by drawing on reasoning, ethics and design principles and encouraging creative solutions, effectively removing the meaning of the STEM distinction as the term now includes nearly all academic fields, yet still oddly leaving some behind

the idea of adding the arts to the STEM acronym, has conducted research and practicum since 2006 based on researching the formal way that subjects work together and correspond to the global socioeconomic world: “Science and Technology, interpreted through Engineering and the Arts, all based in elements of Mathematics.”She provides professional development training to individual educators and programs on how to use the STEAM framework.[9] In 2009, Senator Mark Warner announced Yakman’s nomination as NCTC’s STEAM Teacher of the Year 2009. (source:Wikipedia)

The founder of the STEAM initiative is Georgette Yakman, who in addition to raising

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Labbies

school section Involving kids and scaling education for the SDGs

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taking action School section What SUP? Towards a Plastic-free Campus We live in interesting times, where, as the banner during one of the recent climate strikes claimed, ‘leaders behave like children and children behave like leaders’. More seriously, how do we, schools and educators, respond to growing concern among our students? How do we respond to the criticism that the education students receive is no longer relevant when the IPCC estimates we only have eight years to avert irreversible climate change? At a recent education conference I attended in Abu Dhabi, it seemed that many educators and school leaders were asking themselves the same question. I hope that the message I was at the conference to convey - that real, student-led change is possible, as we have proven at Ecolint by eliminating Single Use Plastic (SUP) - can serve as a beacon of optimism and as an example for other schools.

Our “plastic-free campus” journey started in September 2017, when myself and a colleague met up with a recent alumna, Alexis McGivern, who works in the field of sustainability, to discuss how we could engage the school in a more ambitious project to deal with plastics on campus. After some discussion, a bold plan was born - to eliminate Single Use Plastic across the entire campus - and a kind of “manifesto” was written and shared with our Campus Principal, David Woods, and Director General, Dr. David Hawley. Whilst they were immediately supportive, we underestimated the scale of the challenge to achieve this stretching goal - we were in for quite a rocky ride!

The first step in our journey was to announce the objective to the whole community. Using our weekly campus newsletter, we outlined what we had in scope: total elimination within six months of unnecessary plastic items like straws, disposable plastic cups, single-use bottles, plastic lids and disposable cutlery, that were made from plastic and designed only to be used once. Whilst we are lucky to have a knowledgeable and engaged community, we reminded them of the serious impact of plastic pollution on marine life, and the knock-on effects for our own health as microplastics infiltrate our water supply and food chain. We pointed out the dissonance with our school’s charter, which highlights our belief in the equal value of all human beings, and the fact that these impacts are most acutely felt by people

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in the developing world. We also pointed out that the school itself needed to lead the change and act as a role-model, and committed to audit our own use of SUP and to replace it all before asking others to make changes in their habits.

When this message was shared on the Ecolint social media channels, literally thousands of likes and engagements - many from our alumni community - started pouring in, demonstrating the strong support and values of the Ecolint community and galvanising us in our efforts.

The scope: total elimination within six months of unnecessary plastic items like straws, disposable plastic cups, single-use bottles, plastic lids and disposable cutlery, that were made from plastic and designed only to be used once.

The key next step was to form the team required to make this happen. We quickly identified that in addition to myself as Sustainability Coordinator, we needed to include the Campus Principal, the campus facilities manager, the aforementioned alumna, and most importantly students and their parents. We quickly fielded two surveys and identified that the biggest opportunities to make meaningful change were in rethinking the approach taken at the cafeteria and at the big school events organised by the Parent Teacher Association (PTA). Meetings with both parties quickly led to the commitment to far-reaching measures to eliminate SUP, even though this meant some major changes compared to how things had been done previously.

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SCHOOL Ecole Internationale de Genève https://www.ecolint.ch Switzerland

EcoCREW at picnic ©ecolint

EcoCREW at Kermess ©ecolint

Some of the steps were relatively easy - such as banning the sale of drinks in PET bottles in the cafeteria and vending machines, which incentivized students and staff to bring their own, durable water bottle to school and drink water from the fountains. Others were significantly harder, including finding replacements for the snacks, ice-creams, yoghurts and many other products which arrived at school already wrapped in plastic. With the support of our catering supplier, Novae, we determined that the only solution was to eliminate these products from the range, and replace them with alternatives that come in either biodegradable or compostable packaging.

This had implications for the catering team, such as having to decant large containers of yoghurt into smaller compostable dishes, rather than sell ready-portioned “single serve” yoghurts, but the kitchen team embraced the project with enthusiasm, and found solutions where many people were sceptical one could be found.

PTA members in brainstorming ideas, led to a common vision and shared commitment. The PTA ordered reusable cups, similar to those used at music festivals in Switzerland, which are now sold to guests when they arrive, and which they are encouraged to take home to wash, and to bring back for future events. Individual bottles of soft drinks have been replaced by cans, which are easy to recycle and have less negative impact. Cutlery and plates are now all made from compostable or biodegradable materials. A student-composed “EcoCREW” has been set up which helps out at events, separating waste at an “EcoPoint” (and gaining valuable CAS points towards their IB in the process).

One of the key things we discovered along the journey is that while many suppliers offer “biodegradable” packaging, in practice this is not the best solution, as disposal still requires special conditions, most notably a temperature above 40°C, which is rarely met in the disposal chain. Instead we opted, wherever possible, for compostable materials, which break down on their own, similar to food waste, and whilst naturally decomposing also deliver additional nutrients to the soil, which biodegradables do not. The catering team, led by catering manager Philippe Musset, proved to be formidable allies and great supporters of the initiative, and thanks to their unstinting support, we managed to make the deadline and proudly announced the plastic-free campus to be “the new normal” in April 2018, as planned.

Enabling the PTA to be plastic free proved to be one of the biggest challenges. Despite all sharing the vision and wanting to eliminate SUP, the (entirely volunteer) team feared a dramatic increase in their workload as a result of the proposed measures. For example, how were they going to manage the washing up after the annual kermesse which generates thousands of plates, cups and sets of cutlery? Taking one problem at a time, and engaging students and

Alexis McGivern, our alumna and muse of the project, took extensive notes and, with the support of “venture philanthropists” the Gallifrey foundation, has built a website, www.plasticfreecampus. org. As well as detailing our journey, this website provides a free and pragmatic tool all schools can use to eradicate SUP. It is our hope that hundreds of schools will follow our example, empowering their students to make a positive change in today’s world. Not only is this good for the planet in the long term, but in our experience has also been enormously positive to build the school community in the here and now, making future sustainability initiatives easier and more likely to succeed.

About the author Jan Dijkstra is a teacher of mathematics and Sustainability Coordinator at the La Châtaigneraie campus of the Ecole Internationale de Genève. A Dutch national, he has over twenty years experience teaching in international schools in the Netherlands and Geneva.

Jan Dijkstra Sustainability Coordinator, Teacher of Mathematics & TOK jan.dijkstra@ecolint.ch

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Labbies SDG activities with and for kids

A SOLAR POWERED HOUSE OR TORCH WITH LEDSAFARI

AN SDG GAME CONCEPT WITH LIFE LAB FOUNDATION

This activity allows kids to understand about solar panels and electric circuits. The SDG Fab Lab lasercutter is used to create cardboard houses, and kids leave this activity with their custom designed house that holds a solar panel, charging a battery during day and lighting a LED at night.

Students from different schools in India flew to Geneva for a science trip as organised by the Life Lab Foundation.

Next to visiting CERN, a workshop was set up by Addictlab at the SDG Solution Space.

Contact addictlab.academy for dedicated workshops in your school. www.ledsafari.com

3D FOOD PRINTING WITH BYFLOW Three reasons to have a 3D food printer that prints chocolate, butter, avocado, cheese and more.

1. Food waste. Instead of throwing away bread, we can turn it into a paste and create cookies, Instead of throwing damaged apples, we can print with it.

2. Medical. People in hospitals that can’t eat solid food appreciate the appetite appeal that this machine can add to their otherwise baby-like pudding food.

3. For Fun!

BIRD COUNTER WITH MICROBIT This activity teaches kids about biodiversity and ecosystems, and the importance of counting species and documenting.

It also pushes them to create their own device, and then incorporate a Microbit that they code to become a counter.

Pictured is a prototype of a SDG game, made with lego.

Based on metro plan, the game allows you to answer questions and get closer to the UN buiding in the middle of Geneva. www.lifelab.org.in www.sdgsolutionspace.org

www.microbit.org

www.3Dbyflow.com

SDG ZINE

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© Musée in

JAPAN RED CROSS SOCIETY

Partagez votre coloriage avec nous : #redcrossmuseumPARTNER Share your colouring with us: #redcrossmuseum

Old & New Adapting Vintage Posters to Today’s Pandemic

EVERY WEEK A VINTAGE POSTER TO COLOUR IN RELATION TO THE NEWS The Red Cross Museum in Geneva keeps an exceptional collection of more than 11’000 posters from 1870 to today.

Hygiene, nutrition, good health and solidarity are all themes that have been addressed by Red Cross and Red Crescent National Societies around the world.

More relevant than ever, these posters help us to better understand what is happening to all of us today. The museum has adapted several of them into colouring posters, available free of charge on their website.

Drawn from this unique heritage, they are a fun way to keep children occupied and to discuss current events with them, thanks to a suggested list of open questions for each poster. www.redcrossmuseum.ch

SDG ZINE

(FR) DES AFFICHES HISTORIQUES À COLORIER EN LIEN AVEC L’ACTUALITÉ Le Musée possède une collection exceptionnelle de plus de 11’000 affiches, de 1870 à nos jours. Hygiène, alimentation équilibrée, activité sportive, solidarité sont autant de thèmes qui ont été abordés par les Sociétés nationales de la Croix-Rouge et du Croissant-Rouge du monde entier.

Plus pertinentes que jamais, ces affiches nous aident à mieux comprendre ce qui nous arrive à nous tous aujourd’hui.

Nous en avons adapté plusieurs en affiches à colorier, disponibles gratuitement sur notre site. Tirées de notre patrimoine unique, elles permettent d’occuper les enfants de manière ludique et de discuter avec eux de l’actualité, grâce à une liste de questions ouvertes que nous vous proposons pour chaque affiche.

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© Musée international de la Croix-Rouge et du Croissant-Rouge

Let us cover our MOUTH and NOSE whenever sneezing or coughing.

JAPAN RED CROSS SOCIETY

Partagez votre coloriage avec nous : #redcrossmuseum Share your colouring with us: #redcrossmuseum

SCHOOL Ecole Internationale de Genève https://www.ecolint.ch Switzerland

9innovate.

24 SDG Research Projects and Local Action Ideas From Over 140 9th Grade Students

#1/

SPECIAL SCHOOL EDITION JUNE 2020

INTERNATIONAL SCHOOL OF GENEVA SWITZERLAND

9iNNOVATE is a project-orientated activity for students in Year 9 at Ecolint Switzerland, designed to complement the academic curriculum and align with Ecolint’s mission statement to ‘prepare students for membership of communities that are socially and culturally diverse, for citizenship, and for engagement with the political, ethical and environmental challenges of their times’.

Building on from introductory experiences of community action from the Year 6 PYP exhibitions and the Year 8 SDG project, 9iNNOVATE is the next step in La Châtaigneraie’s developmental Character Programme.

9innovate.

24 SDG research projects and local action ideas from over 140 9th grade students

In Year 8, all students engaged in a group exploration of an area of interest linked to the United Nations’ Sustainable Development Goals. The 9iNNOVATE activity now challenges students’ innovation and collaboration skills through action. Students will choose one of the SDG themes and in groups of six will work to design a local solution to a global issue, over a 3-month period in collaboration with an expert from a Geneva-based NGO or agency. The project aims at local impact and will be summarized in a ‘TEDx’ type presentation in June whereby teams will present their solution and its impact to a panel who will comment on its merits.

Aims and objectives of 9iNNOVATE: ● To connect the school community to the global community ● To build upon the year 8 project which focused upon raising awareness ● To create a deeper understanding of the SDG’s through Systems Thinking ● To encourage students to design local solutions for impact, using Design Thinking

Peace

Peace

3.1

ICT & Peace action: setting up a Twitter account & creating app

Literacy level and violence action: picture book EXPERT CONSULTED

A

I

nformation Communication Technologies (ICTs) are increasingly prevalent across the developing world and as such are being used in a variety of ways to prevent or address violence conflict. Examples of ICTs include mobile phones, the internet, social media platforms such as Whatsapp, Facebook and Twitter, satellites, and GIS mapping applications, and the crowdsourcing of information through these platforms. A large number of applications have been developed to gather, map and disseminate data on peace and conflict.

Dr. Mamadou Dian Balde, Deputy Director of the Division of Resilience and Solutions, UNHCR.

ccording to the World Factbook, almost three-quarters of the world’s 775 million illiterate adults are found in only ten countries. Of all the illiterate adults in the world, two-thirds are women. Literacy breeds thinking. It fosters opinions. It encourages independent attitudes. It also develops opportunities for innovation and economic productivity (source; Eugene Marlow).

Adults who are literate are more likely to read to their children, be employed full time, use the Internet and e-mail, vote and volunteer.

Literacy can also facilitate conflict resolution and peacebuilding; when literacy is in association with learning about the world, it is likely to promote intercultural understanding, tolerance and respect.

GLOBAL CHALLENGE

LOCAL ACTION

We investigated the link between violence, peace and literacy rates.

The link is that we are going to get people to draw things for illiterate people for possibly here in Switzerland.

We found out it is of importance because a large number of conflicts happen because people do not understand each other or society. When people do not know how to read they are unable to understand society and therefore, respond with violence. If this is not addressed, useless conflicts could keep on happening and spreading.

According to UNESCO, 250 million children do not have access to learn basic writing and reading skills.

We chose to draw a picture book, and send it to people who don’t have access to education the way we do (therefore could be illiterate), because we thought it would be a useful to help them learn how to read.

We learned about how literacy levels itself is not so important but more about what you do with that education, what you choose to read or write with that information.

Anne Gloor, former peacebuilding in the Swiss Foreign Ministry and the European Union, Founder PeaceNexus (consultancy service for peacebuilding organisations), owner NexusVesting to advise the corporate sector on the role of business for peace

Can you investigate the positive and negative effects of ICT, especially how ICT reinforces or reduces conflicts in our school. What about in our local environment? Do you have any suggestions for changes you would like to see implemented?

The Link Between Literacy and Peace

THE TEAM Lara Sukkari

Juan Lucas de Oliveira

Hana Van Ommeren Magnus Wood

GLOBAL CHALLENGE

LOCAL ACTION

Global Challenges is a series of dossiers designed to share with a broader readership.

How does your local action link to your global challenge?

What did you find out?

That global issues can be a real problem for the earth, all around the world.

We are thinking about setting up a Twitter account to figure out more about how the people around us are being affected by the Covid19 issue.

Why is it of importance? What will happen if it is not addressed?

Because the future is going to be based on the internet so we need to find a way to use the internet to achieve peace.

Information can be gathered and spread instantly. Sometimes this is good and sometimes bad.

The social media can start riots or inflame situations. It can also inform injustice as we saw in USA with the police killing a black man.

THE TEAM

The reason data centers are located near the North Pole is because of the heat that is released. When you’ve used your computer for a while and it starts to get hot, and the fan starts to go into overdrive. Now imagine that on a continental scale, and instead of a fan, it’s an entire continent cooling it. The heat produced from these data centers is exponential, because over time, more people are wanting electronics, and the more electronics there are, the more data is being moved around which means more data centers, and that leads in turn leads to the North Pole melting quicker. Which, we are already doing at an alarming rate.

Why did you choose to do what you did?

We chose to plant trees, for every hour people spend on their screens. We have asked the students of the school if they could donate a certain amount of money for every hour they spend on their computer during school and then to plant the required amount of trees to offset the carbon emitted. I t is going to cost a lot of money, but if we all chip in, it’s going to be a lot more affordable. Also we realise that saplings take 5 years to grow big enough enough absorb a decent amount of carbon, but we have to start somewhere!

Louis Brittain

Selim Mimouni

Nathan Page

Cleo Motta

Technology & Innovation

O

EXPERTS CONSULTED

f all the technological innovations that have emerged in recent years, UAV’s (unmanned aerial vehicles) or drones, are probably one of the most well-known and exciting. Regrettably, much of the publicity surrounding the machines to date has focused primarily on their military applications ignoring the numerous other ways drones are being adapted to benefit society.

Phillipa Biggs, Accountant and Economist.

Discrimination & derogatory language Jan Van Mol, Head & founder, creative think tank Addictlab, founder Addictlab Academy and publisher, Ad!dict and SDGzine

How will drones positively impact life on land on a global scale? Can you investigate their social, environmental and economic impact? What are the legal implications of their widening use?

What did you learn?

We have learnt about data centers, about technology about the earth about global warming, about the astonishing amount of time people spend on screens and that they are so useful in so many situations and are relied on for so many things.

GLOBAL CHALLENGE

LOCAL ACTION

Our global challenge is called Drones for good. Most of our group were not very certain about drones so this was very interesting for some of us. We realised after meeting with our expert that drones can be useful for many things. We wanted to relate them to the global pandemic with Covid-19. Drones can be very useful during this pandemic.

For our action we decided to come up with a company. This company is called Drone Aide. Drone Aide delivers food and medical supplies to people with compromised immune systems using drones.

We can use drones to deliver food and medicine for people who have a high risk of being infected. These people should be staying home and helping to lower the number of cases as we all should be. Unfortunately, it is difficult for them to receive the goods they need while distancing themselves from other people.

A solution to this issue could be using drones to deliver essential items such as food and medical supplies to people who have a high risk of being infected with Covid-19.

Boris Golub

Charlotte Hansford

Elliot Benedek

David Cooper

Louis Aldridge

LOCAL ACTION Our plan is to inform people about the benefits of having an electric car by showing the statistics about the C02 emissions and how it affects pollution and sending out a pdf contract that asks people to promise their next car will be electric. We will give some suggestions of brands and some price estimates. People can stick it up somewhere as a reminder.

Our project was about electric cars and the environment. We looked at the difference between diesel cars and electric cars and what impact they each have on the environment. We soon realized that electric cars are much better for the climate since they don’t pollute the environment. We then knew the right thing to do is try and promote them as much as possible.

Why? Eventually everyone will need to sell their car because they can only last so long. We want to encourage the next car they buy to be electric. The gradual change is good because immediate change is unlikely.

Our action will help educate car owners about the harm that emissions from diesel and petrol cars have on the planet.

GLOBAL CHALLENGE

LOCAL ACTION

Our global issue is discrimination and derogatory language. This is a serious issue that affects many people very severely.

We did multiple actions to spread awareness about the importance of Discrimination and derogatory language and how impactful it has on today’s generation.

As a group, we made two videos per person explaining in our own words the following two questions:

What is it: What is discrimination? Discrimination is an unfair judgment of someone resulting in treating them differently. Common grounds for discrimination are sexual preference, religion and race.

Sarah Issa

Julia Giardini

Maya Breckenridge

Discrimination occurs when people are treated less favourably than other people are in a comparable situation only because they belong, or are perceived to belong to a certain group or category of people. People may be discriminated against because of their age, disability, ethnicity, origin, political belief, race, religion, sex or gender, sexual orientation, language, culture and on many other grounds. Discrimination, which is often the result of prejudices people hold, makes people powerless, impedes them from becoming active citizens, restricts them from developing their skills and, in many situations, from accessing work, health services, education or accommodation.

Derogatory language is often dismissed as ‘harmless banter’ that isn’t intentionally hurtful. However when such language goes unchallenged, this has a clear negative impact on young people’s sense of belonging, self-esteem and attainment at school.

THE TEAM THE TEAM

C

Language is our main form of communication and it plays a powerful role both in contributing to and in eliminating discrimination. People can be hurt, demeaned and offended by discriminatory and derogatory language.

High risk people should not be going outside to get their food and medical supplies. We as a community should be helping them. So as a group and with help from our expert our action is to help the high risk people by delivering food and medical supplies that the high risk people need. These people can get in contact with us. Telling us what they need and then we can go collect their food and medical supplies. Then we can use drones to deliver it to the front doorstep. Which means we wont be having any physical contact with the person. Once they collect the food and medical supplies we can fly the drone away from the house.

Finn Sealy

Max Deram

Marcellus Wilson

Zacchaeus Poulsen

Thomas Lewis

Some suggestions that we feel could change:

LOCAL ACTION

We feel that our educational system is out of date. Sometimes we study things we are not interested in or are relevant for our future. We are learning the same things that our brothers and sisters learned years ago which we feel that we no longer need to know.

•

We think that there is not enough choice in school right now with the subjects and options that we have to study. Dr Hawley makes sure that the future of Ecolint stays as a community and grows in great ways.

•

Our local action is to contact students and teachers to ask what their opinions are about the future of education and what they would like to change about their school day.

We chose this action because we would like to know what people think about and what could change in their school and what they would like to see in the future.

• • •

• •

•

Technology (teach us more skills we will need for the future) Online Schooling (give us a choice to do some subjects online) Different timetable (So we can start later and finish earlier) Add new subjects (more relevant ones for the future) Focus less on content and more on skills (which we need for jobs in the future) New extra- curricular activities (different ones added each year) Green schooling (to help the planet e.g. installation of solar panels for energy, learning more about what WE can do to help) More recycling (and understanding where it goes)

We interviewed students and teachers from our school as well as teachers from other schools too. They gave many ideas a lot of which matched our own. It is clear that an educational change needs to happen - and needs to happen soon to prepare us properly for the future.

THE TEAM Esmé Gembler

Hugo Sandys

Lily Colsenet

Thomas Anderson

Kaia Varnish

Luca Swan

Social / Equality

5.1

action: videos EXPERT CONSULTED

Biliana Vassileva, Social Innovation Coach, Consultant & Trainer.

Social / Equality

4.2

Drones for good action: Drone Aide

David Hawley, Director, Ecolint.

GLOBAL CHALLENGE

Local Action: Contact pupils and teacher on their opinions about the future of education

THE TEAM

Ian King

Importance: This is a big problem and can result in severe consequences and this issue should not be taken lightly. Victims of discrimination can be scarred for the rest of their lives. And the problem is that discrimination is not uncommon.

Effects: The effects of discrimination are severe.

Discrimination can lead to extreme feelings of guilt, anxiety, depression and sadness to both the victim and the tormentor.

-Have you ever experienced discrimination or do you know someone who has and how did that make you feel?

-Why is discrimination bad?

We also conducted a survey for the entire year 9 asking them to answer some questions about their own personal encounter with discrimination in their lives and what impact did that have on them. These answers were anonymous and we were glad that people took it serious and answered honestly.

And finally our last one would be more of an experiment that we are going to do to the audience. We’d separate everyone based on their eye color. So everyone with different eye colors would get separated from each

EXPERTS CONSULTED

5.2

Gender Equality action: fundraiser D

iscrimination against girls and women in the developing world is a devastating reality. It results in millions of individual tragedies, which add up to lost potential for entire countries. Studies show there is a direct link between a country’s attitude toward women and its progress socially and economically. The status of women is central to the health of a society. If one part suffers, so does the whole (source: children in need).

What are the main obstacles that girls face worldwide?

How can educating girls help to break the pattern of gender discrimination?

The LaChat APPEAR team (Association de Parents pour la Promotion d’une Education Anti-Raciste)) From left to right: Karen Eugeni, Kindy Sylla and Alexandra Braum

other. We would then select random individuals and ask them to say hurtful comments to about them. Then we would lecture how brown eyes is superior than other eye colors.

Then we would let them say how it felt for them to be discriminated because of your eye color. Then show them a video of the same experiment tested on older students and how they felt.

Why did we decide to do these actions: for the first action, we wanted to simply raise awareness and tell them about our own personal experience with discrimination.

For the second one, we wanted to let people have a voice to speak. To let them share their own stories with us because that helps them reflect.

And lastly, the third one was to let them feel what discrimination is like and how terrible this could affect one’s future life.

THE TEAM

EXPERT CONSULTED Jennifer Brant, Director, Innovation Insights.

How can teenage boys help shift the balance of gender equality? What are the roles of boys and men?

Explore the current state of gender in Switzerland and / or the World (see Global Gender Gap Report for example) and consider an innovation that could help address this from a teenage boy’s perspective.

How can boys be gender equality champions? What changes would need to happen?

GLOBAL CHALLENGE

LOCAL ACTION

We spoke about the problem of Gender Equality in our group and thought about all different ways that gender inequality affected the world and how it was unfair.

We spoke further about ways some subjects / topics were affected. We spoke about how Gender Equality affected the families and how it can’t continue. We found out that gender equality is a massive problem in life and we really need to help it.

We are raising funds by different methods (e.g. Social media) and are trying to catch attention and will then give those funds to www.lapouponniere.ch.

If boys’ voices are the only ones that are heard then it leaves the girls powerless to help change. Girls have many qualities and strengths and should be able to contribute in the same way as boys. Everyone has the right to be heard and have the same opportunities, whether male or female.

The women have responsibilities to bring up the children so by helping them we will be helping the next generation understand about equality as well.

They are a charity that is dedicated to helping to improve the lives of women and children in Switzerland. They are completely dedicated to helping young women raise children if aren’t able to themselves. They also help send women to college and look after their children so they are able to take full advantage of their education.

We think that this is a trustworthy company and that they are really helping the children and mothers in need. We want to help them get bigger so they can help even more people.

THE TEAM

Yilang Wang

Jonathan Klok

Lucy Cohen

Bardhyl Nushi

Josefin Ahlström

Luke Thomas

Rose Graymore

Konrad Sacha

Ruby Parker

Aidan Fogarty

Gueorgui Petrov

Etienne Martin

Technology & Innovation

4.4

e-Waste action: booklet & video EXPERT CONSULTED

O

nce electronic devices reach their end-of-life stage, they become waste, and are often referred to as e-waste. E-waste is categorized as hazardous waste due to the presence of toxic materials such as mercury, lead and brominated flame retardants. E-waste may also contain precious metals such as gold, copper and nickel and rare materials of strategic value such as indium and palladium. These precious and heavy metals could be recovered, recycled and used as valuable source of secondary raw materials. It has been documented that e-wastes are shipped to developing countries where it is often not managed in an environmentally sound manner, thus posing a serious threat to both human health and the environment. source: Renee Cho, Columbia University

Kristian Parker, Oak Foundation.

Can you get in contact and interview a person in the car industry to find out about the future of them from their perspective? Can you write up a report?

Can you be instrumental in inventing and programming a robotic car?

Nowadays, cars are one of the easiest ways of transport and they are very popular. There are around 2 billion vehicles in the world as of 2020. This doesn’t seem like it would be an issue, however, only around 2.2% of these cars are electric. Sadly, this means 98.8% of cars are still emitting CO2 into the atmosphere. These cars are producing a great amount of CO2 everyday.

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Iker Guerra

AI & Electric cars action: a contract to buy your next car electric

GLOBAL CHALLENGE

We will talk to the Rainbow Club for more ideas as to how we can help spread more awareness and understanding of diversity in our school community. We want to show equality is important.

Olivia Hugo

4.3

lose your eyes and imagine a world without traffic, without lines to find a parking space, fewer cars, less noise on the street and fewer accidents.

If you opened your eyes in twenty years, this might be reality. Electric & driverless cars could provide a series of benefits which, for now, we can only imagine (source www.androidpit.com). However, as always, there’s a flipside.

What are the pros and cons surrounding the new technology which will perhaps be surrounding our lives in the near future?

How do driverless cars work? What are the issues surrounding them and the impact they might have on cities and society?

We asked their opinions on how LGBTQ+ issues are handled at our school. We’re also informing everyone about the school psychologist and her availability. With our Action we want to observe if LGBTQ+ discrimination is present in our school and if so we want to make sure it does not take place.

EXPERT CONSULTED

Think about your own school environment. Can you make any suggestions for improvement based upon solid research? What would you change and why?

Can you arrange to pitch your ideas to Mr. Woods/Dr. Hawley?

Erika Ware

Technology & Innovation

C

Originally, we were supposed to take a local action. However, due to the Covid-19 circumstances, we’ve had to make our action hypothetical. We have created an anonymous survey that enables students to talk about their experiences concerning discrimination, and how that has affected their school life.

Isak Lim

Can you suggest some ways to encourage others to reduce their own digital carbon footprint? Can you think of some ideas to help students at school to digitally disconnect and reconnect for real?

How does your local action link to your global challenge?

We are making up for what damage we do, by planting trees.

The Problem: More than half (55%) of LGBTQ+ students have experienced direct bullying, and almost a third of them feel they have been ignored or isolated by other people.

This can have an impact on their attendance, achievement, and well-being. Students who experience more victimization are also more likely to have lower grades and report feeling depressed.

We chose this subject because we think that this is a important subject where people don’t get treated fairly just because of their sexual orientations.

Therefore we think it is of extreme importance to change this.

Jessica Hicks

Can you think of an innovative way to explain what a ‘digital carbon footprint’ is? What are the climate and carbon costs associated with digital technologies and our connected society and world?

LOCAL ACTION

LOCAL ACTION

Marco Tapiero

Using our smartphones, laptops and tablets more frequently means data centers are pushing out an estimated two percent of global greenhouse emissions — nearly the same proportion as air travel. And unfortunately, all that data that we’ve grown accustomed to having fast at our fingertips along with our always-on mentality ends up contributing to our digital carbon footprints. source: nami.org & bustle

Everytime we send an email or save a photo onto our cloud it has to go somewhere. The data from everyone is stored in giant data centers in the North Pole with enough storage to save data from everyone in a country.

lobalisation, technological innovations, climate and demographic changes and other major trends are creating both new demands and opportunities that individuals and societies need to effectively respond to.

There are increasing demands on schools to prepare students for more rapid economic and social change, for jobs that have not yet been created, for technologies that have not yet been invented, and to solve social problems that have not been anticipated in the past.

2030 may seem a long time away but this is the world in which those who are beginning primary school today will start their professional careers and those who are in secondary school today will become the core group of the prime working age. (source: http://www.oecd.org) Can you be instrumental in designing a school for the future? What will the buildings, environment and learning spaces look like? What will the core curriculum be made up of? Will the role of teacher / learner be different? What part will technology play?

Siew-eisha Sahi

Digital disconnect

GLOBAL CHALLENGE

G

Anderson Cavalheiro da Luz, Doctoral Student, Université de Fribourg

Pauline Daelemans

4.1

hile the internet’s data is largely invisible, it is processed and stored in massive data centers all over the world. Those data centers are powered 24/7, just waiting to send information — videos, podcasts, music, news, memes, messages and everything else the internet offers — to our digital devices.

EXPERT CONSULTED

What can you do to educate your fellow students about LGBT rights?

Can you be instrumental in helping to address some LGBT issues in the school environment (e.g. writing an anti-bullying policy, targeting and tackling homophobic, biphobic and transphobic language?

GLOBAL CHALLENGE

Results One of the questions we asked to students of our school: ‘Have you ever been a witness to LGBTQ+ discrimination?’

Out of 200 Responses:

Technology & Innovation

W

ore than half (55%) of LGBT students have experienced direct bullying, and almost a third of them feel they have been ignored or isolated by other people. This can have an impact on their attendance, achievement, and well-being. Students who experience more victimization are also more likely to have lower grades and to report feeling depressed.

How prevalent is LGBT discrimination in students around the world?

What issues do such individuals face? What are the misconceptions and stigmas that surround LGBT students?

Owen Broome

action: planting trees for screen time

6.2

Future of Education action: survey

M

The Task: Our team’s task is to find out how prevalent LGBTQ+ discrimination is in schools around the world, what issues do such individuals face, what are the misconceptions and stigmas that surround LGBTQ+ students and what can this lead to for them. We plan to spread awareness and alert others about our findings.

We discovered all about how peace could be used in so many ways for good. the internet could solve some of the biggest problems.

For instance, by using the internet we could make an app or an extension on some social media platform so we can talk and help other. Another idea we had was to make an app where people could go on it anonymously and give advice to others or ask for help in this difficult time.

Education

6.1

LGBT action: anonymous survey EXPERT CONSULTED

How are digital technologies used to prevent, manage or address violent conflict and promote stabilisation and peacebuilding? You can choose to focus on the following case studies if you wish: Saffron Revolutionî in Myanmar in 2007 London Bombings Bombings 7th July in 2005 Tsunami in Indonesia & Sri Lanka in 2004

Madrasa Early Childhood Programme in Zanzibar is an NGO which works together with poor and underprivileged communities to close the literacy gap. A request has been made by them for willing volunteers (good at art) to illustrate manuscripts (written by local teachers) and turn them into books.

They are hopeful that by providing rural schools with attractive educational materials, parents will be encouraged to spend more time with their children putting their literacy skills into practice and in turn, encouraging their children to increase theirs.

Education

3.2

EXPERT CONSULTED Tatiana Terekhova

Michael Kewley

What is in e-waste? Why is it harmful for the environment? What is a ‘circular economy’? Can you suggest how the electronics industry What you can do to educate individuals in your local area about the adverse effects of e-waste?

What did we learn?

We learnt about different brands, how long cars usually last and the prices of electric cars.

CO2 is a greenhouse gas that drives global climate change-extreme weather conditions, rising temperatures and change in wildlife populations.

GLOBAL CHALLENGE

LOCAL ACTION

E-waste is a popular, name for the electronic products that are near the end of their “useful life.” Computers, televisions, stereos, copiers, and fax machines are amongst the electronic products regularly discarded.

Many of these products can be reused, or recycled.

The main point of our local actions are to raise awareness and deepen knowledge on what e-waste is, why it is harmful, and what you can do to help.

According to the calrecycle web site. “With the passage of the Electronic Waste Recycling Act of 2003, certain portions of the electronic waste stream are defined as the systems to recover and recycle them will be administratively regulated beyond the universal waste rules that apply to material handling.”

When your old phones, computers and electrical gadgets are finished with where do they end up? I’m sure most of you didn’t know e-waste even existed!

THE TEAM

In order to do these things we created a booklet and a small video about the basics of e-waste.

When we were making our booklet and video we learnt a lot more about e-waste simply by doing research and watching videos.

We think this is a good local action because it will raise awareness and people will start being careful of where they throw things and consider recycling.

THE TEAM

David Jurcso

Ozzie Bar

Mayliss Demeire

Peakay Clifford

Adrian Cristobal

Anushka Forbes

Ian Snider

Jamsedine Balde

Mireia Ilopart

Gabi Debellegarde

Cathy Mi

Lucie Klein

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CREATIVE HUB/ Cern Micro Club PARTNER website

Coding Science with CERN “Coding Science” is an inclusive, free and open event that aims to bridge the gap between on the one hand, modern science as practiced at CERN, and on the other hand, STEM education, by introducing children to computational thinking and scientific experimentation.

Its main objectives are : * To introduce the 4 to 18 year old demographic to programming and automation techniques used today to drive experimental science. * To curate and reuse existing learning platforms that address programming and STEM education, or fund the creation of new platforms if needed, by establishing partnerships with other science and technology research centers (for instance INRIA). * To reuse technologies used, pioneered or maintained at CERN and made accessible to the public via CERN Knowledge Transfer (e.g. C2MON, ROOT, EduSafe etc...).

Coding Science leverages learning technologies pioneered in Geneva by groundbreaking psychologists Prof. Jean Piaget and Prof.

Seymour Papert, and subsequently developed at the Massachussets Institute of Technology (USA).

What differentiates this initiative from other STEM programs : * It proposes to initiate children to a “world of connected scientific objects”, which will be a fundamental ingredient in tomorrow’s scientific work.

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* It leverages physical computing and programmable objects (also referred to as Internet Of Things) to provide a tangible introduction to programming and modern scientific problems (that of data acquisition, visualization and analysis). * It provides an uninterrupted learning path from early learning (4 year-olds) to young science professionals (18+), relying on the same open-source technologies that are prevalent in science today.

Coding Science has been running for the past four years, at different venues around Geneva. The organizers are looking for opportunities to finance future events and export the concept to venues beyond France and Switzerland. https://codezlascience.ch

* It delivers a complete, from the ground up,

training experience, ranging from assembling the material to configuring it before programming it, ensuring there is no fear of “breaking” anything that cannot be repaired by the student herself. * It proposes to rely on existing CERN scientific infrastructure, CERN KT*-backed technologies and know-how to deliver compelling and useful training grounds, allowing CERN members to reuse their expertise and make them more accessible to early learners.

*CERN KT: CERN Knowledge Transfer

Brice Copy brice.copy@cern.ch CERN Micro Club robotics and outreach manager

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Coding Science sessions at the CERN Globe of Innovation © photos : CERN

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CREATIVE HUB/ Elargis tes Horizons PARTNER

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Elargis tes horizons School Lab Project Addictlab a été convié, le samedi 16 novembre 2019, à participer à l’événement scientifique biennal organisé par Élargis tes Horizons Genève (ETH).

Une sixième édition qui a eu pour but d’encourager des jeunes filles de 11 à 14 ans, habitant Genève et sa région, à s’investir dans des études et des carrières en mathématique, informatique, sciences naturelles et technique (MINT).

L’événement s’est tenu à l’université de Genève, Uni Mail. Ainsi, 450 filles ont pris part à 30 ateliers pratiques et ont participé à des expériences innovantes et inspirantes.

Addictlab a répondu présent en animant trois ateliers regroupant une trentaine de jeunes filles ainsi qu’un stand où des innovations techniques en adéquation avec les objectifs du développement durable (ODD) étaient présentées.

Compte rendu des ateliers : Présentation d’Addictlab et exercice pratique sur les ODD pour l’ensemble des participantes. Le groupe est ensuite scindé en 3 avec, pour chaque groupe, une tâche à accomplir en lien avec les ODD.

Groupe 1 : Reporter, journaliste.

Choisir un ODD parmi les 17 recommandés par l’ONU. Visiter les stands et définir les particularités de chacun en regard à ces objectifs.

Texte rédigé par Charlotte : « Solution pour les objectifs du développement durable.

Nous avons donc recherché les actions qui ont été faites pour des objectifs du développement durable. Il y a Addictlab Academy qui fait plein de recherches pour éviter la pollution et le gaspillage. Ils ont remplacé le plastique et quelques matières polluantes par des objets plus naturels, biodégradables et recyclés.

Par exemple : Ils ont crée une imprimante 3D qui peut recycler les restes de nourriture.

Ils mettent des épluchures, du pain rassis ou encore une peau de banane dans la machine

qui les transforme en gâteau. Ca pourra éviter beaucoup de déchets qui sont liés au réchauffement climatique.

Ils ont aussi décidé de fabriquer un plastique à partir d’algues qui est biodégradable. On peut utiliser différents matériaux naturels pour faire du plastique de texture différente.

Et vous saviez que l’on pouvait faire des chaussures en champignons ou encore des briques en papier ?

Il y a encore mille et une façon de faire un geste pour l’environnement !

Tout ce gaspillage, tous ces déchets peuvent être évités !

Il faut juste un peu d’imagination. Nous pouvons nous aussi chercher des idées pour arrêter le réchauffement climatique.

Et surtout, n’oubliez pas toutes les petites actions du quotidien qui peuvent également aider.

Seul, on va plus vite, ensemble, on va plus loin ! »

Groupe 2 : Conceptrice de jeu de société pour faire connaître les ODD. Deux propositions : -1- Créer une application pour Smartphone.

Les participants s’inscrivent pour un challenge. A la sonnerie du téléphone, un temps limités est donné ainsi que le numéro d’un ODD. Le participant doit prendre une photo en lien avec l’ODD et l’envoyer aussitôt. Une banque de données est traitée et classe les concurrents au fil de l’épreuve.

Ce jeu se décline en version cartes à jouer pour le voyage ou à la maison en famille.

On tire une carte au hasard et on prend la photo du ODD choisi. Les participants déterminent quelle photo correspond le mieux à la définition.

Titre du jeu : (Trois propositions) Eco photo WSH (World sustain help) I sustain

Répondre à une définition en rébus. Si la réponse est correcte, rester sur place, sinon, reculer d’une case.

Matériaux utilisés pour construire le jeu : Plateau en carton recyclé, pions en bois ou en bouchon de liège, couleur en peinture biodégradable, dé en bois, cartes de questions en carton recyclé.

Titre du jeu : La course des objectifs.

Groupe 3 : Créer un film en stop motion sur un ODD choisi.

N°5 : Egalité des sexes Le scenario : « Un homme et une femme sont dans un bureau. » La femme dit à l’homme : - J’ai une idée ! C’est une paire de chaussures en champignon biodégradable !

L’homme lui répond : - Ton idée est nulle !

La femme paraît toute triste. « L’homme se trouve dans une salle de conférence. De nombreux hommes sont présents autour de la table. » L’homme dit : - J’ai une idée, c’est une paire de chaussures en champignon biodégradable !

Tous les hommes autour de la table : - Ah ouais ! Super idée ! « L’homme croise la femme dans un couloir. » L’homme dit : - Je suis riche ! « Il a plein de billets de banques à la main. » La femme lui dit : - Et mais c’était mon idée !

L’homme répond : - Hahaha ! Tant pis pour toi !

La femme pleure de rage.

FIN. Par faute de temps, le film n’a été réalisé que partiellement !

-2- Faire un jeu sur carton style « Jeu de l’oie Belgium » comportant Kristel 17 cases.

Lancer unPeters dé et avancer le pion du nombre correspondant au chiffre affiché.

Kristel Peters is a shoe designer with more then 15 years experience in the international Fashion Industry. Currently she is an artistic researcher in KASK / School of Arts of Hogent working on the project ‘Rethinking High Fashion Shoes’, funded by the research fund arts of University College Ghent. As part of this

S

Titane Lacroix Titane tribu.lacroix@bluewin.ch Lacroix

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Light designer and plasticien from Geneva, Switzerland.

Black Box

Challenges Call to action. What can you do?

Now is the time to act. At the SDGzine we are compiling a list of projects and workshops that you can do and tools you can use. Whether in your house, at your school, or in your organisation. Remotely, or faciliated by our team. Contact us at info@sdgzine.org for more information or have a look at our site.

CREATE YOUR OWN SDG VIDEO GAME

COVID FRIENDLY OUTDOOR SDG ACTIVITIES

Short Make a video game in Scratch.

Short What if we bring the lab outside? We can combine nature, sports, environments to the current lab tools.

Sessions Learn about game design, characters, animation. You will need to create a backdrop, your characters and other elements.

You will need to program the game, adding a score and so much more.

Tips Teach about the sustainable development goals, and have the game tackle and solve issues around poverty, gender equality, sustainability, waste etc.

Ages From 8 on disciplines for curriculum collaboration programming / coding art design sdgs

Sessions include • Build a life size Da Vinci Bridge • Find fossils and cast them in moulds to produce chocolate • Cyanotype photography of plants using the sun • Create your own herbarium • Land art Ages all ages

CREATE YOUR OWN SPECIES COUNTER

Short A bird counter device. Multi disciplinary activity in our la.: Session • Learn about biodiversity and ecosystems.

• Learn about the importance of counting species • Design your own device • Code the Micro:bit and integrate in your device • Document and learn from your findings

GET PLASTIC OUT OF THE RIVER

Short SDG scenario based programming Session Innovative online teaching to create awareness on the SDGs and learn to write code to see robots cleaning up plastic online.

Addictlab Academy has developed a number of scenarios to create awareness on the SDGs and teach kids about coding and robotics. At the lab in France or the SDG Solution Space in Geneva, a giant poster decor is set up. Kids from all over the world need to solve challenges. By taking control over the core team’s computers, they can work together and see the result online.

Book your online session via sdgzine.org

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Tools & shop SDG activities & research tools > addictlab.com

SDG IMPACT KIT

IDEA WALL

CREATIVE CHEMISTRY KITS

What 17 large posters - every poster is about one SDG and marks all targets.

Space for ideation extra: idea flyers that can be adapted to your corporate identity.

PLUG & PLAY SOLAR PANEL KIT

In development: box 4: Challenges to do in a lab.

What sturdy cards to do research on the impact of a certain subject (your company, product, region, ...) on the SDGS includes 3 extra cards: Idea card, positive impact and negative impact

What box 1: 145 creative disciplines box 2: Profiling & Character cards box 3: ustainable Development Goals

What LedSafari’s Plug & Play solar panel kit contains a rechargable battery, switch, solar panel, LED light. We added a DIY laser cut house.

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Join an SDG conscious ecosystem & act SDGs & art & design

SDGs & education

Thought-provoking concepts from artists, designers and other creative thinkers

Programs for schools to add SDGs to the curriculum Repository of concepts from the 1HDS Master program at the SDG Solution Space

International Geneva

SDGs & Business Helping companies and organizations innovate while aligning with the SDGS

SDGs & Fab Labs Linking makerspaces and fablabs to the SDGs

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collaborative publications & research Collaborative publication on the sustainable development goals

Collaborative publication on the sustainable development goals

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JANUARY 2021 15€ - 20CHF

JANUARY 2021 15€ - 20CHF

The Education Issue

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CALLING FOR PROJECTS & PARTNERS

special school editions & other one partner projects and documentation

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Collaborative publication & research on the sustainable development goals WWW.SDGZINE.ORG

New models for SDG innovation From student ideas to product acceleration with the University of Geneva

Includes 2018 SDG SUMMER SCHOOL research projects: 3.01

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AT YOUR CERVIX

A CLEANAIR GREECE

MOTOSAFE

Early detection of cervical cancer

Non-compliance with smoke-free laws (SFL) in public places such as restaurants

Improve motorcycle safety through affordable and non-distracting technology

10.01

iDOCTOR Diagnosis of diabetic retinopathy based on AI algorithm

5.01

FEM. FRIENDLY Mapping Female friendly Toilets

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YES HELMET Encouraging helmet-wearing to increase the safety for bicyclists

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GENEVA TSINGHUA INITIATIVE

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schools & organisations: Run your SDG project and create your own SDGzine.

your own SDGzine.

Contact us for challenges

Contact us for SDG challenges, lectures and workshops for your organization or school & let’s create your own SDGzine together. info@sdgzine.org

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