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- All Subjects: Marketing
- All Subjects: Sustainability
- Creators: School of International Letters and Cultures
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
- Resource Type: Text
Before the COVID-19 pandemic, there was a great need for United States’ restaurants to “go green” due to consumers’ habits of frequently eating out. Unfortunately, COVID-19 has caused this initiative to lose traction. While the amount of customers ordering takeout has increased, there is less emphasis on sustainability.<br/>Plastic is known for its harmful effects on the environment and the extreme length of time it takes to decompose. According to the International Union for Conservation of Nature (IUCN), almost 8 million tons of plastic end up in the oceans at an annual rate, threatening not only the safety of marine species but also human health. Modern food packaging materials have included a blend of synthetic ingredients, trickling into our daily lives and polluting the air, water, and land. Single-use plastic items slowly degrade into microplastics and can take up to hundreds of years to biodegrade.<br/>Due to COVID-19, restaurants have switched to takeout and delivery options to adapt to the new business environment and guidelines enforced by the Center of Disease Control (CDC) mandated guidelines. Some of these guidelines include: notices encouraging social distancing and mask-wearing, mandated masks for employees, and easy access to sanitary supplies. This cultural shift is motivating restaurants to search for a quick, cheap, and easy fix to adapt to the increased demand of take-out and delivery methods. This increases their plastic consumption of items such as plastic bags/paper bags, styrofoam containers, and beverage cups. Plastic is the most popular takeout material because of its price and durability as well as allowing for limited contamination and easy disposability.<br/>Almost all food products come in packaging and this, more often than not, is single-use. Food is the largest market out of all the packaging industry, maintaining roughly two-thirds of material going to food. The US Environmental Protection Agency reports that almost half of all municipal solid waste is made up of food and food packaging materials. In 2014, over 162 million tons of packaging material waste was generated in the states. This typically contains toxic inks and dyes that leach into groundwater and soil. When degrading, pieces of plastic absorb toxins like PCBs and pesticides, and then each piece will, in turn, release toxic chemicals like Bisphenol-A. Even before being thrown away, it causes negative effects for the environment. The creation of packaging materials uses many resources such as petroleum and chemicals and then releases toxic byproducts. Such byproducts include sludge containing contaminants, greenhouse gases, and heavy metal and particulate matter emissions. Unlike many other industries, plastic manufacturing has actually increased production. Demand has increased and especially in the food industry to keep things sanitary. This increase in production is reflective of the increase in waste. <br/>Although restaurants have implemented their own sustainable initiatives to combat their carbon footprint, the pandemic has unfortunately forced restaurants to digress. For example, Just Salad, a fast-food restaurant chain, incentivized customers with discounted meals to use reusable bowls which saved over 75,000 pounds of plastic per year. However, when the pandemic hit, the company halted the program to pivot towards takeout and delivery. This effect is apparent on an international scale. Singapore was in lock-down for eight weeks and during that time, 1,470 tons of takeout and food delivery plastic waste was thrown out. In addition, the Hong Kong environmental group Greeners Action surveyed 2,000 people in April and the results showed that people are ordering out twice as much as last year, doubling the use of plastic.<br/>However, is this surge of plastic usage necessary in the food industry or are there methods that can be used to reduce the amount of waste production? The COVID-19 pandemic caused a fracture in the food system’s supply chain, involving food, factory, and farm. This thesis will strive to tackle such topics by analyzing the supply chains of the food industry and identify areas for sustainable opportunities. These recommendations will help to identify areas for green improvement.
As climate change continues to escalate natural hazards around the globe, certain communities feel the impacts of these disasters more so than others. After Hurricane Maria devastated communities in 2017, Puerto Rico struggled to respond to the needs of its citizens, particularly those in rural areas. Many of the regions affected did not have resilient community structures in place to be able to withstand the systemic ripple effects of the hurricane. However, various community endeavors have developed post-Hurricane Maria to foster community collaboration and resiliency, including the development of agricultural tourism, otherwise known as agritourism. <br/>Although agritourism has begun to develop in rural regions of Puerto Rico, including the municipalities of Utuado, Ciales, Florida, and Jayuya, a systems-understanding is lacking of the current agritourism situation in the region and its related capacities, limitations, and opportunities of agritourism. To address this gap, a spatially explicit understanding and map of the underlying tourism infrastructure is needed to support the development of sustainable agritourism in Utuado, Jayuya, Ciales, and Florida municipalities in Puerto Rico. <br/>This report spatially represents the current state of tourism opportunities in the region as a result of asking “What are the spatial networks of gastronomy, accommodations, farms, and attractions that support the development of agritourism in Utuado, Jayuya, Ciales and Florida municipalities in Puerto Rico?” Three steps lead to the spatial representation starting with developing a comprehensive inventory. Second, we visualize the spatial map through Google Maps. Lastly, we explore the larger context of the report through an ArcGIS Storymap. The inventory will help with better understanding the number and variety of tourism resources available. The spatial visualization will help with understanding the distribution of resources and explore potential connections between resources and what relationships could be fostered in the future. Lastly, the ArcGIS Storymap will serve as a framework for outlining the future development of the SARE project. Overall, this report outlines the spatial maps of tourism resources and provides a tool to be used by community partners, tourists, and project partners.
This thesis project has been conducted in accordance with The Founder’s Lab initiative which is sponsored by the W. P. Carey School of Business. This program groups three students together and tasks them with creating a business idea, conducting the necessary research to bring the concept to life, and exploring different aspects of business, with the end goal of gaining traction. The product we were given to work through this process with was Hot Head, an engineering capstone project concept. The Hot Head product is a sustainable and innovative solution to the water waste issue we find is very prominent in the United States. In order to bring the Hot Head idea to life, we were tasked with doing research on topics ranging from the Hot Head life cycle to finding plausible personas who may have an interest in the Hot Head product. This paper outlines the journey to gaining traction via a marketing campaign and exposure of our brand on several platforms, with a specific interest in website traffic. Our research scope comes from mainly primary sources like gathering opinions of potential buyers by sending out surveys and hosting focus groups. The paper concludes with some possible future steps that could be taken if this project were to be continued.
A guide to implementing empathy in crisis communications
Green Pages is a sustainability-focused magazine publication created by our team in response to the need for increased post-secondary awareness and interest in the ethical circular economy. The magazine, designed and written by Dale Helvoigt, Caroline Yu, and Anne Snyder is available digitally and free of charge so that students and non-students alike have access to information and resources regarding sustainability. Each article is thoroughly researched with references provided so our readers seek to continue their education into our content. The end goal of Green Pages is to foster interest in all individuals, especially young people, on the current environmental climate and the sustainable practices that can be adopted into one's lifestyle in pursuit of a "greener" future.
The research begins with the history of standards, starting with traditional outcome-based standards. It then delves into the Partnership for 21st Century Skills (P21), which highlights the type of skills 21st century students are expected to develop and master by the time they enter college and careers. Next, it explores the hot topic of Education to this date: Common Core State Standards. In the midst of educational reform, these standards seek to add consistency across the nation in regards to what students should know at each grade level and also encourage teaching of the 21st century skills. This section briefly details the content of Common Core English Language Arts and Mathematics standards.
After summarizing P21 and Common Core, this report shifts into its focused 21st century skill: collaboration. As one of the 4 C’s that P21 and Common Core emphasize in their standards, it is imperative to research critical elements of collaboration as they relate to groups and teams of all ages. Even more specifically, collaboration is a practice that is becoming more and more standard in business across all industries, so it is a skill that is highly in demand for students to acquire. In regards to collaboration, Executive Vice President of Verizon, Bob Mudge, states, “companies are able to innovate much more quickly and even create solutions to problems that may not be prevalent issues yet” (Mudge 1). The standards expect that students will be prepared to collaborate in college and careers, so key elements of collaboration in those settings—in-person or virtual—need apply or be simplified to K-6 collaborative environments. This section also analyzes a case study experiment on young children about how technology functionality and design enables, encourages, or enforces collaboration.
Next, this thesis reviews three case studies that represent evolution in our understanding of technology’s role as a support system in teaching and learning collaboration. The first case study shows how simple handheld devices assisted in correcting weaknesses in a variety of collaborative and organizational skills. The second study utilizes interactive tabletop technology to realize the idea of tracking collaborative ability in real time through synchronized audio and touch recording. Finally, researchers assess the effectiveness of one student to one device (1:1) initiatives by gathering student-reported data before and after the program’s implementation, which largely speak to the direction of many schools’ technology strategies.
To supplement all of the secondary research above, the researcher of this thesis conducted interviews with nine K-6 teachers to gather their insights on collaboration and how they facilitate it. They explain how they use technology in their classroom to enhance the learning environment. Additionally, they give opinions on what could be done to make collaboration more easily taught and facilitated, as well as what would better develop their students’ collaborative skills.
The compilation of this information then leads to implications of what needs to be present, from a technology standpoint, to more effectively teach collaborative skills to our schoolchildren. This includes a brief industry analysis of a program that already exists, as well as recommendations for new technology that considers the research conducted throughout the paper. Another implication addressed centers on the instruction and facilitation of technology and the digital divide that can result from varying competency among teachers, which brings to light the need for proper technology development programs for educators.