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Nowadays, frequent climate extremes exert a serious impact on agricultural production and social development, which is seldom studied in the previous literature. Production–Living–Ecological (PLE) is a useful analysis framework, and China is a suitable model for such study. This paper takes the Huai River Eco-Economic Belt (HREB), an important agricultural zone in China, to study the relationship among agricultural production (P), society (L), and climate change (E), which is referred to as APLE. This paper constructs a coupled coordination evaluation index system for the APLE system and uses coupling coordination degree models and geographic detector to study the spatial and temporal evolution of the coordinated development of 34 counties (cities) in the HREB from 2009 to 2018. The results show the following: (1) The development of the agricultural subsystem and the social subsystem formed a "scissors difference" from 2009 to 2014, and the three subsystems showed a slight upward trend during 2014–2018. (2) The coupling and coordinated development of the APLE system in the HREB was generally stable, and the coupling coordination degree was improved from low-grade and slightly uncoordinated to barely and primarily coordinated. Furthermore, the spatial differentiation of the coupling coordination degree shows a clear pattern of being high in the southeast and low in the northwest. (3) The main influencing factors are the drought and flood protection rate, the effective irrigation rate, the per capita electricity consumption in agriculture, the number of beds in healthcare facilities per 10,000 people, the per capita disposable income of urban residents, the annual average temperature, and the annual precipitation. (4) The spatial–temporal evolution of the coupling and coordinated development of the APLE system is the result of the comprehensive effect of internal driving forces such as food security, the consumption level of rural residents, and the development level of urbanization construction, and external driving forces such as government public welfare and natural conditions. [ABSTRACT FROM AUTHOR]

Institutional quality, financial development, and natural resources primarily determine how economic representatives support their operational and production behaviors towards escalating the renewable energy share in the whole energy mix and protecting ecological quality. In this way, this paper is the first to investigate the influence of institutional quality, natural resources, financial development, and renewable energy on economic growth and the environment simultaneously in China from 1996 to 2020. The cointegration approaches verify the presence of a long-run association between the selected variables. The autoregressive distributed lag model outcomes reveal that institutional quality and renewable energy utilization greatly diminish ecological footprint. At the same time, other prospective indicators such as financial expansion and natural resources significantly enhance ecological footprint levels in the short- and long-run. Furthermore, institutional quality, financial expansion, renewable energy, and natural resources significantly trigger economic growth. Besides this, this study has revealed the unidirectional causal association from institutional quality and financial expansion to ecological footprint. In contrast, bidirectional causality occurs between renewable energy, natural resources, ecological footprint, and economic growth. The current research results offer some policy implications that will help to reduce the detrimental influence of environmental deprivation, without hindering the economic growth trajectory in the case of China. [ABSTRACT FROM AUTHOR]

Mathematical modeling has served as an epidemiological tool to enhance the modeling efforts of the social and economic impacts of the pandemic. This article reviews epidemiological network models, which are conceived as a flexible way of representing objects and their relationships. Many studies have used these models over the years, and they have also been used to explain COVID-19. Based on the information provided by the Web of Science database, exploratory, descriptive research based on the techniques and tools of bibliometric analysis of scientific production on epidemiological network models was carried out. The epidemiological models used in the papers are diverse, highlighting those using the SIS (Susceptible-Infected-Susceptible), SIR (Susceptible-Infected-Recovered) and SEIR (Susceptible-Exposed-Infected-Removed) models. No model can perfectly predict the future, but they provide a sufficiently accurate approximation for policy makers to determine the actions needed to curb the pandemic. This review will allow any researcher or specialist in epidemiological modeling to know the evolution and development of related work on this topic. [ABSTRACT FROM AUTHOR]

The study's main purpose was to discover the important factors that impact university students' online learning and academic performance during the COVID-19 epidemic, as well as their usage of social media throughout the pandemic. Constructivism theory was used and developed with constructs mostly linked to leveraging social media for collaborative learning and student interaction during the COVID-19 pandemic, given the context-dependent nature of online learning during the epidemic. During the COVID-19 epidemic, additional components such as collaborative learning, student participation, and online learning were implemented. The enlarged model, which assesses students' happiness and academic performance during the COVID-19 epidemic in connection to social media use, was validated using empirical data collected via an online survey questionnaire from 480 Saudi Arabian higher education students. AMOS-SEM was used to analyze the model's various assumptions (Analysis of Moment Structures-Structural Equation Modeling). The findings revealed that (1) using social media for collaborative learning and students' engagement has a direct positive impact on students' interactivity with peers and teachers; (2) students' interactivity with peers and teachers has a direct positive impact on online learning during the COVID-19 pandemic; (3) online learning during the COVID-19 pandemic mediates the relationship between students' interactivity and satisfaction; (4) online learning during the COVID-19 pandemic mediates the relationship between students' interactivity and satisfaction. Students, higher education institutions, and educational technology application suppliers would benefit greatly from the conclusions of this study, both theoretically and practically. [ABSTRACT FROM AUTHOR]

The world is experiencing a global pandemic with COVID-19, for which few measures have proven their efficiency. Prevention through lockdown belongs to the portfolio of Non-Pharmaceutical Intervention (NPI). The implementation of a lockdown comes with a potential health care benefit balanced with an economic and human cost: people are constrained to stay in their homes. Households hence have to live together in what we call "zero-space", which means within the walls of their flat or house. The loss of "space-domain" freedom, preventing them to move in "free" space is accompanied by a continued "time-domain" freedom with the possibility to allocate their time, and what they do with it, within the location they are not permitted to leave (with very defined exceptions). We study the microeconomics framework in such a setting, starting from the rules shaping such a "nano-market" with very few agents (the members of the household), and its consequence for nano-economic interaction. Since the behaviour of the agents is hyperconstrained in the space domain and relatively free in the time domain, behavioral economics is used to describe decisions made in the home, for the actions remaining possible during lockdown. A minimal set of rules is introduced and illustrated to describe efficiently the agents at play in this new and particular context, which has been replicated worldwide during the pandemic. Hypotheses for this model are presented and discussed, so as to allow future variations and adaptations for other specific cases with different options chosen. Such hypotheses concern agents, their interests, behaviours, and the equivalent of non-financial "nano-market transactions and contracts". [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has created cause for rapid innovation in, reimagining of, and pivoting of higher education institutions. Prior to 2020, the global higher education sector began to radically focus their efforts on creating sustainable institutions, and incorporated the United Nations' Sustainable Development Goals (SDGs). The novel coronavirus pandemic may have changed that. This systematic review examines eight manuscripts, identified through a systematic search strategy on sustainability during the COVID-19 pandemic across 2020–2021. Interestingly, the low volume of manuscripts identified highlights potential learning and teaching risks, as priorities may have shifted during rapid digitalization and emergency remote teaching practices. These manuscripts focused on Goal 4, inclusive and equitable quality education (50%); Goal 8, decent work and economic growth; Goal 9, industry, innovation, and infrastructure (37.5%); and goal enabling through integrating and embedding sustainability into the curriculum (12.5%). The implications of this systematic review highlight a need to rebuild efforts to focus on the Sustainable Development Goals, particularly considering the evolving higher education landscape during COVID-19. While there were still considerable volumes of manuscripts on higher education and sustainability during 2020–2021, the lack of contextualization to current higher education conditions should be of concern for sustainability scholars. This systematic review creates a critical foundation for accelerating our understanding of achieving SDGs in higher education during and beyond the pandemic. [ABSTRACT FROM AUTHOR]

This article has reviewed international research, up to the first half of 2021, focused on sustainability, big data and the mathematical techniques used for its analysis. In addition, a study of the spatial component (city, region, nation and beyond) of the works has been carried out and an analysis has been made of which Sustainable Development Goals (SDGs) have received the most attention. A bibliometric analysis and a fractal cluster analysis were performed on the papers published in the Web of Science. The results show a continuous increase in the number of published articles and citations over the whole period, demonstrating a growing interest in this topic. China, the United States and India are the most productive countries and there are more papers at the regional level. It has been found that the environmental dimension is the most studied and the least studied is the social dimension. The mathematical techniques used in the empirical work are mainly regression analysis, neural networks and multi-criteria decision methods. SDG9 and SDG11 are the most worked on. The trend shows a convergence in recent years towards big data applied to supply chains, Industry 4.0 and the achievement of sustainable cities. [ABSTRACT FROM AUTHOR]

Higher education must include training in sustainability to make all actors aware of the serious problems our planet is facing. Mathematics plays an important role in the achievement of the Sustainable Development Goals (SDG) and at the same time these allow working with real situations in the subject of mathematics, providing the student with active learning. Sustainability is used to make the student see the usefulness of mathematics while instilling values and attitudes towards it. A set of problems have been raised during the academic year that are solved with the developed mathematical techniques, and through a survey, the students' perceptions about the usefulness of mathematics to reach the goals established in the SDG has been evaluated. The results show that, regardless of the student's gender, the student's assessment of the usefulness of this subject in solving real problems improved. It has been observed that this teaching methodology has helped to motivate students and even those who do not like this subject have improved their appreciation of it. [ABSTRACT FROM AUTHOR]

Environmental education is one of the most effective means of raising public awareness of the need to preserve the environment, and therefore plays a key role in raising awareness and conserving the environment. Teachers also play an important role in achieving these sustainable objectives. Economic decisions are intimately linked to and affect the sustainable development to a large extent, hence the importance of the subject of economics in achieving sustainability. The minimum contents established by the educational law on these aspects related to sustainability have been revised. Through a survey, the differences in knowledge, attitudes, and behaviors related to sustainable development are analyzed from a gender perspective. It is detected that, in general, women have a greater knowledge of environmental issues and more sensitivity, with a greater commitment to recycling and changing lifestyles. [ABSTRACT FROM AUTHOR]