The paradigm of the green economy has contributed to raising the attention paid to developing sustainability-oriented strategies for supply chain (SC) management. The responsibility of producers to extend and reverse SCs is a critical and timely topic that captures increasing concerns over the way firms can adapt their business models to interlinking technical, socioeconomic and environmental frameworks. This is particularly true when producers are not also reuse/recycle actors. By performing a critical review of the scientific literature on this field, this article develops nine elemental factors that can be considered for assessing the impacts of collaborative strategies as a means to implement extended producer responsibility (EPR) in open-loop SCs. The resulting conceptual framework provides EPR implementation guidance under different market conditions. Inter-organizational relationships are found to present both opportunities and threats that can be profitably managed under a systemic perspective. \ud Implications for management and needs for further research are discussed

Like many other environmental issues, marine litter represents a growing threat that needs to be tackled appropriately. Young adults can play a crucial role in targeting current and future issues related to marine litter given that they tend to be particularly aware of factors regarding sustainability and the environment in general. The study investigates the willingness of junior high school students to be involved in supporting beach clean-up activities and other awareness programs related to marine litter. The findings show how environmental knowledge, awareness of the consequences, attitudes towards marine environment preservation and social norms predict junior high school students' pro-environmental behaviour towards marine protection. Social norms were found to be the highest predictor of pro-environmental behaviour related to marine litter, whereas personal attitudes had a limited influence. The conclusions highlight the future strategies needed both at policy and managerial levels in order to understand how to motivate and further promote junior high school students' engagement in preserving the marine and coastal environment.

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<p>What is under our feet? How can we study something that we cannot directly see? How can we reconstruct Earth’s history?<br>To find answers to these interesting questions scientists developed different methodologies to investigate soil, rock formations, as well as the deeper structure of Earth’s interior. The same questions can be used as a starting point for many teaching activities.<br>In the teaching activity we experimented with 11-12 years old students in a Secondary School in Italy, we used a model made with inexpensive materials to discover core sampling, one of the methodologies used by geologists to investigate the outermost part of our planet and gather important information to reconstruct Earth’s history. <br>One of the aims of the teaching sequence is to make students understand the work of geologists and how they can discover what happened in the past by studying rocks. These activities are also a way to help students to develop important skills such as formulating hypotheses, carrying on investigations and using data to validate a hypothesis.<br>In this poster I present the activities and discuss some observations on students' drawings and descriptions, collected during the learning sequence to better understand students’ learning process and the learning outcomes. </p><p> </p>