http://dx.doi.org/10.1108/14676370710726634International audienceOwing to its complexity, sustainable development (SD) cannot be simply integrated as a supplementary course within the engineer's curricula. The first aim of this paper is to focus on how to reflect pedagogically this complexity. After dealing with these questions, the paper aims to present a tool that can evaluate the student's understanding of SD concepts

PurposeOwing to its complexity, sustainable development cannot be simply integrated as a supplementary course within the engineers' curricula. The first point of this paper aims to focalise on how to reflect pedagogically. After dealing with these questions, a tool that can evaluate the student's understanding of sustainable development concepts will be presented.Design/methodology/approachThe analysis of a student's sustainability comprehension, based on cognitive maps, has been developed. The students are asked to write and connect by arrows all the terms that they associate with the concept of sustainable development. The assessment of the aforementioned cognitive maps is based on an approach via semantic category.FindingsThis study shows that the students' perception of sustainable development before the training seems mainly focalised on environmental and economical aspects. After the SD course, an increase in the number of words quoted is noted for each category (social and cultural aspects; the stakeholders, the principles of sustainable development and the allusions to complexity, temporal and spatial dimensions). Their vision seems richer and wider. The training seemed useful to help the students who did not associate sustainable development with diverse dimension to improve this perception.Research limitations/implicationsTo reduce the length of the elaboration of the maps, there is no preliminary training for the construction of maps. To simplify this elaboration, only one type of arrows is used to connect words. To minimise the time of analysis of the maps, the relevance of the relations made between the words is not verified. Besides, the classification of words within the semantic categories implies a certain level of subjectivity.Practical implicationsThis cognitive map method can be a useful tool to improve learning in quantitative terms but also in qualitative terms. Identifying knowledge gaps and misunderstood ideas allows the improvement in the training.Originality/valueThis study presents a new method that can be used to evaluate the impact of training sessions on students. Another advantage is to analyse how the students' knowledge is interconnected. This seems particularly interesting because the study of this transdisciplinary concept also necessitates an integrated vision.

International audienceThe structures of the B6O samples prepared by oxidizing boron with ZnO at temperatures of 1350-1500°C in an argon atmosphere have been refined by the Rietveld method. The B6O samples were found to contain an amorphous phase from their X-ray diffraction profiles in addition to B6O diffraction peaks. The results indicate that the B6O samples, space group R¯3m, no.166, a hex = 0.5367(1) nm and c hex = 1.2328(2) nm in the hexagonal unit cell, have oxygen deficiencies with 0.76(6) oxygen occupancy. A radial distribution function method applied to an extracted portion of the amorphous phase, suggests that each amorphous phase has nearly similar short-range order structure to that of the α-tetragonal boron type rather than to those of any other related boron phases

Many different approaches for national sustainable development strategies (NSDS) have been proposed since 1992, with some components common to all. A country's national strategy should be designed to help mainstream environmental concerns into policy. More broadly, it should coordinate local policy with global concerns, as well as integrate scientific knowledge into policy and development planning. The peer review mechanism for national strategies was piloted by France, and also involved representatives of countries from the North and the South as well as stakeholders. The peer review process allows countries to share their experience and information, and can assist them in identifying their own path to sustainable development. The business community can also contribute to sustainable development through provision of local and global public goods. Another input to sustainable development could come from the International Organization for Standardization (ISO) and its Guidance Standard on Social Responsibility (ISO 26000), as a coordinating mechanism between voluntary initiatives and binding obligations (such as international conventions). ISO standards and guidelines should therefore be integrated with national sustainable development strategies and local Agenda 21 frameworks.

International audienceThe hot-pressing kinetics of zirconium carbide were studied between 1700 and 2400° C in argon. The validity of different theoretical models due to Murray, Koval'chenko, Skorokhod, Scholz and Lersmacher was tested. For temperatures exceeding 2200° C, there is reasonably good agreement between kinetics and the whole set of models, but it has not been possible to classify them in order to draw conclusions on the sintering mechanism. The activation energy of ZrC hot-pressing was calculated, starting from the viscosity calculated by Murray's formula, as 41 kcal mol−1 (171.7 kJ mol−1)