The talk with present the key results of the IPCC Working Group III 5th assessment report. Concluding four years of intense scientific collaboration by hundreds of authors from around the world, the report responds to the request of the world's governments for a comprehensive, objective and policy neutral assessment of the current scientific knowledge on mitigating climate change. The report has been extensively reviewed by experts and governments to ensure quality and comprehensiveness.

Climate change 2014 - Mitigation of climate change

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(09)60935-1.pdf

Managing the health effects of climate change

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1056&context=civilengfacpub

Landsat-8: Science and Product Vision for Terrestrial Global Change Research

Human population growth, economic development, climate change, and the need to close the electricity access gap have stimulated the search for new sources of renewable energy. In response to this need, major new initiatives in hydropower development are now under way. At least 3,700 major dams, each with a capacity of more than 1 MW, are either planned or under construction, primarily in countries with emerging economies. These dams are predicted to increase the present global hydroelectricity capacity by 73 % to about 1,700 GW. Even such a dramatic expansion in hydropower capacity will be insufficient to compensate for the increasing electricity demand. Furthermore, it will only partially close the electricity gap, may not substantially reduce greenhouse gas emission (carbon dioxide and methane), and may not erase interdependencies and social conflicts. At the same time, it is certain to reduce the number of our planet’s remaining free-flowing large rivers by about 21 %. Clearly, there is an urgent need to evaluate and to mitigate the social, economic, and ecological ramifications of the current boom in global dam construction.

A global boom in hydropower dam construction

It is clear that the above can lead to confusion when scientists of different countries are trying to communicate with each other. Another example is the burrowing rodent called a gopher found throughout the western United States. In the southeastern United States the term gopher refers to a burrowing turtle very similar to the desert tortoise found in the American southwest. One final example; two North American mammals known as the elk and the caribou are known in Europe as the reindeer and the elk. We never sing “Rudolph the Red-nosed elk”! Confused? This was the reason for creating an internationally recognized system of naming organisms. To avoid confusion, living organisms are assigned a scientific name based on Latin or Latinized words. The English sparrow is Passer domesticus or Passer domesticus (italics or underlining these two names is the official written representation of a scientific name). Using a uniform naming system allows scientists from all over the world to recognize exactly which life form a scientist is referring to. The naming process is called the binomial system of nomenclature. Passer is comparable to a surname and is called the genus, while domesticus is the specific or species name (like your given name) of the English sparrow. Now scientists can give all sparrow-like birds the genus Passer but the species name will vary. All similar genera (plural for genus) can be grouped into another, “higher” category (see below). Study the following for a more through understanding of taxonomy. Taxonomy Analogy Kingdom: Animalia Country

Diversity of life

Purpose – This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years. Design/methodology/approach – The paper initially presents an analysis of past developments, complemented by an assessment of the emphasis on sustainable development by the International Journal of Sustainability in Higher Education. In particular, it makes cross-references to the deliberations held at the UN Conference on Sustainable Development held in Rio de Janeiro, Brazil, in June 2012, with a special emphasis to the document “The Future we Want”. It concludes by listing a set of suggestions and measures that both industrialised and developing countries may consider to translate the principles of sustainable development into reality. Findings – Sustainable development is and will continue to be a matter of subst...

/pdf/the-future-we-want-key-issues-on-sustainable-development-in-2yftbhlp8z.pdf

The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development

Adapting Agriculture to Climate Change: Preparing Australian Agriculture, Forestry and Fisheries for the Future

Purpose – The purpose of the research is to investigate education for sustainability (EfS) practice and perceptions in three university contexts in England, Australia and Greece with a view to identify a suitable systems model for effective EfS across the university.Design/methodology/approach – Research tools involved interviews of key people engaged in EfS (n=25) supported by observations plus appropriate documentary analysis as a basis to establish perceived good practice, barriers and ways to improve EfS.Findings – Clear vision, leadership and support for EfS were considered vital, while agreed understanding about the importance, purpose and nature of EfS was necessary to achieve effective EfS across the university. Wide consultation, consensual agreement and collaborative practice were viewed as important to achieve collective views and coordinated action. A distributed model of leadership in which individuals are responsible and collectively empowered to action is relevant to a systems model for EfS...

A systems approach to education for sustainability in higher education

Technology education is a well-established field of knowledge whose applications have many ramifications. For example, technology education may be used as a tool in meeting the challenges of sustainable development. However, the usefulness of technology education to the sustainability debate as a whole and to education for sustainable development in particular, has largely been overlooked in the past. Indeed, there is a paucity of academic studies which examine the contribution technology education may provide to education for sustainable development. On the basis of the need to address this knowledge gap, this paper reviews the state of affairs in relation to education for sustainable development and considers its links and appropriateness to technology education. A further objective of this paper is to present examples of initiatives and existing practices around the world, drawing partly from the results of the 1st European Conference on Education for Sustainable Development held in Greece in October 2007, as well as from other initiatives undertaken in Europe and North America. Finally, some measures that may be adopted in order to enhance the contribution of technology education to education for sustainable development are outlined.

/pdf/education-for-sustainable-development-current-discourses-and-45h79wc9cf.pdf

Evangelos Manolas

Papers

The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development

Adapting Agriculture to Climate Change: Preparing Australian Agriculture, Forestry and Fisheries for the Future

A systems approach to education for sustainability in higher education

Education for sustainable development: current discourses and practices and their relevance to technology education

Technological Nature: Adaptation and the Future of Human Life