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Understanding the impacts of climate on food systems is vital to identifying the most effective food system interventions to support climate-smart agriculture. The study examines how climate change is affecting food systems and what can be done to mitigate its effects. Two methodological approaches were combined in the study. The first was an Asia-wide regional consultation and forum to explore a range of initiatives that transform food systems among stakeholders working in Myanmar. The second method was an in-depth food systems study employing qualitative methods in Htee Pu Village in the Myanmar Central Dry Zone, a research site of IIRR since 2017. Key informant interviews (KII) and focus group discussions (FGD) were conducted to capture insights and data. Food systems consist of components, drivers, actors, and elements that interact with one another and other systems such as social, health, and transportation. The Myanmar food system is complex. Making it sustainable and transformative requires a mix of different approaches implemented at various scales from local to national. It also requires actions that engage various actors in the system from producers to consumers. The study of the local food system of Htee Pu Village indicates that the village has a rural and traditional food system and that climate change is one of its key food system drivers. Climate change negatively impacted farming and agricultural practices and disrupted the input supply of the local food systems. The role of intermediaries such as traders and consolidators is critical in the supply and distribution of food in the Central Dry Zone. Improved and more connected roads are essential for the supply and distribution of food for the village. The informal market outlets serve as the primary food source or sale points for households. Household diets are inadequate in quantity as the population remains highly dependent on their crops for their diets due to relatively low income. Climate adaptation must be embedded in the local level management to mitigate the effect of climate change in food production in the longer term.

Abstract Biogas is a valuable renewable energy that can be used as a fuel or as raw material for the production of hydrogen, synthesis gas and chemicals. Apart from its main constituent of CH 4 and CO 2 , it also contained various undesirable contaminants. The removal of these contaminants such as H 2 S will significantly improve the quality of the biogas for further use. This work involved the valorization of calcium carbonate (CaCO 3 )-based solid wastes for the removal of H 2 S from the biogas stream. The solid wastes were analyzed by different physicochemical methods CaCO 3 was found as the main component of both solid wastes, while trace amounts of other elements such as Mg, Al, etc. were also present. The solid wastes were dispersed in water and the resulted suspensions were tested for the removal of H 2 S from the gas phase, using a triphasic gas/liquid/solid glass reactor at room temperature and pressure. A commercial activated carbon (AC) and a pure commercial calcite were also used for comparison purpose. In addition, mixtures of AC with CaCO 3 waste in different ratios were also tested. The influence of the matrix of gas (air or biogas) on the removal of H 2 S was evaluated. Both solid wastes showed higher performance compared to the pure commercial calcite for H 2 S removal. The coupling of a CaCO 3 waste and AC allowed improving the sorption performance compared to pure commercial CaCO 3 and AC used alone. The results obtained open a new promising way for the valorization of CaCO 3 -based wastes for H 2 S removal from biogas.

AbstractAchieving gender equality and women’s empowerment in food systems can result in greater food security and better nutrition, as well as more just, resilient and sustainable food systems for all. This chapter uses a scoping review to assess the current evidence on pathways between gender equality, women’s empowerment and food systems. The chapter uses an adaptation of the food system framework to organize the evidence and identify where evidence is strong, and where gaps remain. Results show strong evidence on women’s differing access to resources, shaped and reinforced by contextual social gender norms, and on links between women’s empowerment and maternal education and important outcomes, such as nutrition and dietary diversity. However, evidence is limited on issues such as gender considerations in food systems for women in urban areas and in aquaculture value chains, best practices and effective pathways for engaging men in the process of women’s empowerment in food systems, and how to address issues related to migration, crises and indigenous food systems. While there are gender-informed evaluation studies examining the effectiveness of gender- and nutrition-sensitive agricultural programs, evidence indicating the long-term sustainability of such impacts remains limited. The chapter recommends key areas for investment: improving women’s leadership and decision-making in food systems, promoting equal and positive gender norms, improving access to resources, and building cross-contextual research evidence on gender and food systems.

AbstractProcess‐based models are useful for assessing the impact of changing management practices and climate on yields and greenhouse gas (GHG) emissions from agricultural systems such as grasslands. They can be used to construct national GHG inventories using a Tier 3 approach. However, accurate simulations of nitrous oxide (N2O) fluxes remain challenging. Models are limited by our understanding of soil‐plant‐microbe interactions and the impact of uncertainty in measured input parameters on simulated outputs. To improve model performance, thorough evaluations against in situ measurements are needed. Experimental data of N2O emissions under two management practices (control with typical fertilization versus increased clover and no fertilization) were acquired in a Swiss field experiment. We conducted a multimodel evaluation with three commonly used biogeochemical models (DayCent in two variants, PaSim, APSIM in two variants) comparing four years of data. DayCent was the most accurate model for simulating N2O fluxes on annual timescales, while APSIM was most accurate for daily N2O fluxes. The multimodel ensemble average reduced the error in estimated annual fluxes by 41% compared to an estimate using the Intergovernmental Panel on Climate Change (IPCC)‐derived method for the Swiss agricultural GHG inventory (IPCC‐Swiss), but individual models were not systematically more accurate than IPCC‐Swiss. The model ensemble overestimated the N2O mitigation effect of the clover‐based treatment (measured: 39–45%; ensemble: 52–57%) but was more accurate than IPCC‐Swiss (IPCC‐Swiss: 72–81%). These results suggest that multimodel ensembles are valuable for estimating the impact of climate and management on N2O emissions.

There is a notable discrepancy between the relative prosperity of Europeans and the global security and sustainability challenge. The mission of the ERASMUS+ 2020 European University for Well-Being (EUniWell) alliance is to address this. Our project, “Maximizing Academic and Social Outcomes in Engineering Education” (MASOEE) interprets this contradiction for engineering educators, exploring how to ensure graduates make the utmost contribution to societal wellbeing by narrowing attainment gaps. We are combining the expertise of British, French, Italian, and Swedish faculties to identify, share, and ultimately transfer best practices for professional, business, and sustainability skill teaching that is aligned to the EU competency frameworks including EntreComp (Bacigalupo et al. 2016) and GreenComp (Bianchi, Pisiotis, and Cabrera Giraldez 2022). Furthermore, we are finding out how disadvantaged cohorts in each partner faculty are characterized and supported. The project is guided by the following research questions: What are the similarities and differences between our students, staff, teaching, and culture? How are skills taught and embedded in programmes? What are student attitudes to learning these? How do we currently define and measure social outcomes? Which new approaches can we employ improve social and academic outcomes?