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Nearly three billion people in low- and middle-income countries (LMICs) rely on polluting fuels, resulting in millions of avoidable deaths annually. Polluting fuels also emit short-lived climate forcers and greenhouse gases (GHGs). Liquefied petroleum gas (LPG) and grid-based electricity are scalable alternatives to polluting fuels but have raised climate and health concerns. Here, we compare emissions and climate impacts of a business-as-usual household cooking fuel trajectory to four large-scale transitions to gas and/or grid electricity in 77 LMICs. We account for upstream and end-use emissions from gas and electric cooking, assuming electrical grids evolve according to the 2022 World Energy Outlook’s “Stated Policies” Scenario. We input the emissions into a reduced-complexity climate model to estimate radiative forcing and temperature changes associated with each scenario. We find full transitions to LPG and/or electricity decrease emissions from both well-mixed GHG and short-lived climate forcers, resulting in a roughly 5 millikelvin global temperature reduction by 2040. Transitions to LPG and/or electricity also reduce annual emissions of PM2.5 by over 6 Mt (99%) by 2040, which would substantially lower health risks from Household Air Pollution. Primary input data was collected from the following sources: Baseline household fuel choices - WHO household energy database (https://www.nature.com/articles/s41467-021-26036-x) End-use emissions - US EPA lifecycle assessment of household fuels (https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=339679&Lab=NRMRL&simplesearch=0&showcriteria=2&sortby=pubDate&timstype=Published+Report&datebeginpublishedpresented) Upstream emissions - Argonne National Labs GREET Model (https://greet.es.anl.gov/index.php) Current and future population estimates - UNECA (http://data.un.org/Explorer.aspx?d=EDATA) Input data was processed by defining household fuel choice scenarios, estimating national household fuel consumption based on these scenarios, and applying fuel-specific emission factors to create country-specific emission pathways. These emission pathways were input into the FaIR model (https://zenodo.org/record/5513022#.Yt_jfHbMLb0) which generated additional data for each scenario including time series of pollution concentrations, radiative forcing, and temperature changes. All data is provided in CSV format. Nothing proprietary is required. 

This dataset contains terrestrial fluxes of nitrous oxide (N2O), methane (CH4) and ecosystem respiration (carbon dioxide (CO2)) calculated from static chamber measurements in riparian buffers of oil palm plantations on mineral soil, in Riau, Sumatra, Indonesia. Measurements were made monthly, from January 2019 until September 2021, with a break from April 2019 to October 2019 to allow for felling and replanting, and another break from January 2021 to June 2021 due to Covid-19 restrictions. To help to reduce the environmental impact of oil palm plantations, riparian buffers are now required by regulations in many Southeast Asian countries. The experiments were conducted to investigate the impact of greenhouse gas emissions from the riparian buffers. Research was funded through NERC grant NE/R000131/1 Sustainable Use of Natural Resources to Improve Human Health and Support Economic Development (SUNRISE) Greenhouse gas concentrations were measured using static chambers, enclosed for 45 minutes. Multiple regressions (including linear and hierarchical multiple regression) were fitted to calculate the best fit flux, using the RCflux R package, written by Dr Peter Levy (UKCEH).

Variation in food resources can result in dramatic fluctuations in the body condition of animals dependent on those resources. Decreases in body mass can disrupt patterns of energy allocation and impose stress, thereby altering immune function. In this study we investigated links between changes in body mass of captive cane toads (Rhinella marina), their circulating white blood cell populations, and their performance in immune assays. Captive toads that lost weight over a 3-month period had increased levels of monocytes and heterophils and reduced levels of eosinophils. Basophil and lymphocyte levels were unrelated to changes in mass. Because individuals that lost mass had higher heterophil levels but stable lymphocyte levels, the ratio of these cell types was also higher, partially consistent with a stress response. Phagocytic ability of whole blood was higher in toads that lost mass, due to increased circulating levels of phagocytic cells. Other measures of immune performance were unrelated to mass change. These results highlight the challenges faced by invasive species as they expand their range into novel environments which may impose substantial seasonal changes in food availability that were not present in the native range. Individuals facing energy restrictions may shift their immune function towards more economical and general avenues of combating pathogens.

With the rising environmental problems there are international movements towards sustainability and greening the built environments in order to mitigate the negative environmental impacts of buildings and human activities on environment and human health. This paper presents a range of K-12 Green Schools that were intentionally designed to utilize school building as a 3D-text book for Environmental Education (EE). The aim of this paper is to examine the methods and strategies of designing green school as a teaching tool through case study analysis of the selected schools. The cases provide a diversity of geographic locations, climates, green strategies and coasts. The research depends on the descriptive analytical approach for literature review; multiple-case study analysis to investigate the attributes of green schools that teach. The results revealed a set of approaches for utilizing green schools as a 3D-textbook for EE EQA - International Journal of Environmental Quality, Vol 39 (2020)

An important outcome of a university business education is to shape individuals who are capable of working in and operating businesses that deliver economically profitable, socially responsible and ecologically viable services. In preparing future sustainable tourism workers, universities also need to design curricula that develop students’ skills in critical thinking and acting with a sense of ethics and empathy. Research evidence indicates, however, that students often graduate without these skills. A potential reason for this is the design of tourism curricula based on weaker conceptualisations of sustainability (e.g. triple bottom line) as opposed to stronger conceptualisations of sustainability (more holistic and inclusive approaches). Another possible reason could be that educators are not successfully cultivating students’ abilities to think in more complex ways about sustainability nor are they adequately acknowledging the ways in which their students make sense of a complex concept such as sustainability. To add to the complexity of the sustainability phenomenon, there is growing international pressure on the tourism industry by the United Nations (UN) to work towards achieving the 17 global sustainable development goals (SDGs) by 2030. Despite recognition that tourism can help contribute towards the SDGs, a UN report provides evidence that tourism policymakers are not actively and sufficiently engaging with the SDGs. The UN’s recognition of the tourism industry’s ability to advance the SDGS through economic growth (SDG 8) is further problematic, even if this is seen as sustainable economic growth. The term ‘sustainable development’ has long been contested as a weaker form of sustainability due to its progrowth and development emphasis. Given the current global overtourism crisis, it seems more important than ever that universities pay attention to how sustainable tourism is being interpreted and implemented. This is necessary if educators are to truly encourage stronger sustainability mindsets in future tourism workers and change makers. Therefore, the overarching aim of this thesis is to explore how conceptualisations of strong sustainability amongst university students can be strengthened. This study is the first to explore the usefulness of variation theory in strengthening conceptualisations of strong sustainability amongst university tourism students. It provides the tourism literature with evidence of: 1) the conceptualisation of sustainability currently being integrated into undergraduate tourism courses by universities internationally; 2) the benefits of phenomenography as a research approach for studying qualitative difference in understanding concepts such as sustainability and sustainable tourism; 3) the viability of using a learning study approach to develop ‘stronger’ understandings of sustainability; and 4) the potential of variation theory to explain how individuals acquire understandings of sustainability. The empirical research is presented in three studies to address three main research objectives. The first research objective was ‘to identify the conceptualisations of sustainability currently being used in university undergraduate sustainable tourism courses internationally’. The first study, in Chapter III, identifies whether ‘strong sustainability’, sustainability skills and the SDGs are currently underpinning 60 international sustainable tourism courses. Chapter IV ‘explores the different ways in which tourism students, academics and industry practitioners currently conceptualise sustainability’ by conducting phenomenographic interviews with 20 participants. A continuum of less to more complex understandings of sustainability was then developed to identify qualitatively different ways of understanding sustainability. The third research objective was ‘to investigate alternate teaching and learning approaches that might encourage stronger conceptualisations of sustainability amongst undergraduate tourism students’. Chapter V, discusses how the continuum explored in Chapter IV was used in an Australian university sustainable tourism course, underpinned by variation theory, to implement a learning study to enhance students’ understandings of sustainability and the conceptual complexity of the term sustainability. The findings revealed that internationally, sustainable tourism courses do not include ‘very strong’ conceptualisations of sustainability, and that sustainability pedagogies (such as systems and holistic thinking) are not widely used. Phenomenographic interviews with (predominantly Australian-based) lecturers, students and industry workers initially revealed four qualitatively different ways of understanding sustainability ranging from weak to very strong understandings of sustainability. Whilst many tourism lecturers seemed to show understandings of moderate to strong sustainability, very few showed very strong sustainability conceptualisations. This implies that some tourism courses may potentially be designed and underpinned by a weak to moderate articulation of sustainability. These interviews also revealed that industry owners tended to demonstrate a much stronger sustainability understanding than tourism lecturers. Most industry owners had a longer-term focus and key motives centred on giving back to society and a ‘pay-it-forward’ attitude towards the environment. Further findings in the learning study revealed that variation theory offers a valuable teaching and learning strategy to help develop more complex conceptualisations of ‘very strong’ sustainability within a university tourism course. Based on these findings, a number of implications for theory and practice are examined. These include recommendations regarding the design of sustainable tourism courses such as strengthening the sustainability conceptualisations underpinning them; better integration of the SDGs; and the development of critical and systems thinking skills. The three studies also provide examples for use in practice. For example, in Chapter III, a questioning strategy is provided. The phenomenographic continuum in Chapter IV provides a teaching and learning tool for educators to incorporate into sustainability courses to help students’ understandings of the phenomena. Chapter V provides insight into how this continuum can be incorporated into a learning study and provides practical ways of using variation theory. By implementing the continuum into teaching and learning activities, both educators and industry can develop deeper and stronger conceptualisations of sustainability for the tourism industry. Limitations of the study are discussed, and recommendations put forward for future research. In addition, ways in which educational institutions and governments can use the findings of the study to enhance teaching and learning, both in the classroom and industry workplaces, are discussed. Such enhancements will provide a foundation of ‘strong sustainability’ mindsets within our future tourism industry, which in turn will contribute to the 2030 SDGs being achieved.

The furious pace of global urbanisation has serious impacts on the long-term sustainability and health of the local communities in which we live. The debate about relationships between population size, environmental management and human well-being must now encompass the fundamental concept of sustainability (Rees, 1992; WCED, 1990; McMichael, 2002; Hancock, 1996). Increasingly, the local municipal level is the most influential setting in which to change our relationship with the environment (Chu, 1994; Chu et al., 2000). In the 1980s, the World Health Organisation (WHO) met this global challenge by advocating healthy public policy and laying foundations for its global Healthy Cities Movement. Significant support developed in the early nineties for participatory health planning action in local government: over 2000 cities world-wide developed municipal public health plans (MPH Plans). The Healthy Cities Movement through regional networks of cities and towns encouraged government partnerships with non-government agencies and industry, to anticipate and mitigate urbanisation’s negative impacts. In Queensland eighteen local governments have developed and implemented MPH Plans using a seven-step process (Chapman and Davey, 1997; WHO (1997b) to improve local planning for health and address the social determinants of health through agency collaboration. There is however limited understanding and evidence of the success factors for the effective implementation of MPH Plans. Studies of the evaluation of Municipal Public Health Planning (MPHP) approaches have focused predominately on the evaluation of the process of planning, without conducting comprehensive evaluation of its implementation. The organisational barriers that contribute to ineffective health-planning implementation have not been well researched and documented. Here lies the gap in the research: MPHP requires thorough qualitative assessment, not only of the planning process, but also the implementation impacts. This research explores the achievements, barriers and success factors associated with MPHP implementation in local government organisations by developing a process and impact evaluation framework and applying it to two MPHP projects in Queensland: one, local planning in an expanding tourist city of over 400,000 people; the second, a regional approach involving two provincial cities with a combined population of 100,000 residents. The research examines the degree of collaboration resulting from health planning and assesses if the aims of the MPH Plans have been met. MPHP is both a health promotion tool and a strategic business planning process applied in local communities: this research seeks to understand more about organisational strategic management issues that act as barriers to planning or impact on the success of planning outcomes. This study design uses qualitative methods with a triangulation approach to analyse and understand the complexities of MPH Plan implementation. Grounded theory provides a methodology for interpreting meanings and discovering themes from the comprehensive process and impact evaluation consisting of preliminary cases studies, key informant interviews, using specific process and impact indicator questions and an analysis of MPHP models compared to other CPHP models and legislative frameworks. The impacts of the intervention are discussed and relate to the implementation effects of MPHP on individuals and organisations including council, government and non-government agencies and on the community. Achievements and barriers associated with MPHP are identified and discussed. Three main factors emerged. Firstly, MPHP had significantly increased the degree of intersectoral collaboration between the agency project partners, with particular success in clarifying the role of agencies in the management and delivery of public health services. The principles of successful partnerships need to be further articulated in local government settings to successfully implement MPHP. Secondly, positive political and organisational support was found to be a critical factor in the success of the planning implementation. Thirdly, and most importantly, the aims of the MPHP had not been substantially met due to a lack of financial and human resources. The study concluded that, although MPHP has strengths and weaknesses compared to other CPHP models, its features most suit local government. Success factors recommended for effective MPHP include formalising collaboration and partnerships and improved agency organisational governance in planning; building individual and organisational capacity to strengthen strategic planning; integrating the many layers of regulatory planning in local government and other agencies; sustaining planning structures and processes through regulation and commitment to investment in implementation stages of MPHP. The study’s major recommendation is that, for MPHP local government should facilitate a three-dimensional platform approach: healthy governance – long-term vision, recognising the many layers of planning, supported by state legislation and local industry and with awareness of legislative planning frameworks; a platform mechanism – sustaining agency networking, hosting the stakeholder forum, supporting the advisory committee, enhancing communication; and strategy implementation – in the context of an improved understanding of organisational behaviour, local government and agencies must action priority strategies, formalising agency partners responsibility, articulating desired outcomes, monitoring progress and evaluation. This recommended Platform Approach to MPHP provides an effective model for managing and implementing future MPH Plans, allocating resources three ways: to build people’s capacity to engage in planning mechanisms, to build organisational capacity to manage planning outcomes and to build more effective Healthy Cities planning approaches. The MPHP evaluation framework developed in this thesis could be used to evaluate other MPHP projects in local governments both in Australia and internationally.

{"references": ["Steiner, R., Agriculture Course. \"Printed for private circulation only\"; 1929, first English language edition; George Kaufmann Trans ed. 1924, Dornach, Switzerland: Goetheanum.", "Paull, J., The farm as organism: the foundational idea of organic agriculture. Journal of Bio-Dynamics Tasmania, 2006. (80): p. 14-18.", "Paull, J., Attending the first organic agriculture course: Rudolf Steiner's Agriculture Course at Koberwitz, 1924. European Journal of Social Sciences, 2011. 21 (1): p. 64-70.", "Paull, J., Biodynamic Agriculture: The journey from Koberwitz to the World, 1924-1938. Journal of Organic Systems, 2011. 6 (1): p. 27-41.", "Pfeiffer, E., Bio-Dynamic Farming and Gardening: Soil Fertility Renewal and Preservation. 1938, New York: Anthroposophic Press.", "Paull, J., The secrets of Koberwitz: The diffusion of Rudolf Steiner's Agriculture Course and the founding of Biodynamic Agriculture. Journal of Social Research & Policy, 2011. 2 (1): p. 19-29.", "Paull, J., The Betteshanger Summer School: Missing link between biodynamic agriculture and organic farming. Journal of Organic Systems, 2011. 6 (2): p. 13-26.", "Northbourne, Lord, Look to the Land. 1940, London: Dent.", "Paull, J., Lord Northbourne, the man who invented organic farming, a biography. Journal of Organic Systems, 2014. 9 (1): p. 31-53.", "Paull, J. and B. Hennig, A World Map of Biodynamic Agriculture. Agricultural and Biological Sciences Journal, 2020, 6(2), 114-119.", "Willer, H., et al., eds. The World of Organic Agriculture: Statistics and Emerging Trends 2020. 2020, Switzerland: Research Institute of Organic Agriculture (FiBL) & Bonn, Germany: IFOAM-Organics International: Frick.", "Wachsmuth, G., The Last Years, in Rudolf Steiner: Recollections by Some of his Pupils, A. Freeman and C. Waterman, Editors. 1958, The Golden Blade: London. p. 155-169."]} Rudolf Steiner’s Agriculture Course at Koberwitz (now Kobierzyce), in the summer of 1924, was the gateway event that led to the development of biodynamic agriculture and, subsequently, organic agriculture. The present paper identifies for the first time the 111 attendees of that course. The list reveals that ‘Koberwitzers’, as they called themselves, were a well credentialed and capable group of individuals, some of whom went on to champion and develop Rudolf Steiner’s ideas about agriculture and other fields. The present paper revises a prior analysis of the Koberwitzers. For each Koberwitzer, the list reveals, the name, hometown, occupation, and accommodation during the course. Thirty one percent of Koberwitzers were women. Thirty eight percent were associated directly with agriculture (including farmer, estate manager, and estate owner), 6% of attendees were creatives (including writer, author, artist and editor), and a further 6% were priests. These three occupational categories, viz. Agriculture, Creative and Priest, together account for 50% of Koberwitzer occupations (and 72% of the known occupations). There remains for further scholarship to populate gaps in the listing: the gender of one Koberwitzer remains unidentified; one hometown (and country) remains unidentified; 33 occupations remain unidentified; and 51 accommodations remain unidentified. At the time of the Koberwitz course, Rudolf Steiner (1861-1925) was mortally ill. The course was never repeated,. It was up to the Koberwitzers to progress Rudolf Steiner’s call for the development of a differentiated natural agriculture without synthetic chemicals. The Koberwitzers met the call. There are now 251,842 certified biodynamic hectares in 55 countries, included in the 71,514,583 certified organic hectares in 186 countries.

Diverse initiatives are being developed and implemented by universities across Europe to foster the uptake of the research data management (RDM) and FAIR data skills necessary to bring forward the transition to Open Science. Lessons can be learned from bringing together their experience in different legal, organisational and cultural contexts, providing inspiration and points for reflection for other universities transitioning to Open Science. The workshop will discuss with participants the analysis of good practices of universities across Europe that are being gathered by the FAIRsFAIR project. Preliminary results from this ongoing study will be presented, highlighting the drivers, impact and implementation steps behind the initiatives taken by institutions to integrate RDM and FAIR data skills in university curricula. The shift towards hybrid models of teaching data-related skills is also addressed in the analysis, showing how the COVID-19 pandemic created not only challenges but also surprising opportunities for the implementation of Open Science practices in universities. Findings will include information on legal, organisational and cultural differences between regional and national systems in Europe, which will allow to contextualise university initiatives. Comments and feedback from participants beyond Europe will be welcomed and will further improve the cross-border exchange of good practices. The workshop will be of interest to RDM and FAIR teachers, trainers and practitioners, as well as European and national policy makers. Participants will be invited to reflect on their own institutional experiences in an engaging and interactive way, through breakout rooms and a digital workspace set in Mural. This presentation is about supporting the implementation of FAIR data skills in university teaching

This thesis focuses on an appropriate national climate change adaptation policy for Sri Lanka. An extensive multidisciplinary literature review guides the thesis in defining ‘appropriate’ climate change adaptation, and in determining a developmental paradigm on which an adaptation policy could be based. The thesis also sets out a policy process framework for developing an appropriate adaptation policy. The thesis draws on a wide array of literature and on policy actor understandings of adaptation policy content and processes, in order to build a theoretical basis for an appropriate climate change adaptation policy. A series of semi-structured in-depth interviews, carried out in Sri Lanka, were used as the primary source of empirical data. Together with these, review of a broad range of policy documents, budgetary information and status reports, helped provide rigour to the analysis. Use of theoretical literature and of multiple information sources allowed the research to generate credible, rich, and transferable findings.