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The Simplified Integrated Planning Approach (IPA) decision model for effective management of ecosystem service trade-offs. Broken arrows indicate feedbacks and the broken double line means close and/or open end. 

The Simplified Integrated Planning Approach (IPA) decision model for effective management of ecosystem service trade-offs. Broken arrows indicate feedbacks and the broken double line means close and/or open end. 

Contexts in source publication

Context 1
... inevitability of climate change impacts, now conveyed through the media and other scientific communication, conspicuous events such as Hurricane Katrina, as well as Al Gore's An Inconvenient Truth, have helped to "legitimise" adaptation as a necessary complement to mitigation (Figure 1). Nevertheless, realisation of the magnitude of the challenge is still very limited. Early experiences pacts to the "backburners" of ...
Context 2
... the Global Environmental Change and Food Systems (GECAFS) project approaches its synthesis phase (see "THE GECAFS SYNTHESIS", P62 OF THIS MAGAzINE), the interactions between the governance of food and the governance of the earth system have emerged as important research themes. The goal of GECAFS has been to determine strategies to cope with the impacts of global environmental change on food systems and to assess the environmental and socioeconomic consequences of adaptive responses aimed at improving food security (GECAFS 2005). The GECAFS research agenda is specifically targeted to- wards delivering the science necessary to underpin policy formulation for improving food security in the face of global environmental change, where food security is defined as "when all people, at all times, have physical and economic access to sufficient, safe, and nutritious food to meet their dietary needs and food preferences for an active and healthy life" (UN FAO 1996). GECAFS has set out to (a) investigate how global environmental change affects food security at regional level; (b) determine the options available for adapting regional food systems to cope with both global environmental change and changing demands for food; (c) assess how potential adapta- tion options will affect the environ- ment, societies and economies; and (d) engage the international global environmental change and develop- ment communities in policy discus- sions to improve food security. One of the main objectives of GECAFS is to show that the relationship between en- vironmental change and food systems is about much more than food produc- tion; it must also address the complex issues of food availability, access, and utilisation, both now and in region- specific future scenarios (ERICKSEN 2008). GECAFS also has a strong focus on food system vulnerabilities, on op- tions for reducing exposure to risk and increasing coping capacity, and on the IHDP Update Issue 3, 2009 major agricultural exporters such as North America and the EU trying to control discussions about trade, and food insecure countries, especially in Africa, positioning themselves to receive assistance and more favourable trading opportunities. Food aid has often been used by powerful coun- tries as both a political tool (to assist their allies) and instrument of war and genocide (to destroy food ...
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... of or limited information on the costs and benefits of alterna- tive policy options is another cause of trade-off. In a study in the Xizhuang Watershed, Yunnan China, JUN & JIANCHU (2009) observed that in the process of implementing policies to return farmlands to natural habitat, several other problems cropped up. One, intensive agriculture had to be practiced, which resulted in the rise of pesticide and pollution levels; two, men in the labour force left in search of alternatives to augment family term, because dramatic decline from which it is difficult to recover may occur as the ecosystem reaches tipping point, that is, the threshold at which rapid change occurs (SCHEFFER ET AL. 2001). Put succinctly, the four major elements in the IPA (Figure 1) include: situation analysis, strategy formula- tion, strategy implementation, and strategy ...
Context 4
... project's Science and Implementation Plan (see BIERMANN ET AL. 2009) develops a research framework with five analytical prob- lems and four crosscutting themes that could be studied in-depth, using a set of four flagship activities (see figure 1). At the core of the framework are the five analytical problems of the overall architecture of earth system governance; of agency beyond the state and of the state; of the adaptive- ness of governance mechanisms and processes; of their accountability and legitimacy; and of modes of allocation and access in earth system governance (BIERMANN 2007;BIERMANN ET AL. ...
Context 5
... current debate on climate change-induced security risks (WBGU 2008) suggests that climate change, along with the globalisation of the food system, will exacerbate existing conflicts around food, land and water, and may create violent food systems ( EAKIN ET AL. 2010). An extreme posi- tion is that "climate wars" (DYER 2008) may break out, because some countries and some groups will suffer more than others. Violent scenarios are set out: dwindling resources; natural disasters; spreading epidemics; and plummeting agricultural yields, may crash econo- mies, spread political turmoil, and destabilise entire regions (DYER 2008). Violence around food plays a crucial role in these scenarios. At the extreme end, "food wars" (BELLO 2009) are called out as a "global battle for mouths, minds and markets" (LANG & HEASMAN 2004). The global food crisis in 2007/2008 has shown how the hike in global food prices has pushed hun- dreds of millions of people into hunger, deprivation and poverty, and how it has sparked riots and violent protests around the world (Fig. 1, next page). The food crisis has also revealed the fragmented nature of policy responses that have combined food subsidies, price controls, export restrictions, and the distribution of food reserves, in a rather random and ad hoc manner (Fig. 1, next page). The food policy landscape proved to be neither sufficiently linked nor coordinated to cope with the new global challenges that food systems are facing. New adaptive modes of food governance are therefore urgently ...
Context 6
... current debate on climate change-induced security risks (WBGU 2008) suggests that climate change, along with the globalisation of the food system, will exacerbate existing conflicts around food, land and water, and may create violent food systems ( EAKIN ET AL. 2010). An extreme posi- tion is that "climate wars" (DYER 2008) may break out, because some countries and some groups will suffer more than others. Violent scenarios are set out: dwindling resources; natural disasters; spreading epidemics; and plummeting agricultural yields, may crash econo- mies, spread political turmoil, and destabilise entire regions (DYER 2008). Violence around food plays a crucial role in these scenarios. At the extreme end, "food wars" (BELLO 2009) are called out as a "global battle for mouths, minds and markets" (LANG & HEASMAN 2004). The global food crisis in 2007/2008 has shown how the hike in global food prices has pushed hun- dreds of millions of people into hunger, deprivation and poverty, and how it has sparked riots and violent protests around the world (Fig. 1, next page). The food crisis has also revealed the fragmented nature of policy responses that have combined food subsidies, price controls, export restrictions, and the distribution of food reserves, in a rather random and ad hoc manner (Fig. 1, next page). The food policy landscape proved to be neither sufficiently linked nor coordinated to cope with the new global challenges that food systems are facing. New adaptive modes of food governance are therefore urgently ...
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... above referenced factors are structural and more resistant to change, thus powerfully constrain- ing authorities' efforts to reduce emissions. For instance, differences in levels of economic development and affluence (as measured by GDP per capita) are the result of long- term processes of complex carbon and climate implications (ROMERO LANKAO 2008, ROMERO LANKAO ET AL. 2008. Because economic growth endogenously reduces environmental stress, the GHG emissions resulting from economic growth increase in the early stages of development, but stabilise and then decline as econo- mies mature (thus depicting a Kuznets curve, Figure 1). Notwithstanding improved efficiencies, total emissions are tracking above the most intense fossil fuel scenario established by the IPCC, A1FI-A1 Fossil Fuel intensive; and moving away from stabilisation scenarios of 450 ppm and 650 ppm (ROMERO LANKAO ET AL. 2008). While the carbon-climate burdens of urban poverty (e.g. land use changes) primar- ily affect the poor living in the imme- diate locality, those of affluence (such as GHG) can affect both rich and poor people around the globe. Urban form and density offer another example of endurance, explaining why authorities can only effectively promote transit for trips towards dense downtown areas (of above 150 people/ha), or in mono- centric cities, where trips' origins are dispersed but destinations are concen- trated (BERTAUD ET AL. 2009). More efficient and alternative modes of individual transportation (e.g. hybrid and electric cars) and microbuses, fit better in polycentric cities, where ori- gin and destinations of trips are both ...
Context 8
... new IHDP initiative entitled "knowledge, learning, and societal change in the transition to a sustain- able future" (KLSC) is in its planning phase. The KLSC initiative aims to understand the complex relationships between the production, communica- tion, learning, and using of knowledge, on the one hand, and changes (or lack thereof ) in attitudes and behaviours regarding sustainability on the part of individuals, groups, and societ- ies -especially those changes that are associated with learning and under- standing -on the other. These issues are closely connected to the develop- ment and implementation of and ad- herence to governance processes. We can view the process envis- aged in the programme as a 'double loop' learning process. One loop is the experimental process of creating a nexus between scientists and practitio- ners, and learning from existing cases or conducting field experiments. The other is the reflection upon these les- sons and deepening scientific insights through this reflection (see figure ...

Citations

... Accordingly, key aims of ESD are to develop student competence and potential agency to act towards sustainability (Rieckmann, 2017). As outlined by Chabay et al. (2009), ...
Thesis
Full-text available
Higher education (HE) is increasingly expected to graduate students with the requisite skills and competencies to address contemporary sustainability challenges and many tertiary institutions have begun to introduce sustainability education (SE) into their curriculum. To facilitate student learning, educators require a deep understanding of their students’ existing sustainability dispositions and influences that shape their ability and willingness to develop competencies for sustainability. Therefore, this research aims to improve understanding of tertiary students’ current attitudes and the influence of SE on their views, knowledge and agency towards sustainability transitions. This research project was guided by a conceptual framework that linked elements across theories in education and learning, environmental psychology and sustainability transitions. This thesis describes the findings of a mixed methods study conducted over three sequential stages and presented as a series of five publications that are drawn together through an exegesis. The first study provides an initial literature review on different conceptions of sustainability, Education for Sustainability (EfS), learning theories including threshold learning, environmental psychology, social and personal values towards sustainability, and societal and sectoral transitions to sustainability. It explored the role and influence of EfS in facilitating personal, organisational and societal sustainability transitions, and investigated the role and progress of the HE (principally business education) and business sectors around the world and found mixed results, with a low incidence of EfS in Australian business schools. The paper recommended that tertiary business schools audit and embed EfS in all programs, and for educators to identify and locate their students’ current knowledge and perspectives before selecting the appropriate pedagogy to scaffold student learning for sustainability. These recommendations were adopted in all subsequent studies. The second study is a Pilot EfS program conducted at CQUniversity in 2011. The study reports the influence of various types of SE interventions on tertiary students’ sustainability and environmental attitudes and knowledge. The sample consisted of international students enrolled in undergraduate or postgraduate programmes or in ESL courses. Sustainability interventions consisted of course-specific introductory sustainability seminars, courses with sustainability elements already embedded in course curricula, and courses with no elements of sustainability. The influence of such interventions was assessed using a short pre-post survey based on a validated scale, the NEP. Results from student surveys and group discussions indicated significant underlying differences in student views and knowledge about sustainability and varying shifts and resistance in their views following the EfS interventions. Findings revealed heterogeneity in student responses to the same intervention based on their age, gender and culture and shed light on the influence of EfS interventions on particular aspects of students’ sustainability knowledge and attitudes, although limited sample sizes precluded statistical inferences to be made. The third study is a case study that extended the scope of the pilot study to include students’ sustainability behaviour and longer-term impacts after 12-18 months. The study reported on the researcher’s own EfS praxis in tertiary business education courses over an 8-year period (2005-2013) and the influence on students’ sustainability views, conceptions and behaviour over this time. Findings revealed an escalating influence of SE course assessment on student attitudes and behaviour as well as persistence and accumulation of effects over time. The fourth study expanded the scope and scale of the Pilot EfS and case studies into a multi-university, multi--country study that used a common instrument to systematically investigate the influence of SE on student views, attitudes and behaviour across a range of contexts. Pre-test and post-test snapshots of tertiary student perspectives were taken across various terms of study during 2013-2015. The study reported heterogeneity in initial student sustainability perspectives that were influenced by personal and educational factors such as gender, age, “culture” and discipline of study. Environmental worldviews were largely represented by an “instrumental” view of human-nature relations. The influence of exposure to SE was significant compared to the control group however, the effect was weak and moderated by the students' personal and educational context. Findings indicate the current ad hoc approach to SE leads to learning outcomes that are far from certain and weak. The paper argued for a rethink of current educational approaches towards a more coherent and targeted educational strategy. Further research was recommended into the influence of SE on the incidence and experience of transformative learning (TL) and key learning outcomes, and this was adopted in the final study. The final study investigated the TL experience of undergraduate students in dedicated SE subjects/units at two Australian HEIs and reported learning outcomes in terms of their knowledge, attitudes, behaviour and agency for sustainability. The study reported the use of an augmented Learning Activities Survey to identify and measure TL outcomes. Findings revealed that shifts in students’ mindsets and perspectives towards sustainability were fostered by the concept of holistic sustainability, complex problems and systems thinking, participation in group work, independent research and experiential learning as well as previous learning experiences. However, self-reported behaviour changes were limited to the personal sphere rather than enactment of professional competence. Key emerging themes from the PhD research project are a convergence in student views and attitudes after tertiary education towards an “integrative eco-humanist” perspective, limited cases of student empowerment and occasional disempowerment from SE, a focus by students on personal behaviour change rather than professional action/agency, and a limited extent of wider agency. Overall, the current “ad hoc” approach to SE in HE is largely ineffective in creating widespread agents for change. Nevertheless, cumulative learning for sustainability was evident with repetition of SE, greater connection to student’s lifeworld and motivation for change. In summary, the thesis provides insights into the current contribution of tertiary education to student learning for sustainability and identifies influences that foster TL for sustainability and the development of their competency to assist in sustainability transitions. Implications for the development of policy and praxis are discussed to support and develop opportunities that enhance student learning in terms of knowledge, skills and competencies for sustainability. With this knowledge, tertiary educators will be better able to assist students to conceptualise and address sustainability challenges, thus providing an array of societal benefits.
... La gobernanza certera y eficaz requiere de información y conocimiento científico y tradicional (Martínez, 2012); aunque éstos deben generarse en función de los usuarios y actores (Chabay et al., 2009), para que la frontera entre las comunicaciones científicas y otras visiones puedan conjugarse en un mecanismo útil que oriente las políticas públicas Hernández-Ayón et al., 2017). La generación y uso de información sobre el estado del océano es crítica para el manejo de sus recursos, lo que puede realizarse por los pescadores y el resto de los usuarios (Washington State Blue Ribbon Panel on Ocean Acidification, 2012). ...
Chapter
Full-text available
INTRODUCCIÓN El carbono sigue un ciclo natural entre la tierra, la atmósfera y el mar. Sin embargo, las actividades humanas, relacionadas en su mayoría con las formas de producción y estilos de vida capitalistas altamente dependientes de la quema de combustibles fósiles han producido tal cantidad de este elemento, que su ciclo se ha desequilibrado. Esto ha ocurrido a pesar de que los organismos (microalgas, bosques, pastizales, entre otros) por medio de la respiración y fotosíntesis, lo almacenan en enormes cantidades y liberan solo una parte en forma de dióxido de carbono (CO 2). En ecosistemas marinos y costeros, los pastos, las algas y las bacterias realizan esta misma función durante su desarrollo. En ese sentido se afirma que los océanos y los lagos actúan como sumideros naturales de carbono en escalas de tiempo medias y largas (Kempe, 1984; Stepanenko et al., 2016). Parte del CO 2 que se libera en estos ecosistemas se disuelve en el agua, por medio de la precipitación física y biológica del carbono; a través de la sedimentación, la respiración, la descomposición de organismos, la difusión hacia y desde los océanos; la fotosíntesis y el vulcanismo. Sin embargo, desde la revolución industrial (1760-1840), el aumento en el uso de combustibles fósiles (carbón, gas, petróleo) ha ocasionado una acumulación excedente en la atmósfera, que los bosques y los océanos ya no pueden descomponer (Prentice et al., 2001). En consecuencia, el efecto invernadero se ha intensificado (Lal et al., 1998) y el pH de los mares ha disminuido (Orr et al., 2005; Hoegh-Guldberg et al., 2007; Doney et al., 2009). Al ser regulador del clima global, los cambios en el ciclo del carbono y el incremento en la temperatura superficial del océano, se refleja como cambio climático del planeta. Condición que preocupa a las naciones desde finales de la década de 1970. México es signatario de la Convención Marco de las Naciones Unidas sobre Cambio Climático en 1991 (SEMARNAT, 1014) y de tal forma hoy en día es responsabilidad del gobierno federal encarar el cambio climático. Esta voluntad se expresa en marcos legales e institucionales robustos con la aptitud para regular las actividades de diferentes sectores (energía, transporte, manejo de residuos, entre otros) y sistemas productivos (recursos hídricos, ganadería, silvicultura, pesca) que generan grandes cantidades de Gases de Efecto Invernadero (GEI). En ese sentido, es notable el conocimiento de los aspectos naturales que propician el cambio climático y de su dimensión social, no obstante, aún es necesario ahondar en las implicaciones del cambio climático al desarrollo de los sistemas productivos y sectores socioeconómicos de México; así como identificar los actores sociales