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Journal Cover   Environment, Development and Sustainability
  [SJR: 0.419]   [H-I: 29]   [31 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1573-2975 - ISSN (Online) 1387-585X
   Published by Springer-Verlag Homepage  [2302 journals]
  • How can SLCA influence change to a product’s life cycle and who
           listens to the impacts of an SLCA?
    • Abstract: Abstract This paper applies a critical perspective towards the notion of Social Life Cycle Assessment (SLCA) through a literature review of theoretical and methodological aspects. This review identifies how an SLCA can influence change to a product’s life cycle, the key actors impacted by an SLCA, and how an SLCA is operationalized towards the product life cycle, particularly within the UK.
      PubDate: 2015-04-24
       
  • Benchmarking the effectiveness of mitigation measures to the quality of
           environmental impact statements: lessons and insights from mines along the
           Great Dyke of Zimbabwe
    • Abstract: Abstract The environmental impact statement (EIS) plays an important role in informing decision makers about the likely impacts of development projects on the environment and suggesting mitigation measures for addressing such impacts. Increased effort to improve the quality of EIS has been a focus on its proposed mitigation measures and their likely effectiveness. There is, however, a lack of such studies in Zimbabwe’s mining industry. Following a conceptual framework of EIS quality as an indicator of mitigation effectiveness, this paper assesses the quality of EIS and its likely influence on the effectiveness of its proposed mitigation measures. Twenty-two purposively sampled EISs for mines operating along the Great Dyke of Zimbabwe were reviewed using the modified Lee and Colley (Review of the quality of environmental statements, Manchester EIA Centre, University of Manchester, Manchester 1992) quality review package and Mitchell’s (EA the Magazine of IEA and EARA 28–29, 1997) mitigation hierarchy guidelines. Results show that 77 % of the EISs are of satisfactory quality, while 51 % of the proposed mitigation measures focus on adverse impact reduction. The deficiencies are traced to vagueness in the regulations regarding baseline data collection and analysis and conceptualization of mitigation. Based on the results, it is suggested that more efforts should be aimed at reviewing the EIA regulations in order to improve the quality of EISs.
      PubDate: 2015-04-19
       
  • Willingness to pay before and after program implementation: the case of
           Municipal Solid Waste Management in Bally Municipality, India
    • Abstract: Abstract This paper identifies the factors that influence perception of program benefit of the recipients when a hypothetical public program is implemented in reality. We compare pre- and post-program Willingness to pay (WTP) estimates for improved waste management in Bally Municipality, India, and find that post-program predicted WTP falls by more than 50 % even when if there are substantial improvements in urban environment. We show that this can be explained by the relative strength of leisure cost of effort to participate in the waste management program vis-à-vis the benefit derived from cleaner environment. Our study shows that mismatch between expected and offered service attributes might be a source of disutility and could also dampen households’ perceived value of the program benefits. In such cases, the reduction in WTP might act as an indication of the local bodies regarding the scale of outreach and expansion of the program needed to finance the operation and maintenance expenses by supplementing the property tax bases through user fees.
      PubDate: 2015-04-17
       
  • Walter Leal Filho (ed): Transformative approaches to sustainable
           development at universities—Working across disciplines
    • PubDate: 2015-04-17
       
  • Sand winning in Dormaa as an interlocking of livelihood strategies with
           environmental governance regimes
    • Abstract: Abstract In this article, the attempt is made to address regime interaction in environmental governance by emphasising human livelihood action as a causal factor in this interaction. The paper elucidates how governing human behaviour on environmental resources is a process of interaction between different environmental governance regimes. With a qualitative case study of sand winning in the Dormaa Municipality and Dormaa East district in midwestern Ghana, the article shows strategic ways landowners and sand vendors pursue and legitimise their livelihood, and in the process bring about interaction between a tax regime on sand winning and the customary property rights regime of the area. It notes therefore that regime interaction is not only caused by differences in the structure of institutions, but also through the ways humans act to pursue their livelihoods. Based on this, the paper highlights the need for consciousness towards livelihoods of people and how such livelihoods are pursued as important contexts within which regimes function and interact. In this way, environmental governance can be more responsive to the well-being of people.
      PubDate: 2015-04-11
       
  • Livelihood strategies, environmental dependency and rural poverty: the
           case of two villages in rural Mozambique
    • Abstract: Abstract This article attempts to explore the nexus between rural households’ environmental dependency, poverty and livelihood strategies. Households’ income from each livelihood activities formed the basis for categorizing households according to livelihood strategies. The principal component analysis, agglomerative hierarchical and the k-means cluster analysis were employed to determine the four livelihood clusters and to assign households to the identified livelihood strategies. Households’ environmental dependency, poverty and asset holding were compared across the strategies, and the determinants of livelihood choice were analyzed using multinomial logit model. The results indicate the existence of marked differences in environmental dependency, rural poverty and asset endowments across the livelihood groups. Household’s total saving, access to credit, production implements, business cost, exposure to agricultural shock determined household’s access to a more remunerative livelihood strategy. Incomes from each livelihood activities for the identified livelihood strategies were analyzed, and their implications were also discussed.
      PubDate: 2015-04-05
       
  • Introducing education for sustainable development into Egyptian schools
    • Abstract: Abstract Unsustainable development in Egypt has increased water, air and soil pollution, which caused health problems and endangered natural and human resources. The effort to increase the economic well-being has caused enormous damages to the society and the environment. Only sustainable development will enable Egyptians to attain a better quality of life and meet their current needs without compromising the ability of future generations to meet their own needs. EduCamp is a European–Egyptian project entitled ‘EduCamp: education for sustainable development beyond the campus’ which aims to introduce key sustainable development principles into teaching and learning in the Egyptian public schools. EduCamp followed four main principles to introduce ESD into Egyptian schools. These include (a) a partnership approach between different stakeholders, (b) changing pedagogical practices, (c) teacher development through training the trainers, and (d) developing public understanding and awareness of sustainability. The main achievements of EduCamp are (a) Developing ESD resource kits for schools to provide activities for teachers and students which link the existing school curriculum to the local community. The kits include activities related to biodiversity, agriculture, energy, and water. (b) A school teachers’ training programme has been developed and applied to enable teachers to implement ESD and use the kits in their teaching activities. (c) Seven ESD Centres of Excellence have been established to promote and support the introduction of ESD into the education system and provide teachers’ training programmes. It is premature to draw a quantitative conclusion about the impact nationwide because change takes time and the implementation of ESD presents a long-lasting process, which will take many years to achieve. The indicators of direct impact on teachers’ and students’ performance are promising. This discussion paper presents and examines EduCamp. The paper is divided into three main sections. Firstly, the authors set the context for the project, explore the issue of education for sustainable development (ESD) and examine current issues facing education in Egypt. Secondly, the authors discuss the project in relation to relevant literature, often curriculum change literature, in order to explore the merits and challenges of the project and the extent to which curriculum change is actually feasible as a result of the project. Finally, the paper concludes by reflecting on the challenges ahead.
      PubDate: 2015-04-01
       
  • UN decade on education for sustainable development (UNDESD): enabling
           sustainability in higher education
    • Abstract: Abstract Inspired by the UN decade on education for sustainable development, the Learning City designed an innovative curriculum and pedagogy to enable sustainability learning in a university classroom setting. We provide a brief overview of the project and then detail the classroom in regard to the five features that shape it. We also introduce the two major legacies of the Learning City and detail their relationship to the five features. The relevance of this work extends to many fields beyond sustainability education, including educational research, program evaluation, sustainability, urban policy, social capital, and the emerging field of the scholarship of teaching and learning.
      PubDate: 2015-04-01
       
  • Pathways toward whole community transformation: a case study on the role
           of school engagement and environmental education
    • Abstract: Abstract The City of Colwood in British Columbia, Canada, has engaged in a wide-ranging project aiming to encourage whole community transformation, through the use of environmental education, incentives and the adoption of energy efficiency behavior and technologies. Researchers and students from Royal Roads University partnered with a Middle School to deliver an action research driven educational program to 120 Grade 7 (age 12/13) students that reflected goals of the City program: water conservation, solar hot water and the energy efficiency of homes. Students engaged in classroom activities and field trips to homes with energy upgrades installed. The students’ subject matter engagement was captured through systematic observation, field notes and photographs, and the development of knowledge was assessed through curriculum exercises and a quantitative survey. Both students and their parents were surveyed to see whether the interaction with the students had implications for intergenerational learning and the possibility of increasing wider community engagement in the program. It was found that while the students engaged in the classroom session did increase their awareness and understanding of energy efficiency, curriculum design needed to include more opportunities to discuss the issues at home to maximize the opportunities for intergenerational learning and an increase in awareness more generally.
      PubDate: 2015-04-01
       
  • Transforming US higher education to support sustainability science for a
           resilient future: the influence of institutional administrative
           organization
    • Abstract: Abstract Interdisciplinary environmental and sustainability (IES) academic programs have an important and distinctive role in education for sustainability: preparing sustainability-oriented problem solvers who work at the science–policy, science–management, and policy–management interfaces. IES programs are rapidly expanding at college and universities in the USA and exhibit a variety of forms, including interdisciplinary degree programs housed within a traditional department; programs that span departments, a college, multiple colleges, or the entire university; programs that reside in their own IES departments, schools, or colleges; and degree programs located within IES institutes and centers. A very few institutions are addressing IES education in a holistic manner by developing dedicated campuses for sustainability education or reorganizing their entire campus structure to support sustainability science education and research. This paper presents how Unity College, a small environmental college, reorganized its administrative structure, curriculum and pedagogy around a sustainability science framework. It also illustrates the influence that various forms of IES programs have on sustainability education in the USA as revealed by national studies conducted by the Center for Environmental Education Research of the National Council for Science and the Environment.
      PubDate: 2015-04-01
       
  • An analysis of Canadian STARS-rated higher education sustainability
           policies
    • Abstract: Abstract Uptake of sustainability into campus administration has been identified as important for establishing and maintaining campus sustainability initiatives because of its ability to institutionalize sustainability on campuses. This paper explores how higher education institutions (HEIs) are defining and enacting sustainability in campus administration, using policy documents as a tool to achieve this. This paper analyzes the sustainability policies of 21 Canadian HEIs that have used the Sustainability Tracking, Assessment and Rating System from the Association for the Advancement of Sustainability in Higher Education. The policies were coded thematically with a focus on the conceptualizations of sustainability, conceptualizations of campus sustainability, and how the documents address the dominant themes found in the sustainability in higher education scholarly literature. This paper finds that most policies conceptualized sustainable development using the Brundtland definition, with aspects of environment, society, and economy. Policies conceptualized campus sustainability as including teaching, research, operations, and community outreach, with policy goals that emphasize facilities initiatives. This paper contributes to our understanding of the challenges and priorities associated with integrating sustainability into the administration of Canadian HEI institutions at the end of the DESD.
      PubDate: 2015-04-01
       
  • Training in environmental health necessitates tacit knowledge
    • Abstract: Abstract Tacit knowledge in environmental health (EH) responds to the strong need to relate environmental conditions with health effects and implement the ideas produced in the educational framework. Training programs on EH have to educate professionals in dealing with problems where environmental degradation threatens health and to answer the currently increasing volume of question society asks on these issues. Therefore, an EH professional should not only be equipped with theoretical knowledge but also with the “know-how” knowledge (or tacit knowledge) that enables in-depth understanding of the mechanisms that links environment with health and facilitates the prevention of incidents and chronic exposure to pollutants. This was the main driver behind the establishment of the Master’s Degree Program “Environment and Health: Capacity building for decision making” at the Medical School of the National and Kapodistrian University of Athens—Greece (UoA). The program builds on the expertise of academic partners on EH issues. The experience of non-academic professionals is an important part of the program, which is aimed at developing innovative methods of knowledge alliance management, introducing the “tacit knowledge” approach, contributing to understanding and managing health-related environmental problems. In order to evaluate the accomplishment of the program’s objectives, a questionnaire was completed by current MSc holders. The program impact regarding its tacit knowledge content was highly regarded (>80.0 %) by the alumni. This adds to the evidence-based strength of tacit knowledge, which is increasingly profiled as a mandatory element of EH academic programs. A SWOT analysis discussion puts the assessment of tacit knowledge in a wider context.
      PubDate: 2015-04-01
       
  • Designing a distance learning sustainability bachelor’s degree
    • Abstract: Abstract This article reports on the curriculum design of a distance learning sustainability bachelor’s degree in order to broaden the coverage and increase the quality of education for sustainable development in Mexican higher education. The goal of this case study was to describe the useful of the competence-based curriculum design to increase the actual stock of knowledge toward achieving curriculum greening. This bachelor’s degree has been designed with the primary purpose of boosting the supply of educational services in the country in order to not only meet the rights of all Mexicans citizens to obtain a higher education, but also to confront the sustainability challenges within the UNESCO key campaigns such as the Decade of Education for Sustainable Development, Education for all and the Millennium Development Goals (EAMG). Having as the organizing principle the competency-based framework, the sustainability bachelor’s degree project was carried out using the focus group research technique for collecting data. The concept of competence has played a key role in defining the outcomes of this curriculum; yet, there are a number of ongoing issues that are significant enough in order to address the challenges imposed by this decade that have not been included because it is impossible to cover all aspects of sustainable development. Hopefully, the sustainability graduate students will have the competences for being the most effective agent of change to foster sustainability in organizations.
      PubDate: 2015-04-01
       
  • Measuring sustainability at universities by means of the Sustainability
           Tracking, Assessment and Rating System (STARS): early findings from STARS
           data
    • Abstract: Abstract This paper focuses on findings from an analysis of data submitted through the Sustainability Tracking, Assessment and Rating System (STARS). STARS has addressed the demand for standard metrics to measure sustainability progress at US and Canadian colleges and universities, with expanding access to institutions in other countries gained through the launch of an International Pilot and release of STARS 2.0. Since its release in 2009, STARS has emerged as a reputable source of data that can provide a broad overview of the state of campus sustainability. The release of STARS Version 2.0 in 2013 improved upon the original reporting framework and also expanded accessibility of STARS to all higher education institutions worldwide. The findings in this paper tell the story of a campus sustainability movement that is quite young. As STARS matures along with this movement, STARS data will hopefully show a trend of continuous improvement at participating institutions. By participating in STARS and learning from examples set by other institutions, colleges and universities from across the world can be on the leading edge of moving toward a more just and sustainable world.
      PubDate: 2015-04-01
       
  • Interdependence in rainwater management technologies: an analysis of
           rainwater management adoption in the Blue Nile Basin
    • Abstract: Abstract In the Blue Nile Basin of Ethiopian highlands, rainfall distribution is extremely uneven both spatially and temporally. Drought frequently results in crop failure, while high rainfall intensities result in low infiltration and high runoff causing soil erosion and land degradation. These combined factors contribute to low agricultural productivity and high levels of food insecurity. Poor land management practices coupled with lack of effective rainwater management strategies aggravate the situation. Over the past two decades, however, the Government of Ethiopia has attempted to address many of these issues through a large-scale implementation of a number of soil and water conservation measures. Despite the success of interventions, uptake and adoption remains low. The conceptual framework of this study is based on the premise that farmers are more likely to adopt a combination of rainwater management technologies as adaptation mechanism against climate variability and agricultural production constraints. This contrasts the previous work that typically examined a single technology without considering the interdependence between technologies. Data used in this study come from household survey in seven watersheds in the Ethiopian Blue Nile Basin. A multivariate probit model was used to account for the potential correlation and interdependence of various components of rainwater management technologies. Our results suggest that rainwater management technologies are related with each other; hence, any effort to promote the adoption of rainwater management technologies has to consider such interdependence of technologies, or failure to do so may mask the reality that farmers face a set of choices in their adoption decisions.
      PubDate: 2015-03-31
       
  • Land degradation, economic growth and structural change: evidences from
           Italy
    • Abstract: Abstract The present study investigates the relationship between land degradation and the evolution of the productive structure in Italy during the last 50 years (1960–2010). The objectives of the study are twofold: (i) to present and discuss an original analysis of the income–environment relationship in an economic-convergent and environmental–divergent country and (ii) to evaluate the impact of the (changing) productive structure and selected socio-demographic characteristics on the level of land vulnerability. The econometric analysis indicates that the relationship between GDP and land degradation across Italian provinces is completely reverted once we move from a cross-sectional analysis to panel estimates. While economic and environmental disparities between provinces go in the same direction, with richer provinces having lower levels of LD, over time the growth process increases LD with the economic structure acting as a significant variable.
      PubDate: 2015-03-27
       
  • Erratum to: Editorial
    • PubDate: 2015-03-13
       
  • Population typology to better target environmental education: a case from
           Algeria
    • Abstract: Abstract Faced with limited impact and growing pressures, conservation organizations are applying new approaches incorporating the local populations in the conservation processes. The lack of social, cultural and economic information concerning the population has limited the implication of the local population and the impact in many projects. Raising awareness begins with understanding the target population, such as identifying their current views on a particular issue and knowing how they receive their information. This case study defined the different existing population types using socio-economic criteria in four major wetlands in El Kala, Algeria. This typology provided useful targeting information to improve the impact of environmental education and awareness raising in El Kala and could serve as a reference for other protected areas in the Mediterranean basin.
      PubDate: 2015-02-24
       
  • Editorial
    • PubDate: 2015-02-21
       
  • Weaving complexity and accountability: approaches to higher education
           learning design (HELD) in the built environment
    • Abstract: Abstract The role of built environment professionals—planners, construction and project managers and property professionals—is to develop efficient cities improving social, environmental and economic outcomes. Professional practice that strikes a balance between the built and natural environment requires graduates with multidisciplinary skill sets, dictating the need for cross-disciplinary practice in undergraduate study. If we want alternative approaches to development, we must nurture professional capabilities that allow for a change in the way we see and act. In the light of this, we seek to enfranchise the many stakeholders engaged in the professional education programs offered in higher education. Higher education plays a central role in the development of professionals with the ability to recognise and mitigate the environmental impacts of traditional practice. This paper presents how courses in two Schools at RMIT, Global, Urban and Social Studies and Property, Construction and Project Management, have developed a transferable framework through which environmental capabilities may be embedded into undergraduate education. It explores the role higher education plays in the development of graduate capabilities and presents a conceptualisation of processes to realise this, through the Higher Education Learning Design Framework for development, and renewal, of traditional courses. The paper offers with a detailed exposition of the HELD framework against two courses. We explore this framework in relation to knowledge themes, professional and generic skills and assessment design.
      PubDate: 2015-02-20
       
 
 
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