Note: Intro -- Editorial -- Contents -- 1 Biodiversity and Education for Sustainable Development (ESD): Tendencies and Perspectives -- Abstract -- 1Introduction -- 2Ecosystem Services and Biodiversity -- 32010 Biodiversity Target-The Convention on Biological Diversity -- 4Strategic Plan for Biodiversity 2011-2020 -- 5Education for Biodiversity Conservation in the 21st Century: Beyond 2015 -- 6Education for Biodiversity: Tendencies and Perspectives -- References -- Part I Education Research on Biodiversity -- 2 Conservation of Biological Resources: Why Does It Matter? -- Abstract -- 1Introduction -- 2Reasons for Taking Action -- 3Forests' Ecosystems and Species Richness -- 3.1 The Easter Island as an Example of Human Unsustainable Practices -- 4The Relevance of Biological Resources: From Basic Needs to Economic Development -- 5Biodiversity Unknown -- 6The Extinction of Species -- 7Conclusion -- References -- 3 Urban Biodiversity and Cities' Sustainable Development -- Abstract -- 1Introduction -- 2Urban Ecosystems -- 3Urban Development, Land Use Change, and Environmental Impacts -- 4Recognizing the Importance of Urban Biodiversity -- 5Urban Sustainable Development -- 5.1 Greening Cities -- 5.2 Public Participation -- 6Final Remarks -- References -- 4 Education on Biodiversity in the Polar Regions -- Abstract -- 1Importance of Polar Regions -- 2Importance of Polar Biodiversity -- 3Importance of Linking Education and Biodiversity Issues Related to the Polar Regions -- 4Examples of Polar Activities Related to Biodiversity -- 5Tackling the Challenging Issues on Polar Education Related to Biodiversity: Step 1. Evaluation of Impact -- 6Final Considerations -- Acknowledgements -- References -- 5 Teaching Mycology Worldwide -- Abstract -- 1Introduction -- 2Collecting -- 3Morphological Analyses. , 4Scientists and Company Collaboration to Education -- 5Conclusions -- Acknowledgments -- References -- 6 Bugs and Society I: Raising Awareness About Endemic Biodiversity -- Abstract -- 1Framing Biodiversity Loss Within Risk Governance Towards Nature Conservation -- 1.1 Social (Ir)relevance of Biodiversity Loss: A Minor Global Problem -- 1.1.1 Biodiversity Loss as an Environmental Risk -- 1.1.2 Engaging Society with Biodiversity Loss -- 1.2 Risk Communication as a Tool for Biodiversity Conservation -- 1.2.1 Risk Communication Within the Governance of Risk -- 1.2.2 Engaging Society Through Risk Communication -- 1.3 The Problem: How to Promote Endemic Insects as Azorean Natural Heritage? -- 1.3.1 Endemic Biodiversity in the Azores -- 1.3.2 The Invisibility of Azorean Biodiversity Loss -- 1.3.3 Challenging the Social Invisibility of Biodiversity Loss with Azorean Insects -- 2Planning the Bugs & -- Society Intervention: From Principles to Evaluation -- 2.1 Purposes and Guiding Principles -- 2.2 Logic Model: A Pragmatic Approach for Planning, Implementation and Evaluation -- 2.3 Logic Model: A Pragmatic Approach for Planning, Implementation and Evaluation -- 3In Synthesis -- Acknowledgments -- References -- Part II Teaching About Biological Invasionsand Threats to Biodiversity -- 7 Science and Education at the Centre for Invasion Biology -- Abstract -- 1Introduction -- 1.1 Serving the Education Need -- 1.2 Educational Advantages of Iimbovane -- Acknowledgements -- References -- 8 Engaging Society to Fight Invasive Alien Plants in Portugal-One of the Main Threats to Biodiversity -- Abstract -- 1Invasive Plants as a Threat to the Biodiversity Worldwide -- 2Brief Overview of Invasive Alien Species in Portugal -- 3The Importance of Public Awareness and Engagement as Key Components to Deal with Invasive Plants in a More Sustainable Way. , 4Strategies Used to Raise Public Awareness About IAS in Portugal -- 4.1 Invasoras.Pt-Website on Invasive Plants in Portugal -- 4.2 Webmapping Platform to Geolocate Invasive Plants in Portugal -- 4.3 Fieldwork Projects About Invasive Plants -- 4.4 Training on Invasive Plants Identification and Control -- 4.5 Printed Documents About Invasive Plants -- 4.6 Other Activities -- 5Final Considerations -- References -- Part III Engaging Society in BiodiversityConservation and Sustainability -- 9 Bugs and Society II: Testing Two Communication Strategies for Public Engagement in the Azores -- Abstract -- 1Introductory Note -- 2Raising Public Awareness: The Exhibition Açorianos há Milhões de Anos-Azoreans for Millions of Years -- 2.1 Communication Goals and Strategies -- 2.2 Insect Banners on the City Streets of Angra do Heroísmo: Claiming Territory in the Public Arena -- 2.3 Outdoor Exhibition Evaluation -- 3Promoting Public Participation: The Creative Naming of Endemic Insects on Facebook-Chama-lhe Nomes! (Pick a Name!) -- 3.1 Specific Aims and Strategy -- 3.2 Naming an Insect: An Engaging Initiative -- 3.3 Facebook Contest Evaluation -- 4Discussion -- 4.1 Using Scola's Brutti, Sporchi e Cattivi of Biodiversity to Promote Nature Conservation -- 4.2 The Importance of Evaluating Outputs and Outcomes -- 4.3 Ideas Worth Sharing -- Acknowledgments -- References -- 10 Communicating Biodiversity Conservation Research Through Dialogue and Mutual Learning in Rural and Indigenous Communities -- Abstract -- 1Introduction -- 2A Mexican Experience of Participatory Communication -- 3Three Stages in the Participatory Process for Developing a Communication Strategy -- 3.1 Stage 1: Understanding of the Communication Context -- 3.2 Stage 2: Fostering Interaction and Exchange -- 3.3 Stage 3: Validating the Tools -- 4Concluding Remarks -- References. , 11 Education for Sustainability in the Context of Community Forestry -- Abstract -- 1Introduction -- 2Community Forests in Portugal -- 3Disconnecting the People from Old Forests -- 4Reconnecting the People with New Forests -- 5Vilarinho, a Case Study -- 6Education for the Commons -- 7Communing with Mushrooms -- 8The Mini-Commoners Baldios Governance -- 9Key Reflections and Future Challenges -- Acknowledgements -- References -- Part IV Designing Sustainable Futures -- 12 Urban Forest Governance: FUTURE-The 100,000 Trees Project in the Porto Metropolitan Area -- Abstract -- 1Introduction -- 1.1 Urban Forests as Multifunctional Green Infrastructures -- 1.2 Urban Forests as a Governance Issue -- 2Methods -- 2.1 Case Study -- 2.1.1 Context -- 2.1.2 Institutional Framework -- 2.1.3 Actors and Coalitions -- 2.1.4 Resources -- 2.1.5 Processes -- 3Conclusions and Future Directions -- Acknowledgments -- References -- 13 Reflexive Research and Education for Sustainable Development with Coastal Fishing Communities in the Azores Islands: A Theatre for Questions -- Abstract -- 1Introduction -- 2Fishing for Frameworks and Models -- 2.1 European Fishing Policy-A Beginning -- 2.2 Difficult Match: CFP and Sustainable Development -- 2.3 Economic Systems and Sustainable Development -- 2.4 Education and Sustainable Development -- 3Aesthetic Research = Theory in Practice? -- 3.1 A Joker in the Middle of the Ocean -- 3.2 Reflexive Practice -- 4Research as Aesthetic Place -- 5An Actor/Fisher in Boal's Theatre -- 5.1 An Actor/Researcher in Boal's Theatre-Scene 1 -- 5.2 An Actor/Researcher in Boal's Theatre-Scene 2 -- 6Conclusions -- Acknowledgements -- References -- 14 Public Policies and Education for Biodiversity: Brazilian Challenges in a New Global Context -- Abstract -- 1Introduction -- 2Brazilian Environmental Law: A New Perception (?). , 3Public Policies for Biodiversity: Is Brazil Really Doing All that Is Needed? -- 4Game Theory, Marginalism and the Inefficiency of Environmental Agencies in Brazil -- 5Education for the Environment and Biodiversity: The Way Beyond the Classrooms -- 6Possible New Paths for Preserving Brazil's Biodiversity -- 7Conclusions -- References -- 15 Education for Sustainable Development in Brazil: Challenges for Inclusive, Differentiated and Multicultural Education -- Abstract -- 1Introduction -- 1.1 The Challenge of Paradigm Shift -- 1.2 Interdisciplinarity in Education -- 1.3 Dialogue Between Different Forms of Knowledge -- 1.4 Fundamental Humanitarian Principles and Brazilian Environmental Law -- 1.5 Environmental Education: A Matter of Citizenry -- 2Differentiated Education and Future Perspectives -- 2.1 Ethnic, Racial, and Gender Identities and Movements for Differentiated Education -- 2.2 Indigenous Ethnicities and Indigenous School Education: Future Perspectives -- 3Closing Remarks -- References -- Legislation -- 16 Protecting Soil Biodiversity and Soil Functions: Current Status and Future Challenges -- Abstract -- 1Soil-The Hidden Living World -- 2Soil Biodiversity, Soil Functions and the Provision of Ecosystem Services -- 3Soil Resources Under Threat -- 4Soil Protection and Conservation Strategies -- 4.1 Action Line 1: Monitoring -- 4.2 Action Line 2: Experimentation -- 4.3 Action Line 3: Raising Awareness -- References -- 17 Interdisciplinary and Participatory Research at Early Childhood to Biodiversity Education and Sustainable Development -- Abstract -- 1Introduction -- 2Perception of Biodiversity and Their Linkages to the Ecosystems Functioning and Human Well-Being -- 2.1 Approach: Mediterranean Forest Experience -- 3Materials and Methods -- 3.1 Sample -- 3.2 Participatory Research Approach -- 4Results and Discussion. , 4.1 Participatory Research from the Children's Perspective.

Note: Intro -- Contents -- 1 Africa's Dilemmas in Climate Change Communication: Universalistic Science Versus Indigenous Technical Knowledge -- 1 Introduction -- 2 Context of the Study -- 3 Theoretical Frameworks and Literature Review -- 3.1 Agency and Action -- 3.2 The 'War' Between Universal Science and ITK -- 4 Methodology -- 5 Results: Case Studies -- 6 Discussion -- 7 Conclusion -- References -- 2 The Impact of Climate Change on Biodiversity: The Ecological Consequences of Invasive Species in Greece -- 1 Introduction -- 1.1 Climate and Biodiversity in Greece -- 2 Climate Change and Its Impacts in Greece -- 3 Invasive Species in Greece -- 4 Invasion of Alien Species in Greece and Climate Change Scenarios -- 5 Discussion -- 6 Conclusions -- References -- 3 Evaluating the Suitability of Community-Based Adaptation: A Case Study of Bangladesh -- 1 Introduction -- 2 An Overview of CBA Challenges -- 2.1 Conceptual Challenges of CBA -- 2.2 Procedural Challenges of CBA -- 3 Methodology -- 3.1 Case Study Area -- 3.2 Data Collection and Analysis -- 4 Results -- 5 Discussion -- 6 Conclusion and Policy Implications -- References -- 4 Getting Buy-In for Climate Change Adaptation Through Urban Planning: Climate Change Communication as a Multi-way Process -- 1 Introduction -- 2 Literature Synthesis: Communication as a Multi-way Process -- 3 Methodology -- 4 Durban Case Study -- 4.1 Overview -- 4.2 Framing and Messaging -- 4.3 Internal Communication -- 4.4 External Communication -- 4.5 Civil Society Participation -- 5 Discussion -- 5.1 Framings -- 5.2 Balancing the Scientifically Appropriate with the Socially Desirable -- 5.3 Limitations and Constraints -- 6 Conclusion -- Acknowledgements -- References -- 5 How Aesthetic Style Can Influence Reception of Visual Communications of Climate Change -- 1 Introduction -- 2 Study Design -- 3 Selection of Viewers. , 4 How Viewers Make Meaning by Decoding Signs in Visual Artefacts -- 4.1 Emotional Response and Perceived Emotional Claims -- 4.2 Hidden Agenda 1: Rhetorical Representations -- 4.3 Hidden Agenda 2: Representation of Principal -- 5 Colour -- 6 How Perception of Hegemonic or Counter-Hegemonic Code Influences Viewer Perception -- 6.1 Contribution of Professional Code to Perception of Principal or Authority -- 7 Conclusion -- References -- 6 Montreal and Kyoto: Needs in Inter-protocol Communications -- 1 Introduction: Brief History of Montreal Protocol and Kyoto Protocol -- 2 Ozone Depletion and Climate Change -- 3 Ozone Protection and Climate Change Communications -- 4 Inter-protocol Communications -- 5 Some Results on Study of "Total Ozone-Climate Change" Interaction -- 6 Conclusion -- References -- 7 Communicating Climate Change: Theories and Perspectives -- 1 Introduction -- 2 Communication Approaches Related to Climate Change Communication -- 2.1 Risk Communication -- 2.2 Development Journalism -- 2.3 Advocacy Journalism -- 2.4 Environmental Journalism -- 2.5 Communication for Development and Social Change -- 3 Towards a Normative Structural and Integrated Approach -- 4 Social Media for Climate Change Communication -- 4.1 Interactions of the Global and the Local -- 5 Conclusion -- References -- 8 Reconsidering Fictional Films for Communicating Climate Change Issues: An Analysis of the Filmmaking Strategies Behind Sustainable Energy Narratives -- 1 Introduction -- 2 A Review of the Literature on Visual Representation of Climate Change in the Media -- 3 Why Should We Examine the Use of Fictional Films for Communicating Climate Change? -- 4 The Role of Narrative in Environmental Films -- 5 Making the Environmental Film: A Collaboration Between Arts and Science -- 6 Conclusions -- References -- 9 Role of Emotions in Climate Change Communication. , 1 Introduction: Why Emotions Matter -- 2 Emotions and Cimate Change -- 3 Climate Change Communication: Role of Emotions -- 4 Should Scientists Show Emotions While Discussing and Communicating About Climate Change? -- 5 Conclusion -- References -- 10 Climate Change Communication in Australia: The Politics, Mainstream Media and Fossil Fuel Industry Nexus -- 1 Introduction -- 2 The 'Value Gap' in Communicating Climate Change -- 3 Political Economy of Climate Change in Australia -- 4 Climate Change Politics in Australia -- 5 Australian Public Attitudes to Climate Change -- 5.1 Five Australias? -- 6 Climate Change and the Media in Australia -- 7 Climate Change Reporting in Australia -- 8 Case Study of Climate Change Reporting of the Brisbane Floods 2011 -- 8.1 Social Media and the Brisbane Floods -- 9 Climate and 'Issue Attention' Drivers in Australia -- 10 Conclusion -- References -- 11 Inclusion of Gender in Africa's Climate Change Policies and Strategies -- 1 Introduction: Overview of Climate Change in Africa and Gender-Related Adaptation -- 2 Gender and Climate Change Issues in Africa -- 3 Climate Change Policies, Strategies, and Plans -- 3.1 Intended Nationally Determined Contributions -- 3.2 National Climate Change Policy and Strategies -- 4 The Gender Dimensions of Climate Change Communication for Policy Development and Implementation -- 5 Conclusion -- References -- Other Materials -- 12 Balancing Paradigms in Climate Change Communication Research to Support Climate Services -- 1 Introduction -- 2 Articulating Paradigms Used by Communication Research -- 3 Paradigms in Recent Climate Change Communication Literature -- 4 Concluding Remarks: Reflections on Balancing Communication Research for Climate Services -- Acknowledgements -- References -- 13 Communicating Climate Change Through Narratives: A Cross Pollination of Science and Theology. , 1 Introduction -- 2 FBOs and Climate Change -- 3 Limitations -- 4 FBOs' View of Science -- 5 The Language of Science and Theology -- 6 Moving Beyond Science -- 7 Conclusion -- References -- 14 Framing Climate Change: A Multi-level Model -- 1 Introduction -- 2 Framing -- 2.1 Ideology -- 3 Environmental Frames in the Literature -- 4 Research Design -- 4.1 Analytic Method -- 5 Results -- 5.1 Five Frames -- 5.2 'The Anthropocentric Masterframe' -- 5.2.1 Six Anthropocentric Subframes -- 5.3 'The Transformation Masterframe' -- 5.3.1 Four Counter-Hegemonic Subframes -- 6 Discussion and Conclusions -- References -- 15 Mass Media and Climate Change Induced Disaster Risk Reduction and Mitigation in Coastal Area of Bangladesh: A Sociological Study -- 1 Introduction -- 2 Mass Media and Disaster Management -- 3 The Methodology -- 4 Mass Media and Disaster Risk Reduction and Mitigation in Coastal Area in the Context of Bangladesh -- 5 Conclusions -- Acknowledgements -- References -- 16 Engaging People with Carbon and Climate Change Using Landscape Scale Conservation and Biodiversity Monitoring -- 1 Introduction -- 1.1 This Study -- 2 Analysis -- 2.1 Engaging Policy-Makers, Planners and Publics at the Lancashire Wildlife Trust -- 2.2 The Carbon Landscape Project -- 2.3 The Biodiverse Society Project -- 3 Discussion -- 3.1 Lessons and Future Prospects -- 3.2 Limitations and Constraints -- 3.3 Conclusion -- Acknowledgements -- References -- 17 Knowledge Management as an Enabler of the Paris Agreement Implementation in Africa -- 1 Introduction -- 2 The Problem -- 3 Methods -- 4 Case Studies -- 4.1 WISER -- 4.2 RCOFs in Africa -- 4.3 TAHMO -- 4.4 ClimDev-Africa -- 4.5 UN CC: Learn -- 4.6 FCFA -- 4.7 ENACTS -- 4.8 AREI -- 4.9 CIRDA -- 4.10 ALP -- 4.11 Data Rescue Efforts -- 5 Contemporary Knowledge Sources -- 6 Discussion -- 6.1 Global Climate Framework. , 6.2 Knowledge Sharing State of Play in Africa -- 6.3 Climate Knowledge Partnerships -- 6.4 Open Government -- 6.5 Innovative Information and Knowledge Sharing Approaches -- 7 Conclusion -- References -- 18 Formulation of an Ethics of Response to Climate Change: The Need for Effective Communication in Higher Education -- 1 Introduction -- 2 Research Methodology -- 2.1 Surveyed Institution and Courses -- 2.2 Sample -- 2.3 Questionnaire -- 3 Findings -- 4 Discussion -- 5 Conclusions -- References -- 19 Climate Change: Doing Little Can Change a Lot! Children's Knowledge-Action About Cimate Principles and Effects -- 1 Introduction -- 1.1 The Fact: Climate Change -- 1.2 The Challenge: Climate Change Communication and Education to Young Children -- 2 Theoretical Framework and Participatory Research Approach -- 2.1 Data Sources -- 3 Results and Discussion -- 3.1 Climate Change and Greenhouse Effect -- 3.2 Adaptation to Climate -- 3.3 Global Warming and Ozone Hole -- 3.4 Glaciers Melting -- 3.5 Water and Air Pollution -- 3.6 Erosion -- 3.7 Recycling -- 4 Final Remarks and Recommendations for Climate Change Communication and Education -- Acknowledgements -- References -- 20 Feeling the Heat: The Challenge of Communicating 'High-End' Climate Change -- 1 Introduction: Unwelcome Messages to Be Communicated -- 2 The Risks and Opportunities of Communicating Unwelcome Climate Messages -- 3 'Emotional Carrots' and Audience Segmentation: Lessons from Past Practice -- 4 Towards Better Communication of Unwelcome Climate Messages -- 4.1 The Full Extent of Climate Risk Needs to Be Framed and Communicated Better -- 4.2 New Narratives and Analytical Frameworks Are Needed to Inform Robust Scenario Planning and Decision Making -- 4.3 Potential High-End Climate Impacts Important to Specific Decision Makers Need to Be Communicated, in Recognisable Language. , 4.4 More Dialogue, Less Debate and Lecturing.

Note: Intro -- Preface -- Contents -- Contributors -- List of Abbreviations and Acronyms -- 1 Weather Forecasting Using Local Traditional Knowledge (LTK) in the Midst of Climate Change in Domboshawa, Zimbabwe -- 1 Background -- 2 LTK in Climate Variability and Change in Agriculture as Postcolonial Theory -- 3 Bridging the Gap Between Traditional Knowledge and Climate Science -- 4 Why Indigenous Knowledge Is Important for Climate Change Adaptation -- 5 Research Aim and Scope -- 5.1 Materials and Methods -- 6 Context of Research -- 7 Discussion -- 7.1 Climate Change and Indigenous Communities in Domboshawa -- 7.2 Convergence Between Indigenous and Scientific Approaches -- 7.3 Typologies of Shona Indigenous Weather Forecasting -- 7.3.1 Derivation of Weather Forecasts from Bird Indicators -- 7.3.2 Derivation of Weather Forecasts from Creatures or Animals -- 7.3.3 Derivation of Weather Forecasts from Vegetation -- 7.3.4 Terrestrial Objects -- 7.3.5 Wind -- 7.3.6 Weather Conditions -- 7.4 Assessment of Climate Variability and Weather Signals in Domboshawa -- 7.5 Challenges Related to LTK and Climate Change in Domboshawa -- 7.6 LTK's Interface with Science -- 8 Conclusion -- 9 Recommendations -- References -- 2 Climate Change Communication in Nepal -- 1 Climate Change in Nepal -- 1.1 Methodology -- 1.2 Climate Change Communication in Nepal -- 1.3 Role of Governmental Sector in Climate Change Communication -- 2 Role of Non-governmental Sector in Climate Change Communication -- 3 Challenges of Climate Change Communication in Nepal -- 3.1 Opportunities of Climate Change Communication in Nepal -- 4 Conclusions -- References -- 3 Short Stories and Climate Change: An Application of Kolb's Experiential Learning Model -- 1 Introduction -- 2 Climate Fiction -- 3 Why Short Stories? -- 4 Kolb's Experimential Learning Model. , 5 An Application of Kolb's Experiential Learning Model -- 6 Discussion and Conclusion -- References -- 4 Role of the Media in Climate Change Communication in the Northwest Region of Cameroon -- 1 Introduction: Some Facts About the Northwest Region of Cameroon -- 2 Method of Study -- 3 Drivers of Climate Change in the Northwest Region of Cameroon -- 4 Role of the Media in Climate Change Communication -- 5 Limitations to Climate Change Communication -- 6 Conclusions -- Acknowledgements -- References -- 5 Rural Indonesian Insight on Mass Media Role in Reducing Climate Change Risk -- 1 Introduction -- 2 Rural Indonesia and Changing Climate -- 3 Response Strategies -- 4 New Messages to Lessen the Information Gap -- 5 Conclusion -- Acknowledgements -- References -- 6 Mapping Issues, Stakeholders and Actions on Youth Climate Change Communication in Indonesia for the Period 2008-2015 -- 1 Introduction -- 2 Capacity Building and Awareness of Youth on Climate Change -- 3 Methodology -- 4 Results and Analysis -- 4.1 Capacity Building on Climate Change for and by Youth -- 4.2 Public Awareness of Youth on Climate Change -- 4.3 Strategic Design on Capacity Building and Public Awareness -- 5 Conclusion -- References -- 7 The Klimablog www.cambioclimatico-bolivia.org: Personal Reflections After 5 Years of Blogging on Climate Change from, for and About Bolivia -- 1 Introduction -- 2 How It All Started -- 3 What Has Been Achieved Over the Past 5 Years -- 4 Sustainability of the Klimablog -- 5 Conclusions and Outlook -- Acknowledgements -- References -- Klimablog blog posts -- 8 Climate Change Impacts and Adaptation in the Agriculture Sector of Sri Lanka: What We Learnt and Way Forward -- 1 Introduction: Agriculture in Sri Lanka -- 2 Evidences of Climate Change in Sri Lanka -- 3 Impacts of Climate Change on Agriculture in Sri Lanka: Lessons Learnt. , 3.1 Crop Production -- 3.2 Farm Animal Production -- 3.3 Fisheries and Forestry -- 4 Adaptation of Agriculture to Climate Change in Sri Lanka -- 5 Communicating Climate Change and Adaptation Information to Farmers and Other Stakeholders -- 6 Conclusions and Way Forward -- Acknowledgements -- References -- 9 What's the Worst Thing that Can Happen?-A Simple Exercise to Communicating and Reasoning About Climate Change -- 1 Climate Communication and the Knowledge-Behavior Gap -- 2 A Step-by-Step Guide to the Exercise "What's the Worst Thing that Can Happen" -- 3 Food for Thought-Limitations of Craven's Grid -- 4 Limitations of the Exercise -- 5 Concluding Remarks -- References -- 10 The Challenges of Climate Change Communication for Lagos Coastal Communities -- 1 Introduction -- 2 The Context of Climate Change in Lagos -- 2.1 The Changing Pattern of Rainfall -- 2.2 Frequency of Flood -- 2.3 Perception of Flood Impacts and Risk -- 3 Socioeconomic Characteristics Affecting Climate Change Communication -- 3.1 Access to Information -- 3.2 Economic Conditions of Households -- 3.3 Multi-level Governance Structure for Climate Change Communication -- 4 Conclusions -- References -- 11 Seven Strategies of Climate Change Science Communication for Policy Change: Combining Academic Theory with Practical Evidence from Science-Policy Partnerships in Canada -- 1 Introduction -- 2 Background Literature -- 3 Methods -- 4 Results and Discussion -- 4.1 Risks of Inaction -- 4.2 Everyday Impacts -- 4.3 Short-Term Effects -- 4.4 Success Stories -- 4.5 Local Solutions -- 4.6 Political Tractability -- 4.7 Audience Ownership -- 5 Conclusion -- References -- 12 Climate Change Communication: Community Knowledge and Preparedness -- 1 Background -- 2 Objective -- 3 Data Source -- 4 Literature Studies -- 4.1 Padang's Geographic -- 4.2 Index -- 5 Research Methods. , 5.1 Data Collection Method -- 5.2 Determining the Key Variables, Measures and Metrics -- 6 Result -- 6.1 Knowledge Attitude and Practice of Respondent -- 6.2 Household Preparedness Index -- 7 Conclusion and Perspective Recommendation -- Acknowledgement -- References -- 13 University Student's Perceptions About Climate Change: The Case of Interior Design and Architecture Students of a Brazilian University -- 1 Introduction -- 2 Research Methodology -- 2.1 Surveyed Courses -- 2.2 Sample -- 2.3 Questionnaire -- 2.4 Statistical Analysis -- 3 Findings -- 3.1 Socio-demographic Characterization -- 3.2 Perceptions Relating to Climate Change and Their Impacts (Table 1) -- 3.3 Training and Knowledge of CC (Table 2) -- 3.4 Governance and Actions to Mitigate CC (Table 2) -- 4 Discussion -- 5 Conclusions -- References -- 14 The Grounding for a Fossil Fuel Free World: Integrating Climate Change Education into Secondary Schools -- 1 Introduction -- 2 Policy Framework and Literature Review -- 2.1 A Global Mandate -- 2.2 The Role of Communication and Education -- 2.3 Policy Foundations -- 2.4 Curriculum Development and Integration -- 3 Methodology -- 4 Comparative Approaches to Climate Change Education -- 4.1 England -- 4.2 Netherlands -- 4.3 France -- 4.4 Wallonia, Belgium -- 5 Discussion -- 6 Conclusion -- References -- 15 Climate Change and Renewable Energy: Opinions and Emotions of Elementary School Pupils in the Prefecture of Evros -- 1 Introduction -- 1.1 Theoretical Background -- 2 Methodology -- 3 Results-Discussion -- 4 Conclusions -- References. , 16 Incorporation of Local Ecological Knowledge (LEK) into Biodiversity Management and Climate Change Variability Scenarios for Threatened Fish Species and Fishing Communities-Communication Patterns Among BioResources Users as a Prerequisite for Co-management: A Case Study of Berlenga MNR, Portugal and Resex-Mar of Arraial do Cabo, RJ, Brazil -- 1 Introduction -- 2 Methodology -- 2.1 Study Area -- 2.1.1 Study Area the Resex-Mar of Arraial do Cabo and Berlenga MNR -- 2.1.2 Upwelling Events and Biodiversity in Both Marine Protected Areas (MPAs) -- 2.2 Literature Review -- 3 Results and Discussion -- 3.1 Artisanal Fisheries in Both Marine Protected Areas (MPAs) -- 3.2 Important Aspects of Local Ecological Knowledge (LEK) for the Management of Fisheries in Marine Protected Areas (MPAs) -- 3.2.1 LEK and Its Role Within Marine Protected Areas (MPAs) -- 3.2.2 Fisher's Local Ecological Knowledge in Brazil -- 3.2.3 Fishers' Local Ecological Knowledge in Portugal -- 4 Global Change Communication -- 5 Conclusions -- Acknowledgements -- References -- 17 Delivering Solutions: Engaging Farmers and Land Holders in the Climate Change Debate -- 1 Introduction -- 1.1 Resource Management, Climate Change and Agriculture -- 1.2 The Farm Carbon Cutting Toolkit -- 1.3 FCCT Resources -- 2 Aims -- 3 Methodology -- 4 Results -- 4.1 Carbon Assessments -- 4.1.1 Time to Complete -- 4.1.2 Level of Detail Required and Data Availability -- 4.1.3 So What? -- 4.1.4 Results Accuracy -- 4.1.5 Lack of Comparison with Other Tools -- 4.1.6 Would You Do It Again? -- 4.2 Soil Management Events -- 5 Discussion -- 5.1 Assessment Tools -- 5.2 Knowledge Events -- 6 Conclusions -- Acknowledgements -- References -- 18 The Role of Risk Perceptions in Climate Change Communication: A Media Analysis on the UK Winter Floods 2015/2016 -- 1 Introduction -- 2 Methods and Data Analysis -- 3 Results. , 3.1 Political and Institutional Response.