Note: Cover -- Copyright -- Contents -- Abbreviations -- Acknowledgements -- 1. Introduction to the Clean Development Mechanism -- 2. Conceptual framework -- 3. Will preferential access measures overcome barriers to CDM projects in Least Developed Countries? -- 4. Discounting emission credits and competitiveness of different CDM host countries -- 5. Does the CDM discourage emission reduction targets in advanced developing countries? An analysis of the 'low-hanging fruit' issue -- 6. Do domestic renewable energy promotion policies lead to more CDM projects? -- 7. Concluding remarks -- References -- Index.

Note: Intro -- Preface -- Contents -- Sustainability Initiatives and Indicators -- 1 Sustainable Cities, Sustainable Universities: Re-Engineering the Campus of Today for the World of Tomorrow -- Abstract -- 1 Introduction -- 2 Conceptualizing the "Sustainable University" and Student Learning -- 3 Modeling the Sustainable University for Learning and Research -- 4 Completing the Sustainability Puzzle -- 5 Sustainable Campuses, Sustainable Cities -- Acknowledgments -- References -- 2 The Role of Kenya's Formal Higher Education in Sustainable Development Within the Context of Globalization -- Abstract -- 1 Introduction -- 1.1 Purpose of the Paper -- 1.2 Background -- 2 Reforming the Formal Kenyan Higher Education -- 2.1 The History and Reforms in Education Systems in Kenya -- 2.2 Rise and Expansion of Higher Education in Kenya -- 2.3 Context of Globalization Influence on Kenya's Higher Education System -- 3 Methodology -- 4 Results -- 4.1 Impacts of Globalization on the Higher Education System -- 4.1.1 Massification in Higher Education Institutions -- 4.1.2 Increased Student Mobility -- 4.1.3 Ranking of Kenyan University Among Global Recognized Universities -- 4.1.4 Marketization of Education -- 4.1.5 Accreditation for Quality Assurance -- 4.1.6 Accountability -- 4.1.7 Information and Communication Technology (ICT) -- 4.2 Is the Current Education System Preparing People to Address Sustainability Challenges? -- 4.2.1 Education Structure -- 4.2.2 Preparing Students to Deal with Globalization Trends and Inculcating Transferable Skills -- 4.2.3 Minority not Taken into Consideration -- 4.2.4 Challenges of Reforms and Change Implementation -- 4.2.5 Transmissive Teacher Centered Approach -- 4.2.6 Focus on Present Market Needs -- 5 Conclusion -- References. , 3 Sustainable Development at Universities as Viewed Through the Lens of the PROMISE Framework for Sustainability -- Abstract -- 1 Introduction -- 2 Brief Review of Related Literature -- 3 Research Design and Sampling -- 4 Results and Discussion -- 4.1 Research Centers and Dual Degree Programs in Sustainability -- 4.2 Graduate Programs in Sustainable Development -- 4.3 Course Offerings on the Topic of Sustainability -- 5 Conclusions and Theoretical Implications -- References -- 4 The Role of Non-academic Staff in Designing the Green University Campus -- Abstract -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Green University Campus -- 2.2 Responsibilities for Green Campus -- 2.3 "Greening" Campus Barriers -- 2.4 Overcoming "Greening" Campus Barriers -- 3 Methodology -- 4 Results -- 4.1 The Concepts of Green and Sustainable University and the Meaning of Being Green -- 4.2 Green Campus Practices (Initiatives) -- 4.3 Roles and Responsibilities of Non-academic Staff -- 4.4 Barriers -- 4.5 How to Overcome the Barriers -- 5 Discussion -- 6 Conclusions -- References -- 5 So Tell Me What You Want, What You Really Really Want -- Abstract -- 1 Introduction -- 1.1 Effectiveness/Performance Perspective -- 1.2 Feasibility/Technical and Economical Perspective -- 1.3 Acceptance/User Perspective -- 2 Case Study at the Hochschule für Technik Stuttgart (HFT) -- 2.1 STEP 1: Identification of the Relevant Areas for Sustainability Goals -- 2.1.1 Environmental Impact -- 2.1.2 Potential for Improvement -- 2.2 Results Step 1 (Identification of Environmental Field with Highest Impact/Potential) -- 2.3 STEP 2: Identification of Potential Measures to Reduce Energy Consumption -- 2.4 Results Step 2 (Selection of Planned Measures) -- 2.5 STEP 3: Evaluation of Measures from the User Perspective -- 3 Discussion and Outlook -- 4 Conclusion -- Acknowledgments -- References. , 6 Strategic Performance of Sustainable Campus Development: Case Study of a Multi-campus Tertiary Institution in a Highly Dense City of Asia -- Abstract -- 1 Introduction -- 2 Sustainable Campus Development as a Global Initiative -- 3 Sustainable Campus Development in Asia -- 4 Strategic Approaches for Performance of Sustainable Campus -- 5 RBV and Dynamic Strategy for Sustainable Campus Development -- 6 Framework -- 7 The Case in Point -- 7.1 Hong Kong as a Sustainable, Global Financial Centre of China -- 7.2 PolyU's Governance, Leadership and Policy for Sustainability -- 7.3 Campus Sustainability Committee -- 7.4 Multiple-Campus Environment and Complementary Infrastructure -- 7.5 Adopting Performance Measurement -- 8 Concluding Remarks -- References -- 7 Networking the Sustainable Campus Awards: Engaging with the Higher Education Institutions in Developing Countries -- Abstract -- 1 Introduction -- 2 Components of Campus Sustainability -- 3 Higher Education and Campus Sustainability in Saudi Arabia -- 3.1 Higher Education in Saudi Arabia -- 3.2 Campus Sustainability in Saudi Arabia -- 4 Sustainability Awards for Campuses: Coverage and Spatial Distribution -- 4.1 University Level Award Programs -- 4.2 National and Regional Level Award Programs -- 4.3 International Award Programs -- 5 Impacts of Sustainable Campus Awards on HEIs in Developing Countries - Saudi Arabia as a Case Study -- 6 Conclusion -- Acknowledgments -- References -- 8 Sustainability Skills: The Case of a Portuguese University -- Abstract -- 1 Introduction -- 2 Sustainability Skills -- 3 Methods -- 4 Presentation and Analysis of Results -- 5 Conclusions -- References -- 9 Sustainable Campus in a Historical Town: The "Ca' Foscari University of Venice" Case Study -- Abstract -- 1 Introduction -- 2 Ca' Foscari University as Showcase -- 2.1 The Sustainability at Ca' Foscari University. , 3 Discussion -- 4 Conclusions -- References -- 10 The Role of University Centers in Environmental and Sustainability Education in Envisioning Futures -- Abstract -- 1 Introduction -- 2 Present and Future Generations in Sustainable Development Discourse -- 3 Envisioning Intergenerational Ethics for Education -- 4 Discussion: Centers in Environmental and Sustainability Education -- 4.1 International Intergenerational Network of Centers (IINC) -- 4.2 Envisioning Futures for Environmental and Sustainability Education -- 5 Conclusions: Academic Centers and the United Nations Sustainable Development Goals (SDGs) -- References -- 11 Transnational Dialogues for Sustainability Research in Early Childhood Education: A Model for Building Capacity for ESD in Universities? -- Abstract -- 1 Introduction -- 2 What Is the TND in ECEfS? -- 3 Research Projects Emerging from TND3 -- 3.1 Transnational Case Studies of Children's Webs of Connectedness in ECEfS -- 3.1.1 An Australian Case Study -- 3.1.2 A United States Case Study -- 3.2 A Transnational Study of ECEfS Within Early Years Curriculum Frameworks -- 3.3 Researching ECEfS in Early Childhood Preservice Teacher Education -- 4 Lessons Learned from the TND -- 5 Conclusion -- References -- 12 Evolution of an Interactive Online Magazine for Students, Academics and Expert Practitioners, to Engage Students from Multiple Disciplines in Education for Sustainable Development (ESD) -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Analysis of Data -- 3.1 Pedagogical Factors -- 3.2 Operational Factors -- 3.3 Cultural Factors -- 3.4 External Factors -- 4 Discussion of Findings -- 5 Good Practice for Digital Learning for ESD -- 6 Conclusion -- References -- 13 Measuring Progress Over Time: The Sustainability Cultural Indicators Program at the University of Michigan -- Abstract -- 1 Introduction. , 1.1 Campus Sustainability Integrated Assessment -- 1.2 The Sustainability Cultural Indicators Program -- 2 Population and Sample -- 3 Findings -- 4 Going Forward -- Acknowledgments -- References -- 14 Evaluating Sustainability Initiatives on University Campuses: A Case Study from the University of Michigan's Sustainability Cultural Indicators Program -- Abstract -- 1 Introduction -- 2 Recent Uses of SCIP -- 3 Using SCIP to Test New Initiatives -- 4 Composting in Residence Halls -- 5 The Composting Experiment -- 6 The Evaluation Plan -- 7 Current Status -- 8 Future Scenarios -- 9 Summary -- Acknowledgments -- References -- 15 Evaluation of a Transdisciplinary Research Project for a Sustainable Development -- Abstract -- 1 Introduction -- 2 Structure of Transdisciplinary Research Projects -- 3 Description of the Model Project for a Sustainable Regional Development ("ZukunftsWerkStadt") -- 4 Description of the Applied Evaluation Methods -- 4.1 Process Evaluation -- 4.1.1 Formative Evaluation -- 4.1.2 Internal Audits -- 4.2 Performance Evaluation -- 4.2.1 Preference Ranking Organisation Method for Enrichment Evaluation (PROMETHEE) -- 4.2.2 Sustainable Indicators -- 5 Results of the Evaluation: Model Project ("ZukunftsWerkStadt") -- 5.1 Performance Evaluation -- 5.1.1 Formative Evaluation -- 5.1.2 Internal Audits -- 5.2 Performance Evaluation -- 5.2.1 Preference Ranking Organisation Method for Enrichment Evaluation (PROMETHEE) -- 5.2.2 Sustainable Indicators -- 6 Conclusions -- References -- 16 Munich University of Applied Sciences Towards a "Whole Institution Approach"-Illustrations Along x-Disciplinary Perspectives to Education for Sustainable Development -- Abstract -- 1 Munich University of Applied Sciences Towards a "Whole Institution Approach" -- 1.1 Institutional Embedding of Sustainability. , 2 Morphological Box-Sound Methodology to Investigate the Totality of Realizations of ESD Implementations.

Note: Description based upon print version of record

Note: Intro -- Preface -- Contents -- 1 Terraced Agroforestry Systems in West Anti-Atlas (Morocco): Incidence of Climate Change and Prospects for Sustainable Development -- Abstract -- 1 Introduction -- 2 Methodology -- 2.1 Bibliographical Information for the State of the Art -- 2.2 Survey and Data Analysis -- 2.3 Cartographic Data -- 2.4 Analysis of Past and Future Climate Data -- 3 Results and Discussions -- 3.1 Geological Features of the Study Area -- 3.2 Human Footprint and Demographic Data -- 3.3 Terraced Agroforestry Systems -- 3.3.1 Learning from History -- 3.3.2 Associated Management -- 3.3.3 TAS: An Adapted Food Security Management in Anti-Atlas -- 3.3.4 Advantages Beyond Food Security -- 3.4 Terraced Agroforestry System: Significant Regression Trend in the Anti-Atlas -- 3.5 Drought Incidence in Morocco and Anti-Atlas Region -- 3.5.1 Palmer Drought Severity Index (PDSI) -- 3.5.2 The Köppen-Geiger Climate Classification -- 3.6 Prospect for Sustainable Development in Anti-Atlas (Chtouka Ait Baha) -- 3.6.1 Climatic Factors -- 3.6.2 Human Factors -- 4 Conclusion -- Acknowledgements -- References -- 2 Increasing Pulse Consumption to Improve Human Health and Food Security and to Mitigate Climate Change -- Abstract -- 1 Introduction -- 2 Benefits Deriving from Pulses -- 2.1 Nutritional and Health Benefits -- 2.2 Environmental Benefits -- 3 Pulses Consumption in Europe -- 4 An Example on: How to Increase the Amount of Pulse Consumption in a Food Service Setting? the "Choose Beans" Campaign -- 4.1 The Relevance of Catering Sector in Food Provision -- 4.2 The Choose Beans Campaign -- 5 Conclusions -- Acknowledgements -- References -- 3 Ecosystem Services and Incentive Mechanisms for Environmental Preservation in Brazil -- Abstract -- 1 Introduction -- 2 Environmental Economics and the Conservation of Ecosystems. , 3 Mechanisms and Instruments to Preserve Ecosystem Services in Brazil -- 4 Governance to Preserve Ecosystem Services -- 5 Integration of Public Policies, Regulations, and Incentive Mechanisms for Protecting Ecosystem Services -- 6 Ecosystem Services and the Fulfilment of Sustainable Development Goals-SDGs -- 7 Conclusion -- References -- Legislation -- 4 Are We Missing the Big Picture? Unlocking the Social-Ecological Resilience of High Nature Value Farmlands to Future Climate Change -- Abstract -- 1 Introduction -- 1.1 A Global View of Traditional Farming and Farmlands -- 1.2 What Are High Nature Value Farmlands and Why Are They Important? -- 1.3 Resilience of Traditional, Low-Intensity Farmlands to Environmental Change -- 1.4 Potential Impacts of Climate Change on Traditional Low-Intensity Rural Landscapes -- 2 Methods -- 2.1 Literature Search -- 2.2 Analysis of Data Gathered from Literature Review -- 3 Results and Discussion -- 3.1 Research on Impacts of Climate Change in Traditional, Low-Intensity Farmlands: When, Where and How? -- 3.2 Which Impacts of Climate Change on Traditional High Nature Value Farmlands Have Been Under Researchers' Scrutiny? -- 4 Conclusions -- Acknowledgements -- References -- 5 Profitability of Cassava Based Farms Adopting Climate Smart Agriculture (CSA) Practices in Delta State, Nigeria -- Abstract -- 1 Introduction -- 1.1 Objectives of the Study -- 1.2 Hypotheses of the Study -- 1.3 Conceptual Frameworks -- 2 Research Methods -- 2.1 Study Area -- 2.2 Sampling Plan and Data Collection Method -- 2.3 Data Analysis Technique -- 2.3.1 Model Specification -- 3 Results and Discussion -- 3.1 Profitability Differentials in Three CSAs Adopted by Cassava Farms in the Study -- 3.2 Effects of Socioeconomic Variables and Adoption of CSA Practices on Cassava Farms' Profitability -- 4 Conclusion -- References. , 6 Climate-Smart Agricultural Practices (CSA) Adoption by Crop Farmers in Semi-arid Regions of West and East Africa: Evidence from Nigeria and Ethiopia -- Abstract -- 1 Introduction -- 1.1 Objectives of the Study -- 2 Research Methods -- 3 Results and Discussion -- 3.1 Identification of the Analogues Sites -- 3.1.1 Socio-economic Attributes of Crop Farmers in the Semi-arid Regions of Ethiopia and Nigeria Facing Threats of Climate Change -- 3.1.2 Perception of Crop Farmers on Climate Change Risks Affecting Farm Crops Production -- 3.1.3 Climate Smart Agricultural Strategies/Technologies Adopted to Cope with Perceived Risks of Climate Variability and Change in Ethiopian and Nigerian Analogous Farm Sites -- 4 Conclusion -- Acknowledgements -- Appendix 1 (Arc-GIS Output Showing the CCAFS Result for Katsina Non) -- Appendix 2 (Arc-GIS Output Showing the CCAFS Result for Mekelle Non) -- Analogues Results -- References -- 7 Challenges, Futures and Possibilities of Land Use in Rural Areas of Cela Municipality: Risks, Climate Change Impacts, Adaptation and Links to Sustainability -- Abstract -- 1 Introduction -- 2 Background -- 3 Land Management, the Integration of the Risk of Climate Change in the Angolan Normative Judicial Context, and the Action Plan for Climate Change -- 4 Study Area and Population -- 4.1 The Municipal Area of Cela (Waku-Kungu) -- 4.2 Population and Socio-economic Situation -- 5 Methods -- 6 Results and Discussion -- 7 Conclusions -- References -- 8 Future Climate Change Impacts on Malta's Agriculture, Based on Multi-model Results from WCRP's CMIP5 -- Abstract -- 1 Introduction -- 1.1 Aim of This Study -- 2 Methodology -- 2.1 Study Area and Data Collection -- 2.2 Multi-model Climate Projections Under Multiple Climate Scenarios -- 2.3 Multi-model Analysis -- 2.4 Climate Change Impact -- 3 Results and Discussion. , 3.1 Projected Climate Trends and Multi-model Variability -- 3.2 Hierarchical Clustering of Multi-model Output -- 3.3 Projected Aridity -- 3.4 Projected Evapotranspiration -- 3.5 Projected Heat Stress -- 3.6 Projected Water Requirements -- 4 Conclusions -- References -- 9 The Urgent Need for Enhancing Forest Ecosystem Resilience Under the Anticipated Climate Portfolio Over Kerala Under RCP 4.5 and Its Possible Implications on Forests -- Abstract -- 1 Introduction -- 2 Materials and Methods -- 2.1 Study Area -- 2.2 Forest Cover in Kerala -- 2.3 Climate Change Modeling Approach -- 3 Results and Discussion -- 3.1 General Projections Warming Over the Districts of Kerala -- 3.2 Exclusive Projections Warming for Forested Areas of Kerala -- 4 Conclusions -- References -- 10 Mediterranean Marginal Lands in Face of Climate Change: Biodiversity and Ecosystem Services -- Abstract -- 1 Introduction -- 2 Climate Change in the Mediterranean Region -- 3 History and Main Trends of Mediterranean Grasslands in Southern Portugal -- 4 Grassland Biodiversity and Services in a Changing Climate -- 5 Primary Productivity, Food Quality and Implications for Livestock -- 6 Strategies to Cope with Climate Change -- 7 Conclusion -- References -- 11 Sustainable Food Systems in Culturally Coherent Social Contexts: Discussions Around Culture, Sustainability, Climate Change and the Mediterranean Diet -- Abstract -- 1 Introduction -- 1.1 What Is a Sustainable Diet? -- 1.2 Climate Change and Sustainable Food Production -- 1.3 The Case of the Mediterranean Diet -- 1.3.1 Culturally "Coherent", More Than Culturally "Acceptable" -- 2 Conclusion -- References -- 12 Multifunctional Urban Agriculture and Agroforestry for Sustainable Land Use Planning in the Context of Climate Change in Serbia -- Abstract -- 1 Introduction -- 1.1 Methodological Approach. , 2 General Context of Agriculture and Agroforestry in Terms of Climate Change in Serbia -- 3 Institutional Framework for Sustainable Land Use in Serbia -- 3.1 Agriculture -- 3.2 Agroforestry and Green Infrastructure -- 3.3 Resume -- 4 Sustainable Land Use Application at Various Levels-Examples of Multifunctional Urban Agriculture and Agroforestry in Serbia -- 4.1 Public and Institutional Green Spaces -- 4.2 Urban Agriculture and Agroforestry as Part of the Green Infrastructure -- 4.3 Private Parcels in Peri-urban Area -- 5 Conclusions -- Acknowledgements -- References -- National regulative, strategies and plans -- 13 Alien Plant Species: Environmental Risks in Agricultural and Agro-Forest Landscapes Under Climate Change -- Abstract -- 1 Introduction -- 2 A Brief Historical Perspective on the Introduction of Alien Plant Species -- 3 Invasive Plant Species Originally Cultivated in Production Systems and Their Impacts Outside Crop Areas -- 3.1 The Most Wide-Spread Plant Invasions -- 3.2 Impacts on Ecosystem Services -- 4 Managing the Spread of Invasive Plant Species in the Broader Landscape -- 4.1 Strategies to Tackle Invasive Plant Species -- 4.2 Modelling and Detection Tools to Support Management -- 4.2.1 Remote Sensing Based on Airborne Sensors -- 4.2.2 Habitat Distribution Models -- 4.2.3 Dynamic Ecological Models -- 5 Challenges of Alien Plant Invasions in the Light of Climate Change -- 5.1 Forecasting -- 5.2 Predicting Impacts on Ecosystem Services -- 5.3 Adaptive Management -- 6 Conclusions -- Acknowledgements -- References -- 14 Remote Sensing of Droughts Impacts on Maize Prices Using SPOT-VGT Derived Vegetation Index -- Abstract -- 1 Introduction -- 2 Materials -- 2.1 Background on Study Area -- 2.2 Remote-Sensing Data -- 3 Methods -- 3.1 Field Data Collection -- 3.2 GIS Data Analysis -- 3.3 Remote Sensing Data Analysis. , 3.4 Maize Price Data Analysis.

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 -- Folha de Rosto -- Créditos -- APRESENTAÇÃO -- CAPÍTULO 1 Gênero Candida -- 1.1 CANDIDA AURIS -- CAPÍTULO 2 Antifúngicos -- 2.1 ANTIFÚNGICOS SINTÉTICOS -- Polienos -- Azoles (Triazoles) -- Equinocandinas (lipopeptídeos) -- Pirimidinas Fluoradas -- 2.2 ANTIFÚNGICOS NATURAIS -- CAPÍTULO 3 Espécies vegetais dos óleos essenciais -- 3.1 ÓLEOS ESSENCIAIS -- 3.2 ESPÉCIES VEGETAIS -- Cinamomum cassia (L.) J. Presl -- Eucalyptus citriodora Hooker -- Eucalyptus globulus Labill -- Eugenia caryophyllus Sprengel -- Melaleuca alternifolia Chell -- Myristica fragans Houtt -- Ocimum basilicum Linnaeus -- Origanum vulgare Linnaeus -- Rosmarinus officinalis Linnaeus -- Salvia sclarea Linnaeus -- Schinus terebinthifolius Raddi -- Thymus vulgaris Linnaeus -- Zingiber officinale Roscoe -- 3.3 METABÓLITOS SECUNDÁRIOS EM PLANTAS -- CAPÍTULO 4 Desenvolvimento da pesquisa -- 4.1 AMOSTRAS DE CANDIDA AURIS -- 4.2 ÓLEOS ESSENCIAIS E PRINCIPAIS COMPOSTOS QUÍMICOS -- 4.2.1 Compostos químicos dos óleos essenciais -- 4.3 PESQUISA DA ATIVIDADE DOS ÓLEOS ESSENCIAIS E PRINCIPAIS COMPOSTOS QUÍMICOS SOBRE C. auris -- 4.3.1 Preparações da suspensão de leveduras -- 4.3.2. Avaliação in vitro da atividade antifúngica dos óleos essenciais sobre isolados de C. auris -- 4.3.3 Avaliação in vitro da atividade antifúngica dos principais compostos químicos sobre isolados de C. auris -- 4.4 CONTROLES -- 4.5 DETERMINAÇÃO DA CONCENTRAÇÃO INIBITÓRIA MÍNIMA -- 4.6 AVALIAÇÃO DA ATIVIDADE FUNGISTÁTICA E FUNGICIDA DOS ÓLEOS ESSENCIAIS E DOS COMPOSTOS QUÍMICOS: -- 4.7 ENSAIO DA ATIVIDADE ANTIFÚNGICA DE ANFOTERICINA B, CETOCONAZOL, FLUCITOSINA, FLUCONAZOL, ITRACONAZOL E VORICONAZOL. -- 4.7.1 Método E-Test® - Kit Comercial (AB-Biodisk, Solna, Suécia) -- 4.7.1.1 Meio de cultivo -- 4.7.1.2 Fitas E-Test® -- 4.7.1.3 Preparo do Inóculo -- 4.7.1.4 Determinação da concentração inibitória mínima. , 4.7.1.5 Determinação e interpretação do teste -- 4.8 CONTROLES DE QUALIDADE E BIOSSEGURANÇA -- 4.9 DESCARTES DOS RESÍDUOS -- CAPÍTULO 5 Atividade dos óleos essenciais compostos químicos sobre Candida auris -- 5.1 Candida auris -- 5.2 ATIVIDADE DOS COMPOSTOS QUÍMICOS Α-HUMULENO A 96%, Β-CARIOFILENO A 80%, Γ-TERPINENO A > -- 95%, ALDEÍDO CINÂMICO A 99,97%, BORNEOL A 97,5%, CÂNFORA A 96%, CARVACROL A 98%, EUGENOL A 99%, ISOEUGENOL A > -- 98,9%, LINALOL A 97%, P-CIMENO A 99%, TERPINEOL A > -- 96%, TIMOL A 99,5% DE PUREZA, SOBRE AS CEPAS DE Candida auris -- 5.3 SENSIBILIDADE DA C. AURIS AOS ANTIFÚNGICOS SINTÉTICOS - ANFOTERICINA B, CETOCONAZOL, FLUCITOSINA, FLUCONAZOL, ITRACONAZOL E VORICONAZOL, UTILIZANDO AS FITAS E-TEST® -- CAPÍTULO 6 Panorama da atividade de óleos essenciais e compostos químicos sobre Candida auris -- 6.1 ATIVIDADES DE ÓLEOS ESSENCIAIS -- 6.1.1 Terpenos -- 6.1.2 Alcaloides -- 6.1.3 Fenóis -- 6.2 ATIVIDADE ENZIMÁTICA -- 6.3 ATIVIDADE DE ANTIFÚNGICOS SINTÉTICOS -- 6.4 OUTRAS CLASSES FARMACOLÓGICAS -- CAPÍTULO 7 Considerações finais.

Note: Intro -- Preface -- Contents -- Sustainability in University Contexts -- 1 Inclusion of Sustainability in University Classrooms Through Methodology -- Abstract -- 1 Introduction -- 2 Education for Sustainable Development, and Teaching Methods in the University -- 3 HAMS: A Tool for Methodological Analysis from a Sustainability Perspective -- 4 Conclusions -- References -- 2 Controlling Risks Through Flexibility and Urban Integration: The Regeneration of Otaniemi Campus in Finland -- Abstract -- 1 Introduction: Addressing Environmental, Field-Specific and Economic Resiliency -- 2 The Cultural Heritage of Otaniemi -- 3 Natural Environment -- 4 Flexibility and Changeability as Economic Guarantee -- 5 Building as a Service -- 6 Urban Integration -- 7 Building as a Service: Learning Spaces and Student Involvement in Campus Development -- 8 The University Campus as a Test Laboratory for Urban Development -- 9 School as a Service: A High School Integrated to Local Learning Communities and Former University Facilities -- 10 Conclusions -- References -- 3 Sustainability Education: Towards Total Sustainability Management Teaching -- Abstract -- 1 Introduction: Background -- 2 Refocussing on SD -- 3 Teaching Programme Overview -- 4 Background Scenarios for Sustainability Assignments -- 5 Module Outline: Introduction -- 6 TSM Implementation -- 7 Discussion -- 8 Outcomes -- 9 Conclusions -- References -- 4 Fostering the Professionalization of Business Students Through Education for Sustainable Development at University -- Abstract -- 1 Introduction -- 2 Theoretical Background -- 3 Method -- 4 Results -- 4.1 Survey Results -- 4.2 Learning Experiences -- 4.2.1 Financial and Bank Management -- 4.2.2 Sustainable Finance -- 4.2.3 Financial Operations Valuation -- 4.2.4 Operational Auditing -- 4.2.5 Treasury Management -- 5 Conclusion -- Acknowledgments. , References -- 5 Fauna Protection in a Sustainable University Campus: Bird-Window Collision Mitigation Strategies at Temple University -- Abstract -- 1 Introduction -- 2 Pedagogical Context -- 3 Sustainability and PPBL -- 4 PPBL and Bird-Window Collisions -- 5 Bird-Window Collisions: A Sustainability Issue -- 6 Bird Strike Monitoring -- 7 Mitigation Strategies -- 7.1 Independent Research -- 7.2 Curriculum Infusion -- 7.3 Co-curricular: Campus Awareness Campaigns -- 8 Conclusions -- Acknowledgments -- References -- 6 Multimedia Exhibition Teaches Undergraduate Students About Sustainable Fashion -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Methods -- 3.1 The Rationale for the Experiential Learning Activity -- 3.2 Participants and Their Involvement in the Active Learning Experiment -- 3.3 Research Question and Data Collection Methods -- 3.4 Limitations -- 4 Results and Discussion -- 4.1 Knowledge of Sustainable Fashion -- 4.2 Knowledge of Environmental Protection in Fashion Manufacturing -- 4.3 Knowledge of Social Responsibility in Fashion Manufacturing -- 4.4 Knowledge of Economic Development in Fashion Manufacturing -- 4.5 Quantitative Analysis -- 4.6 Learning Experience -- 4.7 TXMI 3210 Versus Non-TXMI 3210 Students' Knowledge -- 5 Conclusion -- 5.1 Future Studies -- References -- 7 Campus Infrastructure and Sustainable Resource Management Practices: Mapping Campus DNA for Human Resiliency -- Abstract -- 1 Introduction -- 2 Unique Organizational System of U.S. Universities and Colleges -- 3 Sustainability Frameworks -- 4 Resilience as a Systems Concept that Integrates Ecological and Human Dimensions of Campus Sustainability -- 5 Case Studies from the University of Northern Iowa -- 6 Discussion -- References -- 8 Developing Sustainability Competence for Future Professional Accountants: The Integrative Role of an Undergraduate Program. , Abstract -- 1 Introduction -- 2 Literature Review -- 2.1 Education About Sustainability for the Next Generation of Accountants -- 2.2 Competence for Sustainability -- 2.3 Leveraging Personal Knowledge Management as a Step-Forward -- 3 Framework -- 3.1 Design of Tertiary Education -- 3.2 A Competence-Based Approach for Program -- 4 Case in Point -- 4.1 Case Study Approach -- 4.2 Integrating Learning Outcomes -- 4.3 Developing Curriculum as the Foundation Knowledge -- 4.4 Accreditation with International Professional Associations -- 4.5 Designing Complementary Sustainability Competence Through Teaching and Learning Activities -- 5 Discussion -- 6 Concluding Remarks -- References -- 9 Linking Space and Nature Syntaxes: The Influence of a Natural View Through Observed Behaviour at Arcosanti, Arizona, USA -- Abstract -- 1 Introduction -- 2 Arcology (ARChitecture + EcOLOGY) and Arcosanti -- 3 Development of Method -- 3.1 Space Syntax -- 3.2 Nature Syntax -- 3.2.1 Permeability -- 3.2.2 Naturalness of View -- 3.3 Behavioural Observations -- 3.4 Correlation Analysis -- 4 Limitations -- 5 Results -- 5.1 Phase I -- 6 Application -- 6.1 Calculated Changes in RRA and VN -- 6.2 Projected Changes in Social Interactions -- 7 Conclusion -- References -- 10 The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability -- Abstract -- 1 Introduction -- 2 Higher Education and Environmental Support -- 3 Methods and Material -- 3.1 Cynicism -- 3.2 Views on Elite Actors -- 3.3 Structural Explanations -- 4 Results -- 5 Concluding Remarks -- References -- 11 Student Participation and Engagement in Sustainable Human Development: A Value Education Approach -- Abstract -- 1 Introduction: Values and Sustainable Human Development (SHD). , 2 Student and Teacher Value Assimilation (SATVA): The Value Education Approach of mLAC -- 3 Purpose -- 4 Definitions of Terms -- 5 Methodology -- 5.1 Instrument -- 5.2 Variables of the Study -- 5.3 Procedure -- 5.4 Data Analysis -- 5.5 Hypotheses of the Study -- 6 Results -- 7 Discussions and Implications -- 8 Conclusion -- Acknowledgments -- References -- 12 Food (In)Security Within a University Community: The Experiences of Students, Staff and Faculty at a Sustainable Institution -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 The Case Study -- 4 Study Methods -- 5 Results and Discussion -- References -- 13 Student Leadership in Sustainable Development in a Private University in the UAE-A Case Study -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Engaging Stakeholders -- 4 The Leadership Challenge -- 5 Transformational Leadership -- 6 Adaptive Leadership -- 7 The Social Change Model -- 8 Influences on Leadership Behaviours -- 9 Sustainable Development in Higher Education -- 10 Research Context -- 11 Research Question -- 12 Method -- 13 Results and Discussion -- 14 Benefits of Student Leadership -- 15 Challenges of Student Leadership -- 16 A Policy Question of How to Foster Sustainable Development -- 17 Recommendations -- 18 Conclusion -- Appendix 1: Questionnaire Used in Interview 1 -- Appendix 2: Questionnaire Used in Interview 2 -- Appendix 3: Questionnaire Used in Interview 3 -- References -- 14 Creating Change for Sustainability in Universities in Australia, One System at a Time -- Abstract -- 1 Introduction: Higher Education, Teacher Education and Sustainability -- 2 The Purpose of Our Research: Systems Change for Sustainability in Teacher Education -- 3 The Systems Change Model and the Systems Change Research Program: Theoretical and Practical Aspects -- 4 University Case Studies Snapshots. , 4.1 University A: Changing the Curriculum -- 4.2 University B: Policy Change -- 4.3 University C: Student Engagement -- 5 Lessons Learned and Further Opportunities for Teacher Education and Sustainable Development -- 6 Implications for Universities -- 7 Conclusion -- References -- 15 Financing the Transition for a Sustainable Campus: Experiences from Brazil -- Abstract -- 1 Introduction -- 2 Case Studies and Its Funding Models -- 2.1 Brazilian Universities -- 2.1.1 UNISINOS -- 2.1.2 UFLA -- 2.1.3 UFRJ -- 2.2 Why Are They Successful? -- 3 The Financing Models and Its Replication Capacity -- 4 Conclusion -- References -- Implementation of Sustainability in Practice -- 16 Improving Building Energy Performance in Universities: The Case Study of the University of Cambridge -- Abstract -- 1 Introduction -- 2 Literature Review -- 2.1 Performance Gaps in Non-domestic Buildings -- 2.2 Factors of Performance Gaps -- 2.2.1 Influencing End-User Energy Behaviour -- 2.2.2 Design Stage Errors and Inaccuracy -- 2.2.3 Construction, Operation and Maintenance -- 2.2.4 Commissioning and Post-occupancy Evaluation -- 3 Background Information -- 3.1 Planning Policy -- 3.2 University of Cambridge Initiatives and Programmes -- 4 Research Overview and Methods -- 4.1 Research Project 1: Energy Consumption, Performance Gap and POE -- 4.2 Research Project 2: Organisational and Behavioural Factors -- 4.3 Research Project 3: Renewable Generation Analysis -- 5 Results -- 5.1 Research Project 1: Energy Consumption, Performance Gap and POE -- 5.2 Occupant Survey Results -- 5.2.1 Personal Control -- 5.2.2 Thermal Comfort -- 5.2.3 Lighting -- 5.2.4 Building Controls -- 5.2.5 Energy Usage -- 6 Research Project 2: Organisational and Behavioural Factors -- 6.1 Robinson College Questionnaire -- 6.2 Departments Interview Results -- 6.2.1 Ownership and Responsibility -- 6.2.2 Strategy. , 6.2.3 Monitoring and Recording.

Note: Cover -- Endorsement Page -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of figures -- List of tables -- List of contributing authors -- Acknowledgements -- Acronyms -- Chapter 1 Introduction -- Introduction -- Coalition research in and beyond climate change negotiations -- Outline of contributions -- References -- Part I Overview: Coalition dynamics in the climate change negotiations -- Chapter 2 Fragmentation in the climate change negotiations: Taking stock of the evolving coalition dynamics -- Introduction -- Characterising climate coalitions -- Discussion -- Conclusion -- Notes -- References -- Chapter 3 "Necessity has made us allies": The role of coalitions in the climate change negotiations -- Introduction -- Theoretical background -- Research design -- Results -- Conclusions -- Notes -- References -- Chapter 4 The temporal emergence of developing country coalitions -- Introduction -- The emergence of developing country coalitions: founding moments and the centrality of the Group of 77 -- Organising negotiations through coalitions in the UNFCCC process -- Conclusion -- References -- Part II Individual coalitions in the climate change negotiations -- Chapter 5 Pacific Island States and 30 Years of Global Climate Change Negotiations -- Introduction -- From Malé and Geneva to Rio: founding of the core coalition, AOSIS -- From Berlin to Copenhagen and Warsaw: balancing multiple coalitions -- From Paris to beyond: evolution and Pacific finesse -- Conclusion -- Notes -- References -- Chapter 6 Diplomatic learning and trust: How the Cartagena Dialogue brought UN climate negotiations back on track and helped deliver the Paris Agreement -- Introduction -- Enter the Cartagena Dialogue for Progressive Action -- Methodology and analytical concepts -- Analysing the Cartagena Dialogue for Progressive Action. , Conclusion -- Appendix -- Notes -- References -- Chapter 7 The narrative position of the Like-Minded Developing Countries in global climate negotiations -- Introduction -- Theoretical and methodological approach -- The LMDC history and membership -- Results: the narrative position of the LMDC -- Discussion and conclusion -- Appendix -- Notes -- References -- Chapter 8 One voice, one Africa: The African Group of Negotiators -- Introduction -- Methodological approach -- The AGN -- Organisational structure of the AGN -- The rise of the AGN -- Building the AGN identity -- Conclusion and discussion -- Appendix -- Notes -- References -- Chapter 9 AILAC and ALBA: Differing visions of Latin America in climate change negotiations -- Introduction: Latin America in the climate change negotiations -- Scope and membership -- Negotiation positions -- Level of formality -- AILAC and ALBA in the climate negotiations: engagement, activity, and cohesion -- Conclusion -- Notes -- References -- Part 3 Conclusion and Outlook -- Chapter 10 Conclusions -- Recurring themes and results -- Ways forward for coalition research -- Concluding remarks -- References -- Appendix 1: Countries and their coalition memberships in the climate negotiations -- Appendix 2: Coalitions in the climate negotiations -- ABU (Argentina-Brazil-Uruguay) -- AGN (African Group of Climate Change Negotiators) -- AILAC (Independent Association of Latin America and the Caribbean) -- ALBA (Bolivarian Alliance for the Peoples of Our America) -- Arab Group (League of Arab States) -- AOSIS (Alliance of Small Island States) -- BASIC (Brazil-South Africa-India-China) -- CACAM (Central Asia, Caucasus, Albania, and Moldova Group) -- CARICOM (Caribbean Community) -- Cartagena Dialogue (for Progressive Action) -- CfRN (Coalition for Rainforest Nations) -- CVF (Climate Vulnerable Forum). , COMIFAC (Commission des Forêts d'Afrique Centrale) -- Congo Basin -- EIG (Environmental Integrity Group) -- EU (European Union) -- G77 (Group of 77 and China) -- HAC (High Ambition Coalition) -- LDCs (Least Developed Countries) -- LMDCs (Like-Minded Developing Countries) -- MLDCs (Mountainous Landlocked Developing Countries) -- OPEC (Organisation of Petroleum Exporting Countries) -- PSIDS (Pacific Small Island Developing States) -- SICA (Central American Coordination System) -- Umbrella Group -- Note -- References -- Index.