Note: Description based upon print version of record

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.

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 -- Preface -- Contents -- Sustainability Education and Training -- 1 Achieving Resiliency Through Sustainable Literacy -- Abstract -- 1 Introduction -- 2 Building Collaborations -- 3 Inter-cultural Competency -- 4 Overcoming Diversity -- 5 Students as 'Partners' -- 6 Value Orientation -- 7 Conclusion and Recommendations -- References -- Websites accessed in January 2016 -- 2 Learning and Teaching for a Sustainable Future -- Abstract -- 1 Introduction -- 2 Expanding the Dialog -- 3 Building Bridges Between Academia and Community -- 4 A Ten Years Practical Experience of ESD -- 4.1 2005-2006: The Early Beginning as a Pilot -- 4.2 2008-2011: From Pilot to European-Wide Educational ESD Format -- 4.2.1 The European SAUCE Project -- 4.3 2011-2015 Transformation with Schools@University in Berlin -- 4.4 2015-2020 Sustaining the Educational Format in Cooperation with the Climate Protection Partners of Berlin -- 5 Education as Key for Change -- 6 Didactic Approach of Schools@University -- 6.1 Age-Appropriate Teaching Based on Real-Life Experience -- 6.2 Building up an Educational ESD Network: Imparting Critical ESD Skills -- 6.3 Learning with Students and Peers -- 6.4 Learning Sustainability with Head, Heart and Hands -- 6.5 Integrating Art and Culture to Re-Design the Future -- 6.6 Target Groups: Young Students and Teachers -- 7 Facts and Figures-Evaluation Results -- 8 Conclusion: Example to Follow -- References -- 3 Training Sustainability Change Agents: Lessons from International Water Education -- Abstract -- 1 Water Education as Sustainability Education -- 2 Research Methodology -- 3 ESD: Three Experiences -- 3.1 UNAM Sustainability Science Programme -- 3.2 UNESCO-IHE International Joint Masters Programmes -- 3.3 UNESCO-IHE Capacity Development Activities -- 4 Training Sustainability Change Agents: Key Issues. , 4.1 The Importance of Building 'Relational' Competencies in ESD -- 4.2 Integrating the Normative Aspect of Sustainability Education -- 4.3 Building Institutional Capacities for ESD -- 4.4 Lessons for ESD Programme Implementation -- 5 Conclusions -- Acknowledgments -- References -- 4 Awareness and Attitudes Towards Sustainable Development Amongst Higher Education Students in Penang, Malaysia -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Research Aims and Methodology -- 4 Results and Discussion -- 4.1 Demographics -- 4.2 Sources of Information Regarding Sustainable Development -- 4.3 Awareness -- 4.4 Attitudes -- 4.5 Components of Sustainability -- 4.6 Correlation of Gender to Awareness and Attitudes -- 5 Conclusion and Recommendation -- Acknowledgments -- 5 Interdisciplinary Teamwork on Sustainable Development- The Top Ten Strategies Based on Experience of Student Initiated Projects -- Abstract -- 1 Introduction -- 2 Method -- 3 Findings in Discussion -- 4 Strategy 1: Find a Common Ground on SD -- 5 Strategy 2: Invest a Lot of Time -- 6 Strategy 3: Adapt Professional Language -- 7 Strategy 4: Educate Yourself -- 8 Strategy 5: Share Your Knowledge -- 9 Strategy 6: Build a Friendship -- 10 Strategy 7: Take a Step Back and Be Patient -- 11 Strategy 8: Design Tasks Besides Discipline-Based Roles -- 12 Strategy 9: Differentiate Between Personal and Disciplinary Conflicts -- 13 Strategy 10: Ask Someone Professional to Moderate Your Meetings -- 14 Conclusion -- References -- 6 The Will and the Skill in Education for Sustainability -- Abstract -- 1 Introduction -- 2 Industry-Business Collaboration -- 3 Emerging Themes -- 3.1 Embracing the Maverick -- 3.2 Push/Pull Strategies (the Double Helix) -- 3.3 Practical Heroes -- 3.4 A Navigation System -- 4 Scales of Transformation -- 5 Elements and Conditions for Agency -- 6 Concluding Comments. , References -- 7 Space for Interdisciplinary Collaboration: One Mode of Achieving Social Sustainability at Universities -- Abstract -- 1 Introduction -- 2 Interdisciplinary Collaboration -- 3 Interdisciplinary Collaborations in Art and Technology and the Spaces that House Them -- 4 Implemented Methodology and Research Findings -- 4.1 Space for Cooperation as an Imperative -- 4.2 Spaces for Different Purposes and Their Relationship-Reduction of Borders -- 4.3 Flexibility and Adaptability of the Interiors-New Treatment of Horizontal Communications -- 4.4 Spatial Redundancy-Space Higher Than the Required Minimum -- 4.5 Visual Connection of Space -- 4.6 The Impact of New Technologies -- 5 Conclusion -- References -- 8 Overcoming Traditional Boundaries in Advancing Education for Sustainable Development -- Abstract -- 1 Introduction -- 2 Boundaries and Barriers -- 2.1 Traditions and Cultures -- 2.2 The Rural-Urban Divide -- 2.3 Adversarial Academics -- 2.3.1 Breaking Down Barriers -- 2.4 Cooperative Colleagues -- 2.5 Valuing Individual Capacities and Differences -- 3 Conclusions -- Acknowledgments -- References -- 9 Crafting Pedagogical Pathways that Disrupt and Transform Anthropocentric Mindsets of Higher Education Students -- Abstract -- 1 Introduction: Anthropocentrism and Sustainability Education -- 2 Transformative Learning in Higher Education -- 3 Disruptive Pedagogy Intervention -- 4 Research Methodology -- 5 Discussion of Findings -- 5.1 Emotional and Cognitive Disjuncture -- 5.2 Recognising Principles, Practices, Issues and/or Themes of Sustainability -- 5.3 Critiquing Concepts and Contexts of Sustainability -- 5.4 Reorienting Dispositions/Perspectives for Sustainability -- 6 Conclusions -- References -- 10 Rethinking Thinking About Sustainable Development Curriculum -- Abstract -- 1 Introduction -- 2 The Divided Brain. , 3 The Split Brain in History -- 4 Building Balanced Thinking into Sustainable Development Curriculum -- 5 Sustainable Development Curriculum Examples -- 6 Conclusion -- References -- 11 Higher Education Strategic Planning for Sustainable Development: A Global Perspective -- Abstract -- 1 Background and Introduction -- 2 Process and Investigation -- 3 Observations on Strategic Planning in Literature -- 4 Observations on Strategic Planning Among ISCN Members -- 5 Additional Observations on Strategic Planning Among ISCN Members: Time Horizons -- 6 Conclusion: Strategic Planning for the Future -- Acknowledgments -- References -- 12 Establishing Science-Society Networks for Transdisciplinary Teaching in Higher Education: The Case of Albania and Kosovo -- Abstract -- 1 Introduction -- 1.1 Higher Education Institutions as Key Institutions to Promote Sustainable Development in Society -- 1.2 Networks Functioning as Incubators for Strategic Transdisciplinary Collaboration -- 2 The Case of Albania and Kosovo -- 2.1 Higher Education Institutions in Albania and Kosovo and Transdisciplinary Networks -- 2.2 The ConSus Project: Initial Situation and Goals -- 2.3 Activities of the ConSus Project -- 3 Methodology -- 4 Results and Discussion -- 5 Future Prospective -- 6 Conclusion -- 6.1 Transdisciplinary Collaboration in Higher Education as Essential Requirements to Tackle Sustainability Challenges -- 6.2 Science-Society Networks Help to Establish Strategic Collaboration and Activities -- 6.3 The ConSus Network as a Good Practice Example for Regional Transdisciplinary Collaboration -- Acknowledgments -- References -- 13 Sustainability Integration Approaches in Higher Education Institutions. A Case Study -- Abstract -- 1 Introduction -- 2 Objectives, Scope and Methodology -- 3 Sustainability Assessment Tools for Universities. , 4 Curriculum Sustainability and Service Learning -- 5 Application to a Case Study -- 5.1 Institutional Level -- 5.2 Academic Degree Level -- 5.3 Extracurricular Academic Level -- 6 Conclusions -- References -- 14 What Do We Imagine the Campuses of Tomorrow Will Be like? Universities' Transition Toward Sustainability in the Light of the Transition Initiatives -- Abstract -- 1 Introduction: Time for Change -- 2 Background. Initial Framework and Premises -- 3 A Model Based on Self-organisation: Transition Initiatives -- 3.1 From the Transition Movement to Transition Initiatives -- 3.2 A Tripod at the Base of the Transition Initiatives -- 3.3 The Organisational Management Model -- 4 Universities: Smart Organisations Transitioning Toward Sustainability -- 4.1 Vision and Mission Statement -- 4.2 The Traditional Organizational Management Model of Universities -- 5 Universities Versus the Transition Initiatives. Complementary Features and Parallels -- 6 Conclusions -- Acknowledgments -- References -- National, Regional and Local Initiatives -- 15 Working for Sustainability Transformation in an Academic Environment: The Case of itdUPM -- Abstract -- 1 Introduction. Universities and Transformation for Sustainability. Beyond "Greening" the Campus -- 2 Methodology -- 3 The Case of ItdUPM. From an Institutional Network to a Networked Organisation -- 3.1 itdUPM. Origin and Evolution -- 3.2 The Launching of ItdUPM. Vision and First Coordinated Lines of Action -- 4 Five Organisational Design Issues. Critical Factors are Human Factors -- 4.1 Network Structure: Don't Talk About Decentralisation, Practice It! -- 4.2 Leadership and Governance: From Ego-Systems to Eco-Systems -- 4.3  Incentives: When Only Intrinsic Motivators are Available -- 4.4 Identities: How to Wear Two or Three Hats Simultaneously? -- 4.5 Common Spaces: Where There Is a Will There Is a Way. , 4.6 (Non-definitive) Conclusions. Co-evolutionary Design Process.

Note: Intro -- Preface -- Contents -- List of Contributors -- 1 In Search of New Narratives for Informed Decisions on Climate Change Crisis in the African Drylands -- 1 Introduction -- 2 Justifications and Options for Delivering Climate Change Communication Narratives in the Drylands of Sub-Saharan Africa -- 3 Narratives on Climate Change in the Sahel -- 4 History of Climate Change Science and Climate Change Negotiations -- 5 An Overview of Climate Change Communication Strategies -- 6 Proposed Climate Change Communication Framework for the Sahel -- 7 Conclusion -- References -- 2 Assessing High School Student Perceptions and Comprehension of Climate Change -- 1 Introduction -- 2 Research Methodology -- 2.1 Questionnaire and Data Collection -- 2.2 Statistical Analysis -- 3 Findings -- 3.1 Respondents Characterisation -- 3.2 Perceptions Relating to CC and Their Impacts -- 3.3 Training and Knowledge of CC -- 3.4 Governance and Actions to Mitigate CC -- 4 Discussion -- 5 Conclusions -- Acknowledgements -- References -- 3 A Sustainability Livelihood Approach (SLA) Model for Assessing Disaster Preparedness and Resilience of the People: Case Study of Cox's Bazar Sadar Upazila in Bangladesh -- 1 Introduction -- 2 Literature Review: Assessing Community Resilience -- 2.1 Sustainability Livelihood Approach (SLA) -- 2.2 Conceptual Framework -- 3 Study Area and Data Collection -- 4 Results -- 4.1 Socio-economic Condition of the Respondents -- 4.2 Preparedness of the Respondents -- 4.2.1 Climate Change Perception -- 4.2.2 Disasters Preparedness of the People -- 4.3 Assessing Disaster Preparedness of the People -- 4.4 Assessing Resilience of a Community -- 5 Institutional Aspects -- 6 Conclusion -- References -- 4 Loving Glacier National Park Online: Climate Change Communication and Virtual Place Attachment -- 1 Introduction. , 1.1 Purpose of Study: Importance of Online Media in Climate Change Communication -- 1.2 Literature Review: Why Place Matters in Climate Change Communication -- 2 Methods -- 2.1 Creating a Climate Change Website Utilizing Place Attachment Strategies -- 2.1.1 Identity -- 2.1.2 Dependence -- 2.1.3 Emotion -- 2.2 Surveying Website Visitation -- 2.2.1 Targeted Respondents -- 2.2.2 Survey Design and Implementation -- 2.2.3 Survey Analysis -- 3 Results: Surveys -- 3.1 Demographic Data of Survey Respondents -- 3.2 Impact of Website -- 3.2.1 Gender -- 3.2.2 Political Affiliation -- 3.2.3 Educational Track (Academic Major) -- 3.2.4 Respondent Comments: Categories of Audience Segmentation -- 4 Discussion -- 4.1 Encouraging Climate Change Concern Across Demographic Differences -- 4.2 Respondent Comments: Variations in Climate Change Engagement -- 5 Conclusion: Online Place Matters -- 5.1 Recommendations for Future Studies -- 5.1.1 Strategically Creating Websites for Specific Audiences -- 5.1.2 Intentionally Designing Surveys for "Audience Segmentation" -- 5.1.3 Assessing the "Local" Dimension in Online Climate Change Communication -- 5.1.4 Longitudinal Assessments -- 5.1.5 Cognitive Studies on How Emotions and Rational Decisions Influence Climate Change Concern -- 5.2 Main Lessons -- Acknowledgements -- References -- 5 Understanding Communication Needs: A Marikina Barangay Experience Linking Flooding to Climate Change Communication -- 1 Introduction -- 2 Flood Risk Communication -- 3 Study Site: Barangay Malanday, Marikina City -- 4 Study Methods -- 5 Results and Discussion -- 5.1 People Have a Variety of Sources from Which to Draw Information, but Are not Particularly Motivated to Seek Out and Understand Science-Related Information -- 5.2 People Want Information That Is Instructional, Exact, and Personal. , 5.3 People Have Their Own Logic That They Use to Help Them Make Decisions -- 5.4 People Have Other Criteria That They Use to Make Decisions -- 6 Conclusions and Implications -- References -- 6 Climate: The Great Maestro of Life on Earth. History, Didactics and Case Studies -- 1 Introduction -- 2 History -- 3 Didactics -- 4 Case-Studies -- 5 Conclusions -- Acknowledgements -- References -- 7 Children Communicating on Climate Change: The Case of a Summer Camp at a Greek Island -- 1 Introduction -- 2 Climate Change Communication -- 3 Communicating CC to Youth -- 4 Outdoor Environmental Education -- 5 Summer Camps -- 6 Environmental Education in Greece -- 7 Case Study: Project Skyros 2016 -- 7.1 Environmental Summer Camp at Skyros Island -- 8 Methodology -- 8.1 Research Area -- 8.2 Research Sample -- 8.3 Research Instruments -- 9 Results -- 9.1 Pre Camp Results (Based on First Questionnaire) -- 9.1.1 Knowledge -- 9.1.2 Attitudes -- 9.1.3 Behavior -- 9.2 Post Camp Results -- 9.2.1 Knowledge About the Issue of Climate Change -- 9.2.2 Attitude About the Issue of Climate Change -- 9.2.3 Participating Behavior Regarding the Issue of Climate Change -- 10 Discussion -- 10.1 Knowledge About the Issue of Climate Change -- 10.2 Attitude About the Issue of Climate Change -- 10.3 Participating Behavior -- 11 Conclusions -- References -- 8 Communicating the IPCC: Challenges and Opportunities -- 1 Introduction -- 2 History -- 3 Challenges for AR5 -- 3.1 Scientific Rigour Versus Clear Messaging -- 3.2 The Approved Text -- 3.3 Credibility -- 3.3.1 Uncertainty -- 3.3.2 Use of Images -- 4 AR5 Actions -- 5 What Next? -- 6 Conclusions -- References -- 9 Performative Methods for Climate Change Communication in Academic Settings: Case Study of the Freiburg Scientific Theatre -- 1 Introduction -- 1.1 Producing Actionable Knowledge -- 1.2 Aims of the Article. , 1.3 Theatre in Academia: Arts-Based Research and Performative Methods -- 2 Using Theatre to Communicate Sustainability Science at the Freiburg Scientific Theatre -- 2.1 Research Approach -- 2.2 Introduction of the Case Study -- 2.3 The Freiburg Scientific Theatre Model -- 2.4 Performative Functions of the Freiburg Scientific Theatre -- 3 Implications for Climate Change Communication: From Knowledge Transfer to Knowledge for Transformation -- 4 Limitations and Directions for Future Research -- 5 Conclusion -- References -- 10 Watershed Discipleship: Communicating Climate Change Within a Christian Framework: A Case Study Analysis -- 1 Introduction: American Christians and Climate Change -- 2 Challenges and Possibilities in Communicating Climate Change to Christians: A Review of the Literature -- 3 Watershed Discipleship: A Case Study -- 3.1 Definition -- 4 Methods -- 5 Results -- 5.1 Rhetoric -- 5.2 Symbolic Action -- 6 Discussion -- 7 Conclusions -- References -- 11 Assessment of Outdoor Workers Perception Working in Extreme Hot Climate -- 1 Introduction -- 2 Methodology -- 2.1 The Study Area -- 2.2 Research Design -- 2.3 Data Analysis -- 3 Results -- 3.1 Sample Description -- 3.2 Worker Exposure to Extreme Heat, Wellbeing and Productivity -- 3.3 Adaptation Strategy -- 4 Discussion -- 5 Conclusion -- Acknowledgements -- References -- 12 Games for Knowledge Transfer and as a Stimulus for Climate Change Mitigation in Agriculture-Lessons Learned from a Game Prototype -- 1 Introduction -- 2 Serious Games for Knowledge Transfer -- 2.1 Application and Characteristics -- 2.2 Overview of Existing Serious Games with Regard to Climate Change and Agriculture -- 3 The LandPaKT Game Prototype -- 3.1 Development -- 3.2 Storyline and Rules of the LandPaKT Game Prototype -- 3.3 Exemplary Application to Target Groups. , 4 Results-Feedback and Lessons Learned from Prototype Presentation -- 5 Discussion -- 6 Concluding Recommendations -- Acknowledgements -- References -- 13 Climate Impacts for German Schools-An Educational Web Portal Solution -- 1 Introduction -- 2 Background -- 3 Methodology -- 4 Teacher Workshops and Feedback Analysis -- 5 Design and Implementation of the Education Portal www.KlimafolgenOnline-Bildung.de -- 6 Discussion and Lessons Learned -- 7 Conclusion and Outlook -- Acknowledgements -- References -- 14 Communicating Climate Change in a Museum Setting-A Case Study -- 1 Introduction -- 2 CliMatters: A Museum Exhibition on Climate Change -- 3 Overview of the Exhibition -- 3.1 The Basics of Climate Change -- 3.2 Anthropogenic Emissions and Responsibilities -- 3.3 Individual Choices and Two Possible Futures -- 3.4 Local Impacts of Climate Change -- 3.5 Action on Climate Change and Debunking Myths -- 4 Drivers and Barriers to Successful Communication -- 4.1 The Role of Guides -- 4.2 Addressing Uncertainty -- 4.3 How Much Science-How Much Simplicity? -- 4.4 Importance of Local Frames -- 4.5 Getting Visitors Involved -- 4.6 Testing of Exhibits -- 4.7 Languages -- 5 Conclusions -- Acknowledgements -- References -- 15 Climate Change Communication in Higher Education Institutions: The Case of the North-West University in South Africa -- 1 Introduction -- 2 Climate Change Communication in and by Universities -- 3 Improved Climate Change Communication in a South African University: The GCCW/NWU Experience -- 3.1 Background: The Global Climate Change Week (GCCW) Initiative -- 3.2 The Process: The GCCW at the North-West University (GCCW/NWU) -- 3.2.1 One-Way Communication Activities -- 3.2.2 Two-Way Dialogic Communication Activities -- 3.2.3 Results: The Response of the NWU Academic Community -- 4 Conclusions and the Way Forward -- Acknowledgements. , References.

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.