Note: Cover -- Table of Contents -- Editorial -- I. Principles, concepts and competences -- An experience in developing and implementing blended learning for sustainability (Anne Sibbel) -- Abstract -- Introduction -- Managing knowledge for sustainability -- Pedagogical frameworks -- Online learning technologies -- The curriculum development project -- The project context -- The course -- Assessing learning outcomes -- Assessment Tasks -- Outcomes -- Conclusions -- References -- E-learning for sustainable development: linking virtual mobility and transboundary competence development (Joop de Kraker, Ron Cörvers and Angelique Lansu) -- Abstract -- Introduction -- Competences for sustainable development -- Specifying key competences -- The need for transboundary competence -- The concept of transboundary competence -- Competence development: linking transboundary competence and virtual mobility -- Principles of competence-based learning -- Learning environments fostering transboundary competence development -- Virtual mobility -- Two examples: EVS and LECH-e -- EVS -- LECH-e -- Discussion -- Outlook -- References -- Training and Employability, Competences from an e-learning undergraduate programme in Environmental Sciences (Ana Paula Martinho, Sandra Caeiro, Fernando Caetano, Ulisses M Azeiteiro and Paula Bacelar-Nicolau) -- Abstract -- Introduction -- Case study: Undergraduate programme in Environmental Sciences -- Methodology -- Results and Discussion -- Conclusions -- References -- Transforming academic knowledge and the concept of Lived Experience: Intervention Competence in an international e-learning programme (Francisca Pérez Salgado, Gordon Wilson and Marcel van der Klink) -- Abstract -- Introduction -- Sustainable development as a process of social learning and action -- Sustainable Development and the concept of Lived Experience. , A diversity of perspectives, strengthened by e-learning -- The explanatory power of Lived Experience in education for sustainable development -- Competence-based education in an e-learning context -- Intervention Competence for Sustainable Development -- Conclusions -- References -- II. New ICT tools, materials and teachers skills -- Letʼs Play! Using simulation games as a sustainable way to enhance students' motivation and collaboration in Open and Distance Learning (Daniel Otto) -- Abstract -- Introduction -- Structure of the course -- Evaluation -- Awareness-raising for REDD and climate change -- Role play as an active and realistic approach to negotiations -- Remove isolation encourage collaboration -- Virtually crossing borders with maximum flexibility -- Expenditure of time -- Technical problems -- Simulation games in ODL - a theoretical and practical conclusion -- Acknowledgements -- References -- Developing E-Learning Materials for Teaching Industrial Ecology and Environmental Sustainability (Anthony Halog and Gary Dishman) -- Abstract -- Introduction -- The Need for Effective Sustainability Education -- Understanding E-Learning Concepts -- Open Learning Environments -- Flipped Learning -- Massive Open Online Courses (MOOCS) -- Background to the Project -- Blackboard -- Objectives -- Benefits -- Developing an approach to address sustainability learning and advocacy -- Core Learning -- Knowledge Development and Reinforcement -- Assessment and Engagement -- Advocacy and Real-World Application -- Applying the Model -- Assessment and Engagement -- Advocacy and Real-World Application -- Outcomes -- One Stop Blackboard -- Diverse video materials to support flipped learning/self-directed learning -- Self-assessment -- Student Engagement -- Diverse LCA Resources -- Promoting Sustainability -- Discussion and Conclusions. , Further Discussion: Refining the e-learning Advocacy Model -- Acknowledgments -- References -- Greening Higher Education qualification programmes with online learning (Sally Caird, Andy Lane and Ed Swithenby) -- Abstract -- Introduction -- Background to developing the SusTEACH Modelling Tool -- Application of the SusTEACH Modelling Tool to the BSc qualification programme -- Modelling face-to-face teaching -- Modelling provision of printed educational materials -- Modelling ICT-enhanced and Online teaching, learning and assessment -- Using the Qualification Programme Teaching Models panel -- Conclusions -- Acknowledgements -- References -- European Virtual Seminar on Sustainable Development: international, multi-disciplinary learning in an online social network (Joop de Kraker and Ron Cörvers) -- Abstract -- Introduction -- EVS: organisational model and educational format -- EVS organisational model -- EVS educational format -- A social networking platform for EVS -- Background -- Design and implementation -- Evaluation: methods and results -- Student perceptions and experiences of EVS-Elgg -- Actual use of EVS-Elgg tools -- Effect of EVS-Elgg on team performance -- Tool use and team performance in EVS-Elgg -- Conclusions and discussion -- Summary of findings -- Conclusions -- Discussion -- Outlook -- Acknowledgements -- References -- Electronic logistics for a sustainable distance education: the new UNED on-site virtualization of evaluation procedure documents (Ma Carmen Ortega-Navas, Rocío Muñoz-Mansilla, Fernando Latorre and Rosa María Martín-Aranda) -- Abstract -- Introduction -- Information and Communication Technologies (ICT) at UNED University -- Evolution during the time and need for a more sustainable and ecnomic approach -- New protocol for evaluation procedures: virtual Attaché system -- Feature -- Implementation -- Procedure. , prior to the exam session -- Access to and location at the exam venue -- During the exam session -- Virtual Attaché Return -- After the exam -- Conclusions -- Ackowledgements -- References -- Leveraging E-learning to Prepare Future Educators to Teach Sustainability Topics (Leanna Archambault and Annie Warren) -- Abstract -- Introduction -- Related Literature -- Hybrid Education -- Sustainability Science for Teachers -- Online Content -- Face-to-Face Content -- Method -- Participants -- Data Analysis -- Results -- Discussion -- Conclusion -- References -- The use of information and communication technologies by secondary school teachers for developing a more sustainable pedagogy in Latvia (Dzintra Iliško and Svetlana Ignatjeva) -- Abstract -- Introduction -- Towards a more sustainable pedagogy -- Methodology of the study -- The sample -- Results of the study -- Efficiency of use of ICT in learning: data analyses via bi-polar semantic differential -- Data gained during focus group interviews -- Optimistic rhetoric -- Teachers' attitudes and beliefs -- ICT for facilitating deeper and more motivated learning -- Supportive culture at school -- Pessimistic rhetoric -- Availability, access, and location of technologies -- Age factor -- Technophobia -- Time constraints -- Conclusions -- Suggestions for teacher trainers for training teachers to use ICT -- References -- Appendix 1: The use of ICT technologies in secondary schools -- Appendix 2: The purpose of the use of ICT technologies in the secondary school -- Appendix 3: Focus group interview questions -- III. A Continental Perspective for best practices -- A critical narrative of e-learning spaces for sustainable development in the Global South (Rudi W. Pretorius) -- Abstract -- Introduction -- Education for sustainability in the Global South -- The potential of e-learning, including some challenges. , Aim of chapter and methodology -- Unisa: Institutional context and e-learning -- National level -- Institutional level -- Departmental level -- Personal level -- First narrative: Undergraduate module - Geography of tourism -- Essentials of the learning experience -- More about the students -- Approach to e-learning -- Lecturerʼs experience -- Perceptions of studentʼs experience -- Concluding remarks on this narrative -- Second narrative: Postgraduate module - The geography of people-resource interaction in the Global South -- Essentials of the learning experience -- More about the students -- Approach to e-learning -- Lecturerʼs experience -- Perception of studentʼs experience -- Concluding remarks on this narrative -- Implications in terms of e-learning for sustainable development -- First narrative: Gradual implementation -- Second narrative: Abrupt change-over -- In conclusion -- References -- Cotonou 2012 and Beyond - An Assessment of E-learning for Sustainability in sub-Sahara Africa (J. Manyitabot Takang and Christine N. Bukania) -- Abstract -- Introduction -- Education for Sustainable Development (ESD) -- E-learning and ESD -- E-learning Programs in Africa -- Open education resources (OER) -- Massive Open Online Courses (MOOCs) -- Some Examples -- The African Virtual University (AVU) -- The Kwame Nkrumah University of Technology (KNUST) -- African Ministerial Council on the Environment (AMCEN) -- An Assessment of e-learning for Sustainability in Africa -- Accessibility -- Affordability -- Acceptability -- Adaptability -- M-Learning - An Emerging Trend across Africa -- Conclusion - A post-Cotonou Era? -- References -- Sustainability in an educational institution: analysing the transition to paperless e-processes, an Indian case (Prakash Rao, Yogesh Patil, Manisha Ketkar, Viraja Bhat and Shilpa Kulkarni) -- Abstract -- Introduction. , Higher Level education in India.

Note: Cover -- Table of Contents -- Foreword -- I. Implementing Sustainable Development in the Curriculum -- Chapter 1- Building Sustainability Leaders: A Framework to Prepare Students to Thrive on Complexity and Lead Transformative Changes. Michael Shriberg -- Chapter 2 - Fostering Rapid Transitions to Education for Sustainable Development through a Whole-System Approach to Curriculum and Organizational Change. Cheryl J. Desha and Karlson 'Charlie' Hargroves -- Chapter 3 - Promoting Education for Sustainable Development through Grassroots Action in Malta: An Example of NGO-University Collaboration. Paul Pace -- Chapter 4 - Convergence and Confluence: A Systems Thinking Approach to Integrated Sustainability in Higher Education. Jennifer Thompson and Amelia Mayahi -- Chapter 5 - Bridging the Gaps to Develop Graduate Capabilities for Sustainability. Anne Sibbel -- Chapter 6 - Experiencing Transformation in Sustainability: A Student Perspective. Jennie Winter, Debby Cotton and Vivien Grant -- Chapter 7 - Enabling University Leaders to Serve as Role Models for Sustainable Development. Chris Shiel -- Chapter 8 - Making Education for Sustainability Work on Campus: The Proposals of the Roundtable on Environmental Systems and Sustainability. Michael A. Reiter, Will J. Focht, Paul A. Barresi, Susan Gill, Richard C. Smardon, Susan L. Baker, Kimberly D. Reiter, Eric Fitch, Terry Rolfe and Sue Bumpous -- Chapter 9 - Monitoring Changes in the Sustainability Attributes of Higher Education Students in a New Zealand University. Kerry Shephard, John Harraway, Brent Lovelock, Sheila Skeaff, Liz Slooten, Mick Strack and Tim Jowett -- Chapter 10 - Needs for Tailored Knowledge and Skill-Based Education for Sustainable Development: Balkan Environment Life Leadership Standards Courses. Anđelka Mihajlov. , Chapter 11 - Student Expectations on Content and Pedagogy for Sustainability within Textiles and Apparel Curricula. Anupama Pasricha -- Chapter 12 - Inclusion of Environmental and Social Aspects of Sustainability in Industrial Design Education. Mariano Ramirez -- Chapter 13 - Using Sustainability in the Integrative Training of Engineering Students in Canada. Tatiana Teslenko -- Chapter 14 - The Value of Authentic Learning Spaces to Facilitate Education for Sustainable Development in Open and Distance Learning. Rudi Pretorius -- Chapter 15 - Complexity of Campus Sustainability Discourse. Tamara Savelyeva and Jae Park -- Chapter 16 - Faculty Enrichment Program for Infusing Sustainability Education across the University Curriculum. William M. Stigliani, Catherine Zeman and Gowri Betrabet Gulwadi -- Chapter 17 - Climate Justice Partnership Linking Universities and Community Organizations in Toronto, Durban, Maputo and Nairobi. Patricia E. Perkins and Ana Louise Tavares Leary -- Chapter 18 - Ecohumanities and Service Learning: New Directions in Pedagogy. Kelly A. Parker -- Chapter 19 - The Development of a Multidisciplinary Sustainable Business Leadership Degree in a Post-Secondary Institute. Mark Giltrow -- Chapter 20 - The Sustainable Management and Promotion of Territory: A Strategic Operative Education Plan and Training as a Result of Collaboration between Perugia University, Todi's State Technical Agricultural College and the Local Municipality. Adriano Ciani -- Chapter 21 - International MSc Programme "Environmental Management and Cleaner Production": A Success Story. Jurgis Kazimieras Staniškis -- Chapter 22 - A Model for Enhancing Education for Sustainable Development with Management Systems: Experiences from the Nordic Countries. Tove Holm, Kaisu Sammalisto, Timo Vuorisalo, Thomas S. Grindsted. , Chapter 23 - Developing People and Transforming the Curriculum: Action Research as a Method to Foster Professional and Curriculum Development in Education for Sustainable Development in Higher Education. Gisela Cebrián, Marcus Grace and Debra Humphris -- Chapter 24 - Introducing the Methodology Background of the Lifestyle Index of Sustainability. Kira Giesecke -- Chapter 25 - Impacts of Sustainability Courses on the Behavior of Business School Students. Menno de Lind van Wijngaarden and Julia Planko -- Chapter 26 - Sustainable Development in Higher Education in the Muslim World. Fayyaz Vellani and Naveed Nanjee -- Chapter 27 - Incorporating Sustainability in Curricula while Meeting Entrenched Traditional Learning Outcomes. Matthew Rockall -- Chapter 28 - Teaching Sustainable Management to US Undergraduates: Learning to be Change Leaders. Diana C. Cooper -- II. Implementing Sustainable Development in University Activities -- Chapter 29 - Implementing Sustainability at the Campus - Towards a better Understanding of Participation Processes within Sustainability Initiatives. Antje Disterheft, Sandra Sofia Ferreira da Silva Caeiro, Ulisses Manuel de Miranda Azeiteiro and Walter Leal Filho -- Chapter 30 - A National Programme to Support Education for Sustainable Development in the United Kingdom: University Experiences of the HEA Green Academy Programme. Simon Kemp, Stephen Scoffham, Peter Rands, Alastair Robertson, Zoe Robinson, Sarah Speight, Antonius Raghubansie and Heather Luna -- Chapter 31 - Greening the Campus: The Economic Advantages of Research and Dialogue. Eric Pallant, Kelly Boulton and David McInally. -- Chapter 32 - "Don't Think Twice - This is the Opportunity of a Lifetime!": Students' [Passionate] Engagement with Processes of Greening the Campus. Beatriz Acevedo, Romas Malevicius, Sarah Johnson and Charlotte Bonner. , Chapter 33 - Change-Agents in Sustainability Governance: Institutional Transformation at Three Institutions of Higher Education. Valentin Tappeser and Arian Meyer -- Chapter 34 - Sustainable Development of Universities and the "University of Sustainable Development": Experience from Russia. Natalia Tihomirova, Siarhei Zenchanka and Siarhei Malchenka -- Chapter 35 - Integrating Sustainability throughout an Institution: Eden Hall Campus and the School of Sustainability and the Environment. David M. Hassenzahl, Molly Mehling and Esther Barazzone -- Chapter 36 - Transformation to a Sustainable-Led University: Insights from the South-East Asia Region. Mostafa Nejati, Amirul Shah Md Shahbudin and Azlan Amran -- Chapter 37 - Exploring the Usefulness of Problem-Based Learning in Education for Sustainable Development: A Case Study. Lukas Paul Fesenfeld, Charlotte Filiz Merten, Christoph Michael Schulze, Felix Tilmann Vahle and Dennis Redeker -- Chapter 38 - Effective Structures for Sustainability Programs in Higher Education. Lauren C. Edmonds and John P. Swaddle -- Chapter 39 - Enhancing the Sustainability Element in Chemical and Biological Engineering Problem-Based Laboratories by Partnering with Community Groups. Royann Jean Petrell and Susan Anne Baldwin -- Chapter 40 - An University-Based Assessment of the Levels of Sustainability of Maritime Transport Systems in the Baltic Sea Region: Experiences from Warsaw University. Ljubov Kohutnicka -- Chapter 41 - The Campus as a Teaching Tool: A Case Study of Macalester College's EcoHouse. Suzanne Savanick Hansen and Christopher W. Wells -- Chapter 42 - Teacher Preparation Programs: Integrating Sustainability Education Components Using a Social Justice Framework. Louise Gonsalvez -- Chapter 43 - Developing a First-Time Sustainability Report for a Higher Education Institution. Natalia Moudrak and Amelia Clarke. , Chapter 44 - Promoting Transparency of Sustainability Factors through Responsibility Reporting: A Case Study. Arja Sinkko -- Chapter 45 - The Ethical Dimension of Sustainability in Higher Education: Applying the Principles of the Earth Charter in Malaysia and Beyond. Brandon P. Hollingshead, Peter Blaze Corcoran, Adnan A. Hezri, Kanayathu Chacko Koshy, Joseph P. Weakland and Zakri Abdul Hamid -- Chapter 46 - Evolving and Implementing Green Campus Strategies in Indian Higher Educational Institutions for Sustainable Development. Gopalsamy Poyyamoli, Arun Prasath Ramaswamy, Muthu Nandhivarman and Golda Arpudhalin Edwin -- III. Implementing Sustainable Development in Research and in Outreach Programmes -- Chapter 47 - Creating and Assessing a Campus Culture of Sustainability: The University of Michigan Experience. Robert W. Marans and Michael Shriberg -- Chapter 48 - Developing and Implementing Energy Sustainability Research in Business Education. Vlasios Voudouris and John Sedgwick -- Chapter 49 - The Impact of University Policies for Sustainable Development on Students: a Comparison of Students from two Institutions, One in the UK and One in Portugal. Chris Shiel and Arminda do Paço -- Chapter 50 - Manifestos for Sustainable Development: Student Visioning of Change through a Geography Course. Michael D. Lee -- Chapter 51 - Green Energy in Higher Educational Institutions for Sustainable Development: Potentials and Challenges in India. Arun Prasath Ramaswamy, Gopalsamy Poyyamoli, Muthu Nandhivarman and Golda Arpudhalin Edwin -- Chapter 52 - A Sustainable Strategy for Gauging Rural Vulnerability and Promoting Sustainable Rural and Urban Lifestyles. Norizan Md. Nor, Salfarina Abd Gapor, Govindran Jegatesen and Hamoon Khelghat-Doost. , Chapter 53 - New Approaches in Graduate Education for Sustainable Development: Modalities of Field Training in the Master's in Development Practice Programs. David Nugent, Lucia Rodríguez and Jairo García.

Note: Cover -- Table of Contents -- Preface -- Applied Sustainable Development: A Way Forward in Promoting Sustainable Development in Higher Education Institutions -- Applying the Richard E. Gross Problem-Solving Model: Whistleblowing and the Environment, the Case of Avco Environmental -- Community Engagement in University of British Columbia's Climate Action Plan -- Making Education for Sustainability Work on your Campus: The Roundtables on Environmental Systems and Sustainability -- Education for Sustainability Pedagogy: Ideological and Epistemological Barriers and Drivers -- Integrated Theoretical and Practical MSc Education for Sustainable Industrial Development -- Innovation, New Goals and Challenges concerning Italian Trends in Environmental Education for Sustainable Development -- On-Campus Innovation for Sustainability: Evolution of Sustainable Development on the Joondalup Campus, Edith Cowan University (ECU), Western Australia -- Accounting Education for Sustainable Development: A View from the Profession -- Engineers for More Sustainable Industrial Engineering -- Institutionalization of Learning-Beyond-Academics Leads to Sustainability of Higher Education Institution in the Field of Engineering: A Case Study from India -- Sustainable Development, Bioenergy and Education: Experiences in Collaboration and Communication for Promoting Environmentally Sustainable Biofuel Development -- Making Better Choices Today: Ethics, Technology and Sustainability -- The Secret Garden: Geocaching Links the Classroom to the Campus -- Greening the Waste Stream: A Case Study in Applied Environmental Analysis at Pomona College -- Students Collaborate to Develop Educational Green-Clothing Label -- Classes that Change the World: Synergistic Solutions and Multiplier Effects for Students, Campuses, and Communities. , A Survey of Sustainability Promotion Experiences: The IPSO Project -- Sustainability and the Struggle for Hegemony in Australian Architectural Education -- Evaluating Education for Sustainable Development Programs -- Making Environmental Connections in Courses in the Humanities and Social Sciences -- A Short-Term Experiential Study Abroad Course on Sustainability in Costa Rica: Art as a Sustainability Case Study1 -- Transformative Sustainability Education in a Shipboard Living-Learning Community1 -- Understanding Communities of Practice in Online Education for Sustainability -- Preparing Teachers to Educate for Sustainable Development -- About the Authors -- Thematic Index.

Note: Intro -- Preface -- Contents -- Research and Education on Climate Change Mitigation -- 1 Integrating Farmer's Traditional Knowledge and Practices into Climate Change Sectoral Development Planning: Case Studies from India -- Abstract -- 1 Introduction -- 1.1 Climate Change Impacts at Global Level -- 1.1.1 Water Resources -- 1.1.2 Agriculture -- 1.1.3 Human Health -- 1.1.4 Forest -- 1.1.5 Infrastructure -- 1.2 Impact of Climate Change in India -- 1.3 Climate Change Impact on Rural Communities -- 2 Approach -- 3 Farmer's Traditional Knowledge and Practices on Key Sectors -- 3.1 Agriculture -- 3.2 Livestock -- 3.3 Water -- 4 Mainstreaming and Integration of Traditional Practices into Development Plans -- 5 Results and Analysis -- 5.1 Sub-surface Water Preservation in Agricultural Based State (Punjab) -- 5.2 Development of Climate Smart Villages (Haryana) -- 5.3 Provision of Shelters to Non-productive Stray Cattle -- 6 Conclusion -- Acknowledgements -- References -- 2 Roof Top Farming a Solution to Food Security and Climate Change Adaptation for Cities -- Abstract -- 1 Introduction -- 2 Methodology -- 2.1 Rapid Rural Appraisal (RRA)/Participatory Rural Appraisal (PRA) Tools: RRA/PRA Tools Were Used as Part of the Study -- 2.2 PRA: Key Principles -- 2.3 PRA: Key Techniques -- 2.4 Semi-structured Interviewing/Conversational Interviewing -- 2.5 Limitations of the Study -- 2.6 The Study Area -- 3 Result and Discussion -- 3.1 Role of RTG's in Biodiversity Conservation and Food Security -- 3.2 Assessment of Ecosystem Services Provided by RTG's -- 4 Discussion -- 5 Conclusion -- Acknowledgements -- References -- 3 Modeling and Monitoring of Air Quality in Greater Cairo Region, Egypt Using Landsat-8 Images, HYSPLIT and GIS Based Analysis -- Abstract -- 1 Introduction -- 2 Study Area and Sources of Air Pollution -- 3 Data and Methods -- 3.1 Landsat-8 Images. , 3.2 HYSPLIT Model -- 3.3 Adjustment of Satellite Derived PM10_Sat -- 4 Results and Discussion -- 4.1 Seasonal and Mean Annual PM10 Concentrations -- 4.2 Air Quality Index Map of GCR -- 4.3 Adaptation and Mitigation of Air Pollution in GCR -- 5 Conclusions -- References -- 4 Going Fossil Free: A Lesson in Climate Activism and Collective Responsibility -- Abstract -- 1 Introduction -- 2 Three Approaches to Collective Responsibility -- 2.1 Group Agency and Individual Agency -- 2.2 Practical Reasons for Holding Responsible -- 2.3 Social Connection and Structural Injustice -- 3 Assessing Methods -- 3.1 Isolated Agents? -- 3.2 Obvious and Reasonable? -- 3.3 Connected How? -- 4 Social Connection Responsibility on College Campuses -- 4.1 Privilege -- 4.2 Collective Ability -- 4.3 Interest -- 4.4 Power -- 5 Conclusion -- References -- 5 Philippine Higher Education Institutions' Responses to Climate Change -- Abstract -- 1 Introduction -- 1.1 Rationale -- 1.2 Climate Adaptation and Mitigation: Definitions -- 1.3 Methodology and Limitations -- 1.4 Number of SUCs/HEIs Nationwide -- 2 Budget Subsidy to SUCs -- 3 HEI/SUC Mandate in Climate Change -- 4 Analysis of SUC/HEI Responses -- 4.1 Establishment of SUC/HEI Climate Change Centers and Related Facilities -- 4.2 Department of Energy's (DOE) Partnership with HEIs -- 4.3 Degree and Non-degree Programs on DRRM/CCAM -- 4.4 Research Programs on Climate Change -- 4.5 Technical, Extension Programs and Community Linkages -- 4.6 Partnerships with the CCC, Private Sector and Other National Government Agencies -- 5 Findings and Recommendations -- 5.1 SUCs Are Complying to the CC Mandate in Spite of Limited Policy and Budget Support -- 5.2 SUC/HEI Climate Change Reforms Are Substantial -- 5.3 Conclusion and Next Steps -- References. , 6 Adapting Sri Lanka to Climate Change: Approaches to Water Modelling in the Upper Mahaweli Catchment Area -- Abstract -- 1 Introduction -- 1.1 Impacts of Climate Change on Surface Water Resources in Sri Lanka -- 1.2 Flow Modelling -- 1.3 Water Quality Modelling -- 2 Methodology -- 2.1 Study Area -- 2.2 Data Collection -- 2.3 River Reaches -- 2.4 Data Map Preparation -- 2.5 Model Conceptualization and Calibration-HEC-HMS 3.5 -- 2.6 Model Validation-HEC-HMS 3.5 -- 2.7 Statistical Evaluation-HEC-HMS 3.5 -- 2.8 Model Conceptualization and Calibration-HEC-RAS 4.1.0 -- 2.9 Model Validation-HEC-RAS 4.1.0 -- 2.10 Statistical Evaluation-HEC-RAS 4.1.0 -- 2.11 Limitation -- 3 Results and Discussion -- 3.1 Flow simulation using HEC-HMS 3.5 -- 3.2 Initial Constant method -- 3.3 Snyder Unit Hydrograph method -- 3.4 Water quality modelling using HEC-RAS 4.1.0 -- 4 Conclusion -- Acknowledgements -- References -- 7 The Challenges and Opportunities for Higher Education Institutions at the Science-Policy Interface -- Abstract -- 1 Introduction -- 2 Climate Change and Politicisation -- 3 Universities and the Science-Policy Interface -- 4 Methodology -- 5 Discussion -- 5.1 Challenges -- 5.2 Opportunities -- 6 Conclusions -- References -- 8 Study of the Vulnerability of Basic Social Infrastructure of the Mexico's North Border for Purposes of Resiliency and Adaptation to the Adverse Effects of Climate Change -- Abstract -- 1 Introduction -- 2 General Objective -- 3 Methodology -- 4 Results and Discussion -- 5 The Research Project -- 6 Conclusions -- References -- 9 Climate Change Mitigation and Adaptation Studies in Nigeria Universities: Achievements, Challenges and Prospects -- Abstract -- 1 Introduction -- 2 Rationale for the Study -- 3 Study Area-Geography, Climate and Vegetation -- 4 Methodology -- 5 Results and Findings. , 5.1 Uptake and Integration of the Studies into National Climate Governance -- 5.2 Missing Gaps and Recommendations -- 6 Conclusions -- References -- 10 Landslide Loss and Damage in Darbung Village, Gorkha District, Nepal -- Abstract -- 1 Introduction -- 2 Methods -- 2.1 Primary Data Collection -- 2.1.1 Direct Observation -- 2.2 Key Informant Interview -- 2.3 Household Questionnaire Survey -- 2.4 Focus Group Discussion -- 2.5 Soil Loss Rate -- 2.6 Overall Loss and Damage -- 2.7 Secondary Data Collection -- 2.8 Limitations -- 3 Results -- 3.1 Socioeconomic Status -- 3.1.1 General Description of Respondents -- 3.1.2 Employment and Income -- 3.1.3 Land and Farm -- 3.1.4 Crop Yield Status -- 3.1.5 House Type -- 3.2 Livestock Types and Number -- 3.3 Utilities and Facilities -- 3.4 Soil Loss Rate -- 3.5 Livelihood Assets -- 3.5.1 Livestock Loss -- 3.5.2 Cultivated Crop Loss -- 3.6 Land and House Loss and Damage -- 3.7 Overall Loss and Damage -- 3.8 Estimated Valuation of Loss and Damage -- 3.8.1 Private Assets -- 3.8.2 Public Assets -- 3.8.3 Adaptation Measures -- 4 Discussion -- 5 Conclusion -- Acknowledgements -- References -- 11 Adaptations to Climate Change in Bangladesh: Development of a National Inventory -- Abstract -- 1 Introduction -- 2 Methodology of the Study -- 3 Key Findings from the Adaptation Inventory -- 3.1 Spatial Distribution of Adaptations -- 3.2 Adaptations in Context of Providers and Thematic Sectors -- 3.3 Nature of Adaptations and Stresses and Shocks Responsible -- 3.4 Significance of Adaptation Documentation and Necessity of Such Inventory -- 4 Conclusion -- Acknowledgements -- References -- 12 Implementing Heat-Related Adaptation Measures in the Tri-City Area Bergisches Städtedreieck -- Abstract -- 1 Heat in Cities -- 2 Municipalities and Thermal Stress -- 3 Research Project BESTKLIMA -- 3.1 The Predecessor -- 3.2 Methodology. , 4 Thermal Stress in the Administrative Context in the Tri-City Area -- 4.1 Action Field 'Environment' -- 4.2 Action Field 'Building' -- 4.3 Action Field 'Social Affairs' -- 5 Who Branches Out Concerning Thermal Stress? -- 5.1 Actors in Remscheid -- 5.2 Actors in Solingen -- 5.3 Actors in Wuppertal -- 6 Conclusions -- Acknowledgements -- References -- 13 Legacy of Authoritative Environmentalism and Path-Dependent Historic Institutionalism in the Climate Change Policy Dynamics of the Maldives -- Abstract -- 1 Introduction -- 2 Context of the Study -- 3 Conceptual Framework -- 4 Method -- 5 Results and Discussion -- 6 Overview of the Three Different Eras -- 6.1 Autocratic Rule of Maumoon Abdul Gayoom: 1978-2008 -- 6.2 Democratic Rule: 2008-2012 February -- 6.3 Regime Changes After February 2012 and Beyond -- 7 Comparative Analysis Based on the Conceptual Framework -- 7.1 Contextual Factors and Government Priorities -- 7.2 Policy Implementation and Outcomes -- 7.3 Political Leadership -- 8 Conclusion -- Acknowledgements -- References -- Research and Education on Climate Change Adaptation -- 14 Community-Based Adaptation to Climate Change in Egypt-Status Quo and Future Policies -- Abstract -- 1 Introduction -- 2 Methods and Data -- 3 Climate Change Adaptation in Egypt: Threats and Institutions -- 3.1 Climate Change Threats -- 3.2 Institutions and Community-Based Initiatives -- 3.3 Current CC Adaptation Policies -- 4 Alternatives for Community-Based Adaptation -- 4.1 Policy Alternatives -- 4.2 Context and Implementation of Policy Options -- 5 Conclusions -- References -- 15 Implications of the Paris Climate Change Agreement for Adaptation Research and Universities -- Abstract -- 1 Introduction -- 2 Adaptation in the Paris Agreement -- 3 Adaptation Research to Support the Paris Agreement -- 3.1 Interdisciplinary and Integrated Research. , 3.2 Scale and Context.

Note: Includes bibliographical references

Note: Open Access