Suchergebnisse

Differential rates of growth and decentralization are processes that characterized U.S. urban areas over the past three decades. This paper examines the determinants of growth in cities and suburbs during the 1970s, the 1980s, and the 1990s. The modeling approach adopted in the study allows for simultaneity between population and employment, and between cities and suburbs, while also taking into account a range of other explanatory factors. Results indicate that population and employment growth in cities tend to be jointly determined, but that growth of employment in the suburbs tends to drive growth of suburban population. Results also suggest that suburban and city growth are interrelated, but that the nature of these interrelationships varies over time: suburban growth promoted city growth during the 1970s and 1980s, while city and suburban growth were jointly determined during the 1990s. Other factors that consistently explain variation in city growth include demographics, population density, crime rates, and income inequality. Factors consistently explaining suburban growth include regional location and climate.

The social challenge of climate change -- Scientific evidence of climate change -- Climate change discourses -- Worldviews, beliefs and emotions -- The social drivers of greenhouse gas emissions -- A world of energy -- Climate change impacts -- Vulnerability and human security -- Adapting to a changing climate -- Transforming the future.

Why are we still educating college and university students through a Holocene lens? How can we expect young people to engage with the transformative challenges required to meet the targets of the Paris Agreement when climate change education is organized in a narrow and linear fashion? Climate change courses and teaching modules largely emphasize scientific literacy through a focus on physical processes, documentation of rising emissions, and empirical evidence of a changing climate. Classroom explorations of responses to climate change are often limited to "business-as-usual" policy options, new technologies, and behavioral interventions to reduce emissions or promote adaptation. Such approaches make it difficult for students to recognize the social dimensions of climate change and to identify openings and entry points for sustainability transformations. This Viewpoint contribution argues that it is time to rethink climate change curricula within higher education and adapt it to the Anthropocene. We present an integrative approach to climate change education that focuses on humans as active and reflexive agents of large-scale systems change, incorporates economic, political, cultural, psychological, and emotional dimensions of the issue, and fosters active engagement with transformations to sustainability.