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Climate change is one of the greatest challenges of our time. For the sake of human civilization and life on earth we must do all we can to keep global warming at the lowest possible level. Addressing climate change is everyone's duty and that includes teachers of English. In order to support students and non-native English speakers, this important work provides an introduction to climate change via simple chapters addressing different and important dimensions of climate change and helps students acquire basic language skills which will allow them to study similar or more difficult texts. Each chapter offers an introduction on the topic discussed and its relation to climate change, outlines climate change or other related environmental science terms and 6-8 exercises on grammar, syntax and consolidation of terminology. Topics covered include climate change and tourism, gender, worker safety, mental and physical health, food production, deforestation, art, and much more. Offering an interdisciplinary introduction to climate change and its intersection with numerous industries and facets of life, The Academic Language of Climate Change, provides a necessary and welcome introduction for undergraduate and graduate students, and any non-native English speakers seeking to engage with climate change research.

This natural history of an environmentalist uses autoethnography through biographical interview to investigate the contextual analysis of influences affecting active pro-sustainability behavior, which is interpreted as environmentalism. Education for sustainability categories of environmental, socio-cultural, political and economic factors were used to identify factors that interact to influence affective and cognitive domains, which affect environmentalist behavior. These influences in reality operated symbiotically but for purposes of analysis they have been portrayed sequentially. The portrayal of the autoethnographer's vocabulary of motives and identity theory applied to group commitment were used as analytic tools. The research methodology employed provides a strategy for investigating biography, which gives access to lived experience as a basis for understanding factors influencing environmentalism. Processes of metacognition and reflexivity, supported by critical engagement with co-researchers, provide access to deep analysis of the biography. Whilst it was not possible to make statistical generalizations from a single case study it was possible to make limited qualitative generalizations, or in other words "moderatum generalizations." Subsequent examination of the natural histories of other life-long environmentalists would certainly not reveal detailed similarities in terms of specific biographical occurrences. However, the abstract categories of influence outlined provide a useful template for further investigating the process of activist identity development which we know little about at the present time.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1301151 ; Esta historia natural de un ambientalista utiliza autoetnografía mediante entrevista biográfica para investigar el análisis contextual de las influencias que afectan el comportamiento activo de pro- sustentabilidad, que se interpreta como ecologismo. Se utilizaron categorías de educación para la sustentabilidad de factores ambientales, ...

"In diesem Beitrag wird ein autoethnografischer und biografischer Ansatz genutzt, um Faktoren zu identifizieren, die für nachhaltiges Verhalten, hier verstanden als Umweltaktivismus, relevant sind. In die Analyse wurden umweltbezogene, soziokulturelle, politische und ökonomische Kategorien, die jeweils Affekte und Kognitionen beeinflussen, einbezogen. Obwohl diese Kategorien aufs Engste verwoben sind, wurden sie für Analysezwecke sequenziell bearbeitet. Die verwandte Forschungsmethodologie eröffnete Strategien der Erforschung von Biografie, die die Entwicklung von Umweltaktivismus nachvollziehen erlaubten: Hierzu gehören insbesondere metakognitive und reflexive Prozesse, begleitet durch das kritische Engagement von Mitforschenden. Obwohl ausgehend von einer Einzelfallanalyse keine statistischen Generalisierungen möglich sind, haben sich die Autoren um begrenztere qualitative, d.h. moderate Generalisierungen bemüht. So wird die Erforschung der Lebensläufe anderer Umweltaktivist/ innen sicher keine Ähnlichkeiten in Bezug auf spezifische biografische Details erbringen. Dennoch scheinen die Kategorien, die zur Analyse hinzugezogen wurden, eine nützliche Schablone auch für künftige Untersuchungen zur Identitätsbildung von Aktivist/ innen zu sein, über die wir bisher nur sehr wenig wissen." (Autorenreferat)

Purpose– This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years.Design/methodology/approach– The paper initially presents an analysis of past developments, complemented by an assessment of the emphasis on sustainable development by theInternational Journal of Sustainability in Higher Education. In particular, it makes cross-references to the deliberations held at the UN Conference on Sustainable Development held in Rio de Janeiro, Brazil, in June 2012, with a special emphasis to the document "The Future we Want". It concludes by listing a set of suggestions and measures that both industrialised and developing countries may consider to translate the principles of sustainable development into reality.Findings– Sustainable development is and will continue to be a matter of substantial international interest and concern. The developments achieved over the past 20 years have been substantial, but there are still many gaps and need which need to be met, so as to improve its prospects in the next two decades.Originality/value– The paper provides useful insights which allow a better understanding of the role of universities in fostering sustainable development, and some of the key issues need to be considered, so as to allow things to move in the right direction.

PurposeThe purpose of the research is to investigate education for sustainability (EfS) practice and perceptions in three university contexts in England, Australia and Greece with a view to identify a suitable systems model for effective EfS across the university.Design/methodology/approachResearch tools involved interviews of key people engaged in EfS (n=25) supported by observations plus appropriate documentary analysis as a basis to establish perceived good practice, barriers and ways to improve EfS.FindingsClear vision, leadership and support for EfS were considered vital, while agreed understanding about the importance, purpose and nature of EfS was necessary to achieve effective EfS across the university. Wide consultation, consensual agreement and collaborative practice were viewed as important to achieve collective views and coordinated action. A distributed model of leadership in which individuals are responsible and collectively empowered to action is relevant to a systems model for EfS. A systems model for coordination of EfS integrates approaches to governance, curriculum and infrastructure management. Details of examples of good practice and ways to improve practice are discussed.Research limitations/implicationsAs the research was qualitative in design and focussed on three universities, the sample size is restricted and there are limitations in the generalisability of specific results outside of their contexts. However, the overall results have some broadly significant implications and trends that have relevance for the university sector.Practical implicationsThe structure and processes for an approach to systems organisation and identified good practice, barriers and perceived ways to improve practice have relevance for coordination of EfS across the university sector.Social implicationsThe findings have significant social implications, as EfS has urgent and important international priority, while universities have important functions in educating the next generation of professionals across a wide range of contexts.Originality/valueThe paper is an original contribution to establishing an effective systems model for EfS coordination; hence it is of significant educational and social value.

This natural history of an environmentalist uses autoethnography through biographical interview to investigate the contextual analysis of influences affecting active pro-sustainability behavior, which is interpreted as environmentalism. Education for sustainability categories of environmental, socio-cultural, political and economic factors were used to identify factors that interact to influence affective and cognitive domains, which affect environmentalist behavior. These influences in reality operated symbiotically but for purposes of analysis they have been portrayed sequentially. The portrayal of the autoethnographer's vocabulary of motives and identity theory applied to group commitment were used as analytic tools. The research methodology employed provides a strategy for investigating biography, which gives access to lived experience as a basis for understanding factors influencing environmentalism. Processes of metacognition and reflexivity, supported by critical engagement with co-researchers, provide access to deep analysis of the biography. Whilst it was not possible to make statistical generalizations from a single case study it was possible to make limited qualitative generalizations, or in other words "moderatum generalizations." Subsequent examination of the natural histories of other life-long environmentalists would certainly not reveal detailed similarities in terms of specific biographical occurrences. However, the abstract categories of influence outlined provide a useful template for further investigating the process of activist identity development which we know little about at the present time.

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

Part I. Campus as living labs for the SDGs -- Chapter 1. Living Labs for Sustainable Development: the role of the European School of Sustainability Sciences and Research -- Chapter 2. Aligning campus strategy with the SDGs: an institutional case study -- Chapter 3. Aligning campus strategy with the SDGs: an institutional case study -- Chapter 4. Aligning campus strategy with the SDGs: an institutional case study, etc