Impact Investment Impact investing is making investments to help create beneficial
social or environmental effects while also generating financial gains.
This investment strategy can involve different types of asset classes,
such as stocks, bonds, mutual funds, or microloans. The point of impact
investing is to use money and investment capital for positive social
results.
ESG Investing
ESG stands for environmental, social, and governance. ESG investing
refers to how companies score on these responsibility metrics and standards
for potential investments. Environmental criteria gauge how a company
safeguards the environment. Social criteria examine how it manages relationships
with employees, suppliers, customers, and communities. Governance measures
a company’s leadership, executive pay, audits, internal controls,
and shareholder rights.
Source:
Investopedia
Quotes
Robert
Rubinstein:
“To be yourself in a world that is constantly trying to make you
something else is the greatest accomplishment.”
Simon
Thompson: “The Green Finance Education Charter
sets out our collective commitment to incorporating green and sustainable
finance principles and practice into our education and training programmes
for professionals worldwide. Over time, millions of current and future
professionals will develop their knowledge of green and sustainable
finance – and play their part in leading the transition to a sustainable,
low-carbon world.”
Lindsay
Angelo:
"As Futurists, it's not our job to predict the future. It's our
job to lay out plausible paths that may unfold and then to CREATE the
future we desire. There is a distinct difference."
Lead Article:
Who
decides what ESG is and how to make investments greener – new research
by Johannes Petry, University
of Warwick; Jan Fichtner, University of Amsterdam, and Robin Jaspert,
Goethe University Frankfurt am Main
More
than 30 US states have proposed or implemented legislation
in recent years to stop the government and its pension funds from investing
in environmental social and governance (ESG) funds. These products integrate
ESG issues into their investment strategies, which mainly involve buying
stocks but also bonds.
US conservatives claim that ESG
has an overly large impact on corporations and the whole
economy - hence recent moves to ban the strategy for government investments.
But critics in Europe argue that ESG
funds are not doing enough to have a positive impact in the
real world.
Both cannot be right. So, who is?
Our recently
published research explores this question by looking at the
actual sustainability impact that these funds have. Although financial
industry groups claim that one-third of all investment assets
are already sustainable, our research shows most ESG investing actually
does not create any meaningful sustainability impact.
Most ESG funds take conventional mutual
funds as their baseline and tweak their capital allocation according
to ESG criteria. Those that stay closest to their conventional peers
are called "broad ESG"or "ESG integration" funds.
Broad funds are prone to accusations
of greenwashing because their capital allocation only slightly
deviates from conventional funds.
For example, these funds usually exclude
producers of thermal coal from their portfolio and assign slightly less
weight to oil firms. As a result, large tech firms such as Amazon, Microsoft
and Alphabet often make up a bigger share of these funds`portfolios
due to their huge market capitalisation and their relatively small emissions
footprint (compared with fossil fuel producers, anyway). Overall, however,
changes to their portfolios are more cosmetic than anything else.
Our market analysis of ESG funds showed
that, out of all index-tracking ESG funds, 88% are broad ESG funds.
But there are also "light green" and "dark green"
ESG funds, which do not track conventional or benchmark stock indices
as closely. Light green funds comprise 7% and dark green funds make
up 5% of the market.
When it comes to firms that offer these
ESG funds, our research shows Blackrock is the largest provider, but
its market share is only 15%, followed by Fidelity with 12% and Pictet
with 8% of the pie. This indicates ESG asset management is a rather
fragmented market, and so asset managers themselves are less likely
to be able to set the standard for ESG.
Who really sets ESG standards?
Instead, we found that asset managers
such as Blackrock, which are passive investors, essentially delegate
their investment decisions to ESG indices. And most large active managers
such as Fidelity hardly deviate from their non-ESG index benchmarks.
So, what ultimately matters when it comes to defining ESG capital allocation
are indices.
Indices are basically a basket of particular
stocks that aim to represent a specific economic entity. There are many
but, for example, the S&P 500 represents the US stock market, while
the MSCI ESG Leaders USA Index supposedly represents the leading US
companies with respect to ESG criteria.
These index providers play a key role
in this age
of passive asset management. We found that ESG funds tend
to merely
track existing stock indices these days, essentially delegating
investment decisions to the firms that create these indices. As a result,
this is where ESG standards are actually set.
One firm in particular dominates the
development and provision of ESG indices: MSCI has a stunning global
market share of 57%, compared to only 12% each for its closest
competitors, S&P Dow Jones and FTSE Russell. This is largely because
MSCI is one of the very few firms that not only provides ESG ratings,
but also data and indices. Offering a number of related products in
this way creates a strong "network"
effect.
Further, most ESG funds are based on
the ESG ratings of companies, which do not seek to measure a corporation`s
sustainability impact on the environment or society. In fact, they measure
the exact opposite: the potential impact of ESG on the corporation
and its shareholders.
Broad ESG investing based on MSCI and
other rating and index providers is therefore really only a risk management
tool for investors. Rather than monitoring how a company is affecting
or helping with the escalating climate crisis and other ESG issues,
it actually tracks how ESG factors are affecting companies.
This means that broad ESG funds, which
constitute the lion`s share of the market, often only make
a rather feeble attempt to manage ESG. Their typical capital allocation
- the amount of money invested in a fund - hardly deviates from conventional
funds.
ESG investment should go much further than reducing exposure to oil
& gas producers in an investment portfolio.Oil
and Gas Photographer/Shutterstock
How ESG funds could boost sustainability
Capital allocation is only one of the
potential ways ESG investing can boost sustainability, however. Shareholder
engagement could be even more powerful. This can either be pursued by
investors via their proxy voting behaviour at the annual general meetings
of the firms that are part of their portfolio, or through other forms
of interactions (such as private engagements) with the management of
these companies.
Research
has shown that funds are able to create significant impact
via these routes. But at the moment, shareholder engagement is neither
a standard part of ESG methodologies nor of ESG indices. Our research
shows this could be a crucial factor in ensuring ESG funds have maximum
impact, but there is a need for significant changes in the regulation
of the industry.
This should include clear criteria
for broad ESG funds to dictate how capital allocation should deviate
from conventional funds, plus favourable taxation or regulatory arrangements
to boost the market share of light and dark green funds. International
regulators should also develop minimum standards for ESG funds` proxy
voting behaviour and private engagements.
In its current form, ESG will not decarbonise
our economies. The volume of "true"ESG funds is still so small
that they cannot possibly change contemporary capitalism, indicating
the US conservatives` "war" on ESG is just electioneering.
Instead, EU discussions about ESG greenwashing seem a much more fitting
description of what is going on in the world of (allegedly) sustainable
finance.
The
AI Generation:
how universities can prepare students for the changing world
by Richard
Brown, Visiting Fellow at the School of Advanced Study, University of
London, published by Demos
This project is part of
Demos’s work to help create an Inclusive Economy. This programme
investigates how we can build an economy where everyone participates
and contributes to shared goals and where, as a consequence of that
contribution and participation, there is an equitable distribution of
the benefits.
An inclusive labour market is essential for an inclusive economy. Good
jobs provide both economic and social value, being one way in which
people can contribute to society and supporting people’s financial
security, health and wellbeing. Enabling as many people as possible
to find and retain high-quality work is therefore a key objective for
policy makers. The large numbers of people that go to university means
that ensuring that higher education has a critical role in helping people
to flourish through gaining access to meaningful careers.
Richard Brown
SUMMARY
Preparing students for their working lives has been at the heart of
universities’ function since the 1960s. Recent decades have seen
rapid changes in the workplace, and technological advances such as AI
and automation will accelerate these in years to come. This report considers
how universities can continue to fulfil their employability function
in this context of rapid and radical change.
Participation in higher education in the UK has grown as the knowledge
economy has expanded…
• Half of young people now go to university, one of the highest
rates among advanced economies
• Knowledge economy sectors have grown from 25 to 42 per cent of
jobs since the late 1970s
• Government analysis projects that the proportion of workers who
are graduates will rise from 36 per cent in 2020 to 48 per cent in 2035
(and from 52 to 69 per cent in London).
…and there is a growing focus on the ‘employability value’
of a university education.
• Higher participation rates mean more competition for ‘graduate’
jobs
• Students who are paying directly for their education are more
interested in maximising their ‘return on investment’ in career
terms
• Government policy has focused universities’ performance
measures on graduate employment Technological change has placed a premium
on non-academic skills which in this report we identify as “general
relational, analytical, social and personal” (GRASP) skills…
• Digitisation of knowledge has made databases and algorithms widely
available, reducing demand for lower-skilled professional labour
• The abilities to analyse and communicate information, to listen
and persuade, and to manage one’s own career and learning are increasingly
highly prized, with demand for these expected to increase
…but there is limited good evidence of what works in acquiring
these skills (or consensus on how success should be measured)…
• What is taught – generic employability content has little
impact but more course-tailored content can be valuable, as is content
that helps develop entrepreneurial and commercial skills
• How courses are taught – traditional lecture and reading
approaches are out of favour, with ‘active learning’ leading
to better degree results and employability outcomes
• Beyond the classroom – extra- and co-curricular work experience,
placements and participation in clubs and societies all seem to have
the most positive impacts
…and students from disadvantaged backgrounds are less likely to
participate in and benefit from some of the more effective interventions.
The development and uptake of generative AI is likely to further disrupt
graduate careers potentially removing the “bottom rung of the ladder”
for those starting their careers and needing to gain vital experience…
• Generative AI extends automation into areas such as preparing,
summarising and communicating content, developing computer code, images,
sound and video, and potentially undertaking research.
• It is likely to increase demand for some GRASP skills (for example,
critical analysis and social skills) but also to create new demands
• Early research suggests that AI’s productivity boost might
be greatest for lower skilled workers, requiring greater differentiation
for graduate skills, and may reduce demand for labour traditionally
undertaken by professional
services trainees hampering their ability to gain skills that later
benefit their careers
…with profound implications for universities and career development.
Universities should:
• keep employability strategies under review, to support students
in acquiring GRASP skills through course content, teaching methods,
and engagement with employers and entrepreneurs
• integrate AI into learning and teaching, including through richer
hybrid learning experiences
• extend co-curricular and extra-curricular activities, while ensuring
that all students are supported to take advantage of these opportunities
• develop their relationships with employers and civil society
organisations to ensure that both students and society can benefit from
the skills acquired by students
The dramatic changes ahead call for a fresh dialogue; universities should
lead discussions with government, professional bodies and employers
on the workforce and skills that we will need to flourish individually
and as a society in coming years, and to identify how to give today’s
young people the best opportunity to fulfil their potential.
Thanks to Wendy Thomson,
Ben Rogers, Andrew O’Brien, the University of London and its School
of Advanced Study for supporting this work. Thanks also to those that
participated in interviews, and in the roundtable at the University
of London for giving their insight and experience.
Robert Rubinstein
and Mario
de Vries discuss the world of impact investment and its
challenges. Robert emphasizes that sustainable investing does not have
to be a trade-off with profitability. Robert criticizes the current
ESG trend, describing it as a "fitness club" where everyone
wants to show they're doing something, but not actually implementing
changes. He expressed concern over the lack of critical thought and
the perpetuation of fraud in the industry. Robert emphasizes the need
for true sustainability impact measurement and the importance of standardizing
metrics. He raises concerns about the current state of sustainability
reporting and the misconceptions among investors about their contributions
to environmental and social restoration. He also points out systemic
change as an advantage over chaos-based approaches. - AI summary
by Zoom
Moderator
Credits
Robert Rubinstein
Chairman & Founding Partner
Make the financial system work for all stakeholders.
TBLI Group Holdings B.V.
The Netherlands www.tbligroup.com
Moderator
Mario
de Vries
Media Specialist
Portugal gazooom.nl
Felix B Bopp
Producer, The Future Now Show Founder & Publisher, Club of Amsterdam clubofamsterdam.com
Join us as
we stop by to congratulate Lanny Smoot, the Disney Research Fellow and
Imagineer behind mind-blowing special effects like making Madame Leota
float inside the Haunted Mansion and our state-of-the art Star Wars
lightsabers, is being inducted into the National Inventors Hall of Fame!
Lanny is the first Disney
Imagineer to receive this prestigious recognition and only the second
individual from The Walt Disney Company to be inducted - the first being
Walt Disney, honored posthumously for the multiplane camera.
Kendraio is an independent
nonprofit research project, building free open-source software. Our
goals are to help individuals and groups save time on admin, reduce
stress, and have complete ownership of their data and total control
of how it is used.
We're building Kendraio
App, a highly customisable, no-code environment to explore how we could
interact with technology with more personal control. Our focus is user
centric design, portable data, privacy, interoperability, and enabling
user configurable interfaces. We are designing this technology in collaboration
with passionate people from a variety of sectors. We are building prototypes
based on their real world challenges.
The Food Waste Index Report
is tracking country-level progress to halve food waste
by 2030 (SDG 12.3). First published in 2021, the current report builds
on recent and
greater datasets and provides an update on the scale of food wasted
worldwide, as
well as a focus on multi-stakeholder collaboration through Public Private
Partnerships (PPP) as a solution.
Key Messages in the Food Waste Index Report 2024:
• In 2022, the world wasted 1.05 billion tonnes of food.
This amounts to one fifth (19 per cent) of food available to consumers
being wasted, at the retail, food service, and household level. That
is in addition to the 13 per cent of the world’s food lost in the
supply chain, as estimated by FAO, from post-harvest up to and excluding
retail.
• Most of the world’s food waste comes from households.
Out of the total food wasted in 2022, households were responsible for
631 million tonnes equivalent to 60 percent, the food service sector
for 290 and the retail sector for 131.
• Reducing food waste provides compounding benefits: Food
loss and waste generates 8-10 per cent of global greenhouse gas (GHG)
emissions – almost five times the total emissions from the aviation
sector. It occurs while 783 million people are hungry and a third of
humanity faces food insecurity.
• Households waste at least one billion meals a day: On
average, each person wastes 79kg of food annually. The equivalent of
at least one billion meals of edible food is being wasted in households
worldwide every single day, using a very conservative assessment on
the share of food waste that is edible. This is the equivalent of 1.3
meals every day for everyone in the world impacted by hunger.
• Food waste is not just a ‘rich country’ problem.
Following a near doubling of data coverage since the 2021 Food Waste
Index Report was published, there has been increased convergence in
the average per capita household food waste. High-income, upper-middle
income, and lower-middle income countries differ in observed average
levels of household food waste by just 7 kg/capita/year.
• Temperature and Food Waste Correlation: Hotter countries
appear to have more food waste per capita in households, potentially
due to increased consumption of fresh foods with substantial inedible
parts and lack of robust cold chain. Higher seasonal temperatures, extreme
heat events, and droughts make it more challenging to store, process,
transport, and sell food safely, often leading to a significant volumes
of food being wasted or lost.
• Urban-Rural Disparities: Middle-income countries display
variations between urban and rural populations, with rural areas generally
wasting less. Possible explanations include greater diversion of food
scraps to pets, animal feed, and home composting in rural areas. The
report recommends focusing efforts to strengthen food waste reduction
and circularity in cities.
• G20 Role in Food Waste Reduction: Only four G20 countries
(Australia, Japan, UK, and USA) and the European Union have food waste
estimates suitable for tracking progress to 2030. An additional two
G20 countries have suitable household estimates (Canada, Saudi Arabia),
with Brazil’s estimate expected late 2024. G20 countries can take
a leading role in international cooperation and policy development to
deliver SDG 12.3, can use their substantial influence on global consumer
trends to promote awareness and education about food waste at home,
and can share their expertise with countries just getting started in
tackling this issue.
• Countries such as Japan and the UK show that change at scale
is possible, with reductions of 18 per cent and 31 per cent respectively.
Governments, cities, municipalities, and food businesses of all sizes
should work collaboratively to reduce food waste and help householders
to act.
• Public Private Partnerships to reduce food waste and impacts
on climate and water stress are being embraced by a growing number of
governments, regional and industry groups. Centred around a Target-Measure-Act
approach, they bring stakeholders together to collaborate and deliver
a shared goal, overcoming some of the challenges of a fragmented food
system, and driving innovation for long-term, holistic change.
• Countries should use the Food Waste Index to measure food
waste consistently, develop robust national baselines, and track progress.
Very few countries have collected robust food waste data, which is essential
in understanding the scale of the problem, in targeting hotspots, and
in assessing the efficacy of interventions. Despite the wealth of household
studies, only a few are suitable for tracking progress to SDG 12.3 at
national level, and food waste data coverage in the retail and food
service sectors remains poor.
• Seizing the opportunity of the next round of NDCs and NBSAPs:
As of 2022, only 21 countries have included food loss and/or waste reduction
in their national climate plans (NDCs), including Cabo Verde, China,
Namibia, Sierra Leone, and the United Arab Emirates. The 2025 NDCs revision
process provides a key opportunity to raise climate ambition by integrating
food loss and waste. Integrating comprehensive measures to tackle food
waste within National Biodiversity Strategies and Action Plans (NBSAPs)
is another opportunity for fostering sustainable development, actioning
target 16 of the Kunming-Montreal Global Biodiversity Framework, which
specifically calls out halving global food waste by 2030.
• Food waste must be addressed at both individual and systemic
levels, including targeted efforts in urban areas and international
collaboration among countries and across supply chains.
`I
tend to be very gentle`:
how teachers are navigating climate change in the classroom by Kim Beasy,
University of Tasmania, Chloe Lucas, University of Tasmania and Gretta
Pecl, University of Tasmania
Climate change education is increasingly seen as
an essential part of schooling.
The main
international test of 15-year-olds` progress (which Australia
participates in) has just announced the next round of testing will include
environmental knowledge alongside English, maths and science
literacy.
Australia`s national
curriculum (updated last year under the Morrison government)
barely mentions climate change. But as a signatory to the United Nations
Sustainable
Development Goals and Paris
Agreement, we have committed to develop climate change education
policies.
In our new
research, we interviewed nine primary and high school teachers
about how they include climate change in their teaching.
We found teachers are becoming the bearers of bad
news in the classroom as young people learn about the climate crisis,
and they need better training and more support.
`I wouldn`t say I`m a scientist`
Climate change is a complex social, political, economic
and environmental problem. But it is often presented as an issue that
requires scientific interpretation and technological solutions.
This means teachers of non-science subjects may
feel out of their depth trying to teach it. A number of teachers expressed
a lack of confidence speaking in depth about climate change. As one
told us:
I am definitely not weak, but I wouldn`t say I`m
like a scientist.
But teachers who felt confident with the scientific
"facts" of climate change, often felt less equipped to respond
to student enquiries about social and emotional dimensions of climate
change. This included feelings of sadness or feeling unsupported by
older generations.
`What can the world do?`
Teachers emphasised the importance of moving between
the local and global, and individual and societal scales of climate
problems and solutions. They described this as a way to support constructive
conversations and positive feelings.
As one teacher told us:
Instead of the children feeling like they have
the weight of what can they do as individuals, which we`ve discussed
[...] we`re going to talk about what can the world do?` As a global
citizen, what can everybody do? And working together as a bigger part
of the whole, so they`re not feeling that weight on their own shoulders
as much, but more what the world is doing [through] solutions-based
technology.
Teachers spoke of the importance of pre-designed
learning units, the role of community
experts and videos and podcasts to engage students and support
teachers. As one teacher explained the value of a guest speaker:
I think the kids after a while get a little bit,
`You`re [a teacher] just a piece of the furniture,` and they don`t
always switch on and listen to you.
`I try and speak hopefully`
Teachers also talked about the challenge of finding
materials that present the "right amount of information that will
prompt action as opposed to feeling sad".
Teachers said they had to be very tuned in to the
mood of the class.
If they`re starting to ask questions that potentially
sound worried or concerned, that`s usually an indicator that you might
need to soften what you`ve delivered.
Teachers in our study were doing their very best
to maintain a hopeful and positive message for students, but this often
conflicted with their own feelings. As one teacher told us:
Personally, what I have to do is to try and make
sure that I speak hopefully, even though it is not hopeful in my opinion
[...] I try and use language that will encourage students to feel
empowered and want to make a change and fight for action [...] as
opposed to just knowing for the sake of knowing and then feeling sad
about it.
Another teacher spoke of the need to be sensitive
when talking about looming environmental disasters.
I tend to be very gentle and very careful or I`m
very focused on hope.
What is needed?
Teachers need professional development to support
their understandings of different aspects of climate change, from the
scientific to the economic and social.
Uncertainty over how to talk to children about climate
change in a way that is honest but remains hopeful rather than overwhelming
is an ongoing challenge for teachers
and parents alike.
Students need opportunities to talk about the future
in ways that empower them to ask questions and get involved. This can
be done via programs such as Curious
Climate Schools a free resource, which we have developed
for schools in Tasmania.
Specific professional learning is also needed to
ensure teachers are able to support themselves and their students in
grappling with the emotions that can surface when learning about climate
change.
In schools, we need teaching about climate change
to be integrated across science and humanities subjects. Climate change
needs to be better represented across the curriculum so that teachers
have more opportunities to include it in their very busy timetables.
Finally, we need innovation from policy makers and school leadership
so crucial climate change education is consistently available for all
students.
Dr Gabi Mocatta, Dr Rachel Kelly, Charlotte
Jones and Deniz Yildiz contributed to the research on which this article
is based.
Green finance
has been growing increasingly mainstream since the Paris Agreement was
signed in 2016 and as the finance sector aims to meet the challenges
of climate change and the transition to a low-carbon world. Principles
and Practice of Green Finance is a comprehensive guide to the
application of common green and sustainable practices in banking, investment
and insurance. Focusing on the necessity and development of the global
green finance sector, it also includes clear explanations of the science
underpinning climate change.
This book covers the range
of green finance products and services, including green bonds and asset-backed
securities, in retail, commercial and corporate banking, insurance and
the fintech industry.
It explains the importance of risk, regulation, international market
frameworks and standards, and the role of different financial institutions
and markets. Consideration is also given to the ethical dimensions of
green finance and how professionals can promote market integrity. Endorsed
by the Chartered Banker Institute as the core text for their Green Finance
Certificate, Principles and Practice of Green Finance
is essential reading for finance professionals, students and those working
in climate science.
Simon Thompson Simon Thompson was appointed Chief Executive of the Chartered Banker
Institute in 2007 after working for a number of international professional
bodies and standard-setters. He is a Fellow of the Institute and a Member
of the Chartered Institute of Personnel and Development.
Simon chairs the UK’s Sustainable
Finance Education Charter on behalf of the Department for Net Zero and
Energy Security and is a Board member of the UK’s Financial Services
Skills Commission (FSSC). Simon is a former Vice President of the European
Bank Training Network.
Simon was awarded Honorary Doctorates by
Bangor University (2022) and BPP University (2015) for his contribution
to banking, business and education.
The
Rise of Shadow AI: How Nation-States Undermine Trust in AI for Political
Gain by Igor
van Gemert, Expert on Generative AI and CyberResilience
Shadow AI something is ...
by Igor van Gemert
In the rapidly evolving world of artificial
intelligence (AI), a new threat has emerged: shadow AI. Nation-states
are increasingly employing various attack patterns to undermine trust
in AI systems, targeting both end-users and developers for political
purposes. This article explores the alarming rise of shadow AI and its
far-reaching implications for the future of technology and international
relations.
The Concept of Shadow AI Shadow AI
refers to the covert use of AI technologies by Nation-states to manipulate,
deceive, and undermine trust in AI systems. These malicious actors
exploit vulnerabilities and employ sophisticated techniques to achieve
their political objectives, such as spreading disinformation, influencing
public opinion, and sabotaging rival nations' AI development efforts.
Attack Patterns Employed by Nation-states,
Nation-states engaging in shadow AI utilize a wide range of attack
patterns, including: a. Data Poisoning: Injecting false or misleading
data into AI training datasets to manipulate the outputs and decisions
of AI models. b. Model Inversion: Reverse-engineering AI models to
extract sensitive information or uncover proprietary algorithms. c.
Adversarial Attacks: Crafting input data that deceives AI systems
into making incorrect predictions or classifications. d. Deepfakes:
Generating realistic fake audio, images, or videos to spread disinformation
and erode trust in digital content.
Undermining Trust Among End-Users
Shadow AI campaigns target end-users by exploiting their trust in
AI-powered applications and services. By manipulating the outputs
of AI systems, nation-states can spread false information, influence
public opinion, and sow discord in targeted societies. This erosion
of trust can have severe consequences, such as undermining democratic
processes, inciting social unrest, and damaging the credibility of
legitimate AI applications.
Targeting Developers and AI Ecosystems
Nation-states also aim to undermine trust among AI developers and
disrupt the development of rival nations' AI capabilities. By introducing
vulnerabilities into widely used AI frameworks, libraries, or datasets,
malicious actors can sabotage the work of countless developers who
rely on these resources. This can lead to a cascading effect, eroding
trust in the AI ecosystem and hindering the progress of AI research
and development.
Geopolitical Implications and the Need
for International Cooperation. The rise of shadow AI has significant
geopolitical implications, as nation-states engage in a new form of
digital warfare. It is crucial for the international community to
recognize the severity of this threat and collaborate to establish
norms, guidelines, and mechanisms to counter shadow AI activities.
This requires increased transparency, information sharing, and the
development of robust security measures to protect AI systems from
manipulation.
Safeguarding Trust in AI: A Multi-Stakeholder
Approach to mitigate the risks posed by shadow AI, a multi-stakeholder
approach is essential. Governments, AI companies, academic institutions,
and civil society organizations must work together to: a. Develop
secure AI architectures and best practices for data governance and
model training. b. Promote responsible AI development and deployment,
prioritizing transparency, accountability, and ethics. c. Invest in
research on AI security, robustness, and resilience against adversarial
attacks. d. Foster international cooperation and establish global
frameworks to address the challenges of shadow AI.
The rise of shadow AI poses a significant
threat to the trust and integrity of AI systems. As Nation-states increasingly
employ malicious techniques to undermine trust for political gain, it
is imperative for the global community to come together and address
this critical issue. By raising awareness, promoting collaboration,
and implementing robust safeguards, we can work towards building a future
where AI remains a force for good, untainted by the shadows of political
manipulation.
In the age of generative AI and the rapid
proliferation of information and the lack of accountable ai yet, it
is more crucial than ever to establish systems that prioritize trust,
accountability, and transparency. As we navigate the complexities of
an increasingly interconnected world, we must recognize that our ability
to overcome global grand challenges hinges on our collective commitment
to these principles and our willingness to work together as a united
human species.
At the core of this endeavor lies the
need for access to accurate, reliable information. In a landscape where
the lines between truth and fiction are increasingly blurred, we must
develop robust mechanisms to ensure the integrity of the information
we consume. This requires a multi-faceted approach that encompasses
technological innovation, regulatory oversight, and public education.
On the technological front, we must invest
in the development of advanced AI systems that can effectively detect
and combat misinformation, deepfakes, and other forms of manipulated
content. These systems should be designed with transparency in mind,
allowing for independent audits and public scrutiny to ensure their
fairness and accuracy. By fostering an open and collaborative approach
to AI development, we can harness the power of these technologies to
serve the greater good while mitigating the risks of abuse and manipulation.
However, technology alone is not sufficient.
We must also establish clear regulatory frameworks that hold individuals
and organizations accountable for the information they disseminate.
This includes implementing strict penalties for those who knowingly
spread false or misleading information, as well as providing clear guidelines
for content creators and platforms to ensure responsible and ethical
practices. By setting high standards for information accuracy and integrity,
we can create a culture of trust and accountability that permeates all
levels of society.
Equally important is the role of public
education in promoting digital literacy and critical thinking skills.
In an era where information is abundant and easily accessible, it is
essential that individuals are equipped with the tools to navigate this
landscape effectively. This requires investing in educational programs
that teach people how to evaluate sources, detect bias, and distinguish
between fact and opinion. By empowering individuals to be discerning
consumers of information, we can create a more informed and engaged
citizenry that is better equipped to tackle the complex challenges we
face.
Ultimately, the path to a prosperous future
for all requires a collective commitment to trust, accountability, and
transparency. By working together as one human species, we can leverage
the power of accurate information to drive positive change and overcome
even the most daunting global grand challenges. This requires a willingness
to put aside our differences and unite behind a common purpose –
the betterment of humanity as a whole.
In this endeavor, we must recognize that
no single nation, organization, or individual holds all the answers.
Instead, we must foster a spirit of collaboration and open dialogue,
bringing together diverse perspectives and expertise to develop innovative
solutions to the problems we face. By breaking down silos and embracing
a global, inclusive approach, we can tap into the full potential of
human ingenuity and creativity.
The road ahead is not easy, but it is one
we must travel together. By building systems we can trust, holding ourselves
and others accountable, and ensuring transparency at every turn, we
can create a world where accurate information serves as a guiding light,
illuminating the path to a brighter, more equitable future for all.
It is a vision worth striving for, and one that demands our unwavering
commitment and tireless efforts. Together, we can rise to the challenge
and shape a future that reflects the best of what humanity has to offer.
About the Author
Igor van Gemert is a prominent figure
in the field of cybersecurity and disruptive technologies, with over
15 years of experience in IT and OT security domains. As a Singularity
University alumnus, he is well-versed in the latest developments in
emerging technologies and has a keen interest in their practical applications.
Apart from his expertise in cybersecurity,
van Gemert is also known for his experience in building start-ups and
advising board members on innovation management and cybersecurity resilience.
His ability to combine technical knowledge with business acumen has
made him a sought-after speaker, writer, and teacher in his field.
Overall, van Gemert's multidisciplinary
background and extensive experience in the field of cybersecurity and
disruptive technologies make him a valuable asset to the industry, providing
insights and guidance on navigating the rapidly evolving technological
landscape.
Education for climate change is crucial for raising awareness,
fostering understanding, and inspiring action to address one of the
most pressing challenges of our time.
Here are some key aspects of education for climate change:
1. Basic Understanding: Education should provide individuals
with a basic understanding of climate change, including its causes,
impacts, and potential solutions. This includes topics such as greenhouse
gas emissions, global warming, sea-level rise, extreme weather events,
and biodiversity loss.
2. Interdisciplinary Approach: Climate change education should
be interdisciplinary, drawing on concepts from science, technology,
engineering, mathematics (STEM), as well as social sciences, humanities,
and arts. This helps learners grasp the complexity of climate change
and its interconnectedness with various aspects of human society and
the environment.
3. Critical Thinking: Education should encourage critical thinking
and scientific literacy, enabling individuals to evaluate information,
distinguish between credible sources and misinformation, and make informed
decisions about climate-related issues.
4. Local and Global Context: Climate change education should
address both the local and global contexts of climate change. This involves
understanding how climate change affects communities and ecosystems
at the local level, as well as recognizing the global nature of the
problem and the need for international cooperation.
5. Sustainability Education: Climate change education is often
intertwined with sustainability education, which emphasizes principles
of environmental stewardship, social equity, and economic prosperity.
This includes topics such as renewable energy, sustainable agriculture,
resource conservation, and sustainable lifestyles.
6. Action-Oriented Learning: Education should empower individuals
to take action against climate change, whether through personal lifestyle
choices, community initiatives, advocacy efforts, or policy engagement.
This involves promoting a sense of agency and responsibility among learners.
7. Inclusive and Equity-Focused: Climate change education should
be inclusive and equity-focused, addressing the disproportionate impacts
of climate change on vulnerable communities, including marginalized
groups, indigenous peoples, and low-income populations. It should also
promote diversity and inclusion within the climate movement.
8. Lifelong Learning: Given the evolving nature of climate change
and the need for ongoing adaptation and mitigation efforts, education
should be viewed as a lifelong process. This involves continuous learning,
skill-building, and engagement with new information and developments
in climate science and policy.
9. Integration into Formal and Informal Education: Climate change
education should be integrated into formal education curricula at all
levels, from primary schools to universities, as well as into informal
education settings such as museums, community organizations, and online
platforms.
10. Partnerships and Collaboration: Effective climate change
education often involves partnerships and collaboration among diverse
stakeholders, including educators, scientists, policymakers, businesses,
civil society organizations, and local communities. This helps leverage
resources, expertise, and collective action towards common goals.
By prioritizing education for climate change, we can empower current
and future generations to become informed, engaged, and proactive stewards
of the planet, working towards a more sustainable and resilient future
for all.
Founded in 1937, The Wildlife
Society is an international network of over 11,000 leaders in wildlife
science, management and conservation who are dedicated to excellence
in wildlife stewardship.
The Wildlife Society’s unique emblem features Egyptian hieroglyphics
and depicts our broad interest. The symbols represent beasts (mammals),
birds, fishes, and flowering plants (vegetation). Those symbols were
chosen to represent the interconnectedness of animals, plants, and other
elements of the ecosystem.
The Society publishes scientific journals,
technical reviews, position statements on policy issues, and books.
Volume 1 of The Journal of Wildlife Management was published in 1937
as the premier outlet for applied science in wildlife conservation.
In 1958, The Wildlife Society published
the first Wildlife Monograph. President A. Starker Leopold, in introducing
this new publication, stated that WM is for manuscripts considered too
long for JWM. In 1960, the Society published the Manual of Game Investigational
Techniques. This book has become popularly known as the Techniques Manual
and this and its subsequent editions have been the primary textbook
for wildlife management techniques courses for the last five decades.
In May 1972 the Wildlife Society Bulletin
was established as an outlet for wildlife management-related articles.
The content of WSB includes opinion pieces as well, and also offers
news and information on Society issues.
In 2007, The Wildlife Professional emerged
as a magazine designed to provide current information, news, and analysis
in a popular format to practicing wildlife professionals. Published
six times per year, the magazine is provided as a member benefit.
Nearly 70 percent of leaders
in the wildlife profession are projected to retire in the next decade.
TWS has a responsibility to prepare its members to meet the pressing
need for well-prepared wildlife professionals and fulfills part of that
responsibility through the TWS Leadership Institute.
The
Leadership Institute
is an annual course established in 2006 to provide a select group of
10-15 promising TWS members with leadership training. The Leadership
Institute consists of intensive activities and mentoring relationships
that prepare participants for leadership positions, both in their workplace
and in TWS.
The Leadership Institute is geared toward early-career professionals
who are actively pursuing employment in the wildlife profession - whether
that is seasonal, part-time or full-time experience. This program is
not geared toward full time undergraduate or graduate students.
Diversify Wildlife: A Short Film by The Wildlife
Society
by Korinna Domingo
This short film was created because the The Wildlife
Society Western Section Diversity Committee felt that, while the wildlife
field has become increasingly diverse over the past few years, there
is still a lot of work that needs to be done before we are truly diverse
and inclusive.
Our goal for this film
is to show varying perspectives that people have on the wildlife field
and the role that diversity plays within it. Additionally, we want to
inspire youth to become interested in wildlife and environmental issues
while watching this film. We hope they can see themselves represented
and potentially participating in exciting field work in the future.
This film showcases undergraduate students, graduate students, and professional
biologists who represent different ages, genders, ethnicities, and life
experiences that are working on different projects and the interesting
wildlife species that they are working with. Even though they come from
different backgrounds and have varied interests in the wildlife field
they are all passionate about helping the environment and diversifying
the wildlife community.
Leading Wildlife Institutes & Universities
Source: ChatGPT 3.5
International
Union for Conservation of Nature (IUCN)
The IUCN is a global authority on the status of the natural world
and the measures needed to safeguard it. It publishes the Red List
of Threatened Species, among other important conservation initiatives.
Smithsonian
Conservation Biology Institute (SCBI)
Part of the Smithsonian Institution, SCBI advances the science of
conserving biodiversity in a rapidly changing world. It conducts research
on endangered species and habitats and trains future conservationists.
Wildlife
Institute of India (WII)
An autonomous institution under the Ministry of Environment, Forest
and Climate Change, Government of India, WII carries out wildlife
research and training.
Australian
Wildlife Conservancy (AWC)
AWC is the largest private owner of land for conservation in Australia.
It manages a network of sanctuaries to protect threatened wildlife
and ecosystems.
African
Wildlife Foundation (AWF)
AWF works to ensure the wildlife and wildlands of Africa endure forever.
It implements conservation strategies and partners with communities
to promote sustainable development.
University
of California, Davis (UC Davis) - USA
UC Davis is renowned for its wildlife, fish, and conservation biology
program. It offers undergraduate, graduate, and doctoral programs
in various aspects of wildlife biology and conservation.
University
of Oxford - UK Wildlife
Conservation Research Unit (WildCRU)
Oxford's Wildlife Conservation Research Unit (WildCRU) is internationally
acclaimed for its research and conservation efforts. It offers postgraduate
programs and conducts cutting-edge research in wildlife conservation.
University of Cambridge - UK Department
of Zoology
The Department of Zoology at Cambridge University is highly regarded
for its research in wildlife biology and conservation. It offers undergraduate
and graduate programs focusing on various aspects of animal behavior,
ecology, and conservation.
University of British Columbia (UBC) - Canada Department
of Forest and Conservation Sciences
UBC's Department of Forest and Conservation Sciences offers programs
in wildlife biology, conservation, and ecology. Its faculty members
are actively involved in research and conservation efforts worldwide.
University of Florida - USA Department
of Wildlife Ecology and Conservation
The University of Florida has a strong program in wildlife ecology
and conservation through its Department of Wildlife Ecology and Conservation.
It offers undergraduate, graduate, and doctoral programs in wildlife
ecology and conservation biology.
University of Queensland - Australia School
of Biological Sciences
The University of Queensland is known for its research and teaching
in wildlife conservation and management. Its School of Biological
Sciences offers undergraduate and postgraduate programs in wildlife
biology and conservation science.
Colorado State University - USA Warner
College of Natural Resources
Colorado State University has a renowned Warner College of Natural
Resources, offering programs in wildlife biology, conservation, and
management. It's particularly well-known for its research in large
mammal conservation.
University of Washington - USA School
of Environmental and Forest Sciences
The University of Washington's School of Environmental and Forest
Sciences offers programs in wildlife science and conservation. It
provides opportunities for research and fieldwork in diverse ecosystems.
Cornell University - USA Department
of Natural Resources
Cornell's Department of Natural Resources is recognized for its wildlife
ecology and conservation programs. It offers undergraduate and graduate
programs focusing on wildlife biology, conservation, and management.
University
of Pretoria - South Africa
The University of Pretoria is known for its programs in wildlife management
and conservation. It offers undergraduate and postgraduate programs
focusing on African wildlife conservation and management.
To explore the potential
of nature to improve the quality of life
That is the mission of Wageningen University & Research. Over
7,600 employees, 13,100 students and over 150.000 participants to
WUR’s Life Long Learning from more than hundred countries work
everywhere around the world in the domain of healthy food and living
environment for governments and the business community-at-large.
The strength of Wageningen
University & Research lies in its ability to join the forces of
specialised research institutes and the university. It also lies in
the combined efforts of the various fields of natural and social sciences.
This union of expertise leads to scientific breakthroughs that can
quickly be put into practice and be incorporated into education.
Bringing society into science - Governing
sustainable food system transitions
by Wageningen University & Research
Jeroen Candel, Associate Professor at WUR, conducts research and teaches
courses on the question of how to steer food systems towards more
sustainable outcomes. His research is situated on the interface of
the Policy Sciences and Food Systems research.
Top Universities
to Study Food Science and Food Technology Sources: Food Tech Notes & ChatGPT
3.5
Institute
of Food Technologists (IFT)
IFT is a professional organization dedicated to advancing the science
and technology of food. It provides resources, networking opportunities,
and education for food scientists and technologists globally.
University of Wisconsin-Madison Department
of Food Science
UW-Madison's Food Science department offers diverse research opportunities
and educational programs in areas such as food safety, sensory analysis,
and food processing.
University of Illinois
Urbana-Champaign Department
of Food Science and Human Nutrition
This department focuses on research areas such as food chemistry,
nutrition, and food microbiology, contributing to advancements in
food safety and quality.
University of Reading Department
of Food and Nutritional Sciences
The University of Reading
is recognized for its research in food chemistry, food microbiology,
and food quality and safety, with strong ties to the food industry.
ETH Zurich Institute
of Food, Nutrition and Health (IFNH)
IFNH conducts interdisciplinary research in food science, nutrition,
and health, addressing global challenges related to food security
and public health.
Wageningen
University & Research
Located in the Netherlands,
Wageningen University is renowned for its food science and technology
programs, offering research and education in various areas, including
food processing, product development, and food safety.
Technical University
of Denmark
National Food Institute (DTU Food)
DTU Food is known for
its research in food safety, food chemistry, and food microbiology,
providing expertise to support food industry innovation and regulatory
agencies.
Scripps
Institution of Oceanography
Scripps Institution of Oceanography at UC San Diego is one of the
most important centers for global earth science research and education
in the world. Scripps scientists work to understand and protect the
planet by investigating our oceans, Earth, and atmosphere to find
solutions to our greatest environmental challenges. Scripps leads
research in climate change impacts and adaptation, resilience to hazards,
conservation and biodiversity, oceans and human health, national security,
and innovative technology to observe the planet.
Scripps is a global leader in observing how our planet is changing,
understanding impacts, finding solutions, and training the next generation
of scientific and environmental leaders.
Climate Change Resources
The modern era of climate change research began at Scripps Institution
of Oceanography and today Scripps is a global leader in observing
how our planet is changing, understanding impacts, finding solutions,
and training the next generation of scientific and environmental leaders.
How much is the ocean heating up?
by Scripps Oceanography
Extreme weather events
and sea level rise are increasing, intensified by a warming ocean.
Understanding heat in the ocean can help better predict extreme weather
and long-term climate shifts. A network of robotic instruments called
Argo is helping scientists track warming beneath the surface and it’s
showing us the ocean's heat content is increasing steeply. This video
shares just how much the ocean is warming, and how the Argo program
needs more support to continue to give society the full picture of
ocean warming.
Leading Oceanography Universities &
Institutes
Source: ChatGPT 3.5
Massachusetts Institute
of Technology (MIT) Department
of Earth, Atmospheric and Planetary Sciences
MIT's Department of Earth, Atmospheric and Planetary Sciences offers
a strong program in oceanography with a focus on interdisciplinary
research and cutting-edge technology.
University of Washington
The
School of Oceanography
The School of Oceanographyat the University of Washington is highly
respected for its research and academic programs. It offers undergraduate
and graduate degrees with a focus on physical, chemical, and biological
oceanography.
University of Hawaii at
Manoa School
of Ocean and Earth Science and Technology (SOEST)
With its prime location in the Pacific Ocean, the University of Hawaii
at Manoa offers exceptional opportunities for studying oceanography,
marine biology, and related disciplines. It houses the School of Ocean
and Earth Science and Technology (SOEST).
Stanford University
Hopkins
Marine Station
Stanford's Hopkins Marine Station, located in Monterey, California,
is one of the oldest marine laboratories on the West Coast. It offers
research opportunities and some academic programs in marine biology
and oceanography.
University of East Anglia
School
of Environmental Sciences
The School of Environmental Sciences at the University of East Anglia
(UEA) in the UK is known for its research and teaching in oceanography,
climate science, and environmental sciences.
University of California,
Santa Barbara Marine
Science Institute
UCSB's Marine Science Institute conducts cutting-edge research in
various fields of oceanography, including marine biology, ecology,
and physical oceanography.
Dalhousie University
Department
of Oceanography
Located in Halifax, Nova Scotia, Canada, Dalhousie University offers
undergraduate and graduate programs in oceanography through its Department
of Oceanography in the Faculty of Science.
Woods
Hole Oceanographic Institution (WHOI)
Located in Massachusetts, USA, WHOI is one of the world's largest
and most respected independent oceanographic research institutions.
It conducts research in various areas including marine biology, geology,
and physical oceanography.
Scripps
Institution of Oceanography
Scripps is one of the oldest, largest, and most prestigious oceanographic
institutions in the world. It offers undergraduate, graduate, and
doctoral programs in oceanography, marine biology, and related fields.
(see above)
National
Oceanography Centre (NOC)
With locations in Southampton and Liverpool, UK, the NOC conducts
research across a broad spectrum of oceanographic disciplines and
operates cutting-edge oceanographic research platforms.
Plymouth
Marine Laboratory (PML)
Situated in the UK, PML is a multidisciplinary marine research center
specializing in marine biology, biogeochemistry, and remote sensing.
Australian
Institute of Marine Science (AIMS)
AIMS is Australia's tropical marine research agency, specializing
in coral reef ecosystems, marine biodiversity, and coastal ecosystem
dynamics.
GEOMAR
Helmholtz Centre for Ocean Research Kiel
Located in Germany, GEOMAR conducts research on marine sciences, oceanography,
and marine geology, with a focus on understanding and preserving ocean
health.
South
African Institute for Aquatic Biodiversity (SAIAB)
SAIAB, based in South Africa, conducts research on freshwater and
marine biodiversity, ecology, and conservation, contributing to understanding
Southern Hemisphere aquatic ecosystems.
Soil health is the foundation
for regenerative and sustainable agriculture. The Soil Health Institute
is committed to researching and preserving soil health to learn strategies
that reduce greenhouse gas emissions, increase carbon sequestration,
increase drought resilience, strengthen yield stability, and increase
biodiversity. Learn more about the Soil Health Institute’s science-based
solutions for addressing climate change, water quality, and food security
by protecting and enhancing soil health.
Enriching Soil, Enhancing
Life Enriching soil
enhances life from the microscopic scale to the global scale. Adopting
soil health systems can increase microbial diversity, improve farmer
livelihood, increase agricultural productivity, and build climate resilience.
As a result, downstream communities receive cleaner water, ecosystem
health is restored, rural landscapes are sustained, and climate change
is held in check for future generations.
Soil Health is the Foundation for Regenerative Agriculture Across North
America and around the globe, the Soil Health Institute is advancing
the science of soil health. Our work is focused on strategic goals to
scale adoption of soil health management systems - the foundation for
regenerative agriculture. Discover more about our initiatives.
Our mission is to safeguard and enhance the vitality and productivity
of soils through scientific research and advancement.
Living Soil Film
“Living Soil” – a groundbreaking film produced by the
Soil Health Institute in 2018 – has reached a milestone of over
4 million views.
Living Soil: A Documentary. Now available with subtitles in more than
20 languages. Enable closed captions by clicking the 'CC' icon, then
click the gear icon to select the subtitle language you want.
Our soils support 95 percent of all food
production, and by 2060, our soils will be asked to give us as much
food as we have consumed in the last 500 years. They filter our water.
They are one of our most cost-effective reservoirs for sequestering
carbon. They are our foundation for biodiversity. And they are vibrantly
alive, teeming with 10,000 pounds of biological life in every acre.
Yet in the last 150 years, we’ve lost half of the basic building
block that makes soil productive. The societal and environmental costs
of soil loss and degradation in the United States alone are now estimated
to be as high as $85 billion every single year. Like any relationship,
our living soil needs our tenderness. It’s time we changed everything
we thought we knew about soil. Let’s make this the century of living
soil.
This 60-minute documentary features innovative
farmers and soil health experts from throughout the U.S. Accompanying
lesson plans for college and high school students can also be found
on this site. "Living Soil" was directed by Chelsea Myers
and Tiny Attic Productions based in Columbia, Missouri, and produced
by the Soil Health Institute through the generous support of The Samuel
Roberts Noble Foundation.
Leading Soil Institutes & Universities Source: ChatGPT 3.5
International
Center for Soil Fertility and Agricultural Development (IFDC)
IFDC is a science-based public international organization working
to alleviate global hunger by increasing agricultural productivity
and promoting agro-based industries through sustainable soil management
and plant nutrition. It focuses on improving soil fertility and agricultural
practices worldwide.
International
Soil Reference and Information Centre (ISRIC)
ISRIC is a leading center for soil information and research. It provides
services such as soil data collection, analysis, and dissemination.
ISRIC also hosts the World Soil Information (WSI) project, which aims
to develop a global soil information system.
University of California,
Davis (UC Davis) Department
of Land, Air and Water Resources
The Department of Land, Air and Water Resources at UC Davis is renowned
for its soil science research and education programs. It offers undergraduate
and graduate degrees in soil science, with a focus on soil chemistry,
biology, physics, and management.
Cornell University Department
of Crop and Soil Sciences
Cornell University's Department of Crop and Soil Sciences is a prominent
institution for soil science research and education. It offers undergraduate
and graduate programs in soil science, soil chemistry, soil biology,
and soil management.
University of Wisconsin-Madison Department
of Soil Science
The Department of Soil Science at UW-Madison is known for its comprehensive
research programs in soil science, soil microbiology, soil physics,
and environmental soil science. It offers undergraduate and graduate
degrees in soil science.
University of Wageningen, Netherlands Soil
Geography and Landscape group
Wageningen University & Research is renowned for its expertise
in agriculture, environmental sciences, and soil science. Its Soil
Geography and Landscape group conducts research on soil processes,
soil mapping, and soil management practices.
University of Reading, UK Soil
Research Centre
The Soil Research Centre at the University of Reading is a leading
institution for soil science research and education. It offers undergraduate
and postgraduate programs in soil science, soil conservation, and
environmental management.
North Carolina State University Department
of Crop and Soil Sciences
The Department of Crop and Soil Sciences at NC State University is
known for its research and education programs in soil science, agronomy,
and environmental science. It offers undergraduate and graduate degrees
in soil science and related fields.
Chinese Academy of Sciences (CAS) Institute
of Soil Science (ISS)
CAS is a prestigious research institution in China with several research
institutes and universities contributing to soil science research.
The Institute of Soil Science (ISS) in Nanjing is particularly notable
for its research on soil chemistry, soil physics, and soil microbiology.
Swedish University of Agricultural Sciences
(SLU) Department
of Soil and Environment
SLU is a leading institution for agricultural and environmental sciences
research in Sweden. Its Department of Soil and Environment conducts
research on soil fertility, soil conservation, and soil management
practices.
Household Air Pollution; The Killer in
the Kitchen
Globally 3 billion people
rely on polluting solid fuels (wood, charcoal) or kerosene for cooking
and heating their homes. Exposure to household air pollution (HAP) from
burning these fuels is associated with an increased risk of pneumonia
in children under 5 years, respiratory and cardiovascular diseases in
adults and adverse pregnancy outcomes.
In sub-Saharan Africa, where a substantial
proportion of people rely on these fuels, HAP is responsible for more
than 680,000 premature deaths each year, greater mortality than for
both malaria and HIV/AIDs.
To address this major public health issue,
CLEAN-Air(Africa) aims to:
Inform national policies to scale access
to and adoption of clean household energy,
Demonstrate the positive impacts on health
and climate from populations switching to clean household fuels and,
Strengthen health systems to empower community
led prevention to fight against household air pollution.
The NIHR CLEAN-Air(Africa)
Global Health Research Unit is a collaboration of international experts
in environmental public health from the UK, Kenya, Cameroon, Tanzania,
Rwanda, and Uganda. The partnership implements research, health systems
strengthening, and capacity-building activities across the five focus
countries with the explicit objective to address the health burden from
household and institutional air pollution from reliance on polluting
solid fuels (e.g., wood, charcoal, coal, and biomass) and kerosene.
CLEAN-Air(Africa) aims to provide policy-relevant evidence to raise
population awareness of the issue and to support prevention through
the transition to clean fuels and energy for cooking.
Centre
of Excellence - Kenya Medical Research Institute (KEMRI) - CLEAN-Air(Africa)
(CAA)
by University of Liverpool
Leading Air Quality Institutes and Universities Source: ChatGPT 3.5
California
Environmental Protection Agency
California Air Resources Board (CARB)
CARB is a department within the California Environmental Protection
Agency, leading the state's efforts to improve air quality and reduce
air pollution.
United
States Environmental Protection Agency (EPA)
The EPA is the federal agency responsible for protecting human health
and the environment. It conducts research and sets standards for air
quality in the United States.
European
Environment Agency (EEA)
The EEA provides information on the environment to policymakers and
the public in Europe, including air quality data and analysis.
World
Health Organization (WHO)
The WHO provides global guidance on air quality standards and monitors
air pollution levels worldwide.
Massachusetts Institute of Technology (MIT) Department
of Civil and Environmental Engineering
MIT's Department of Civil and Environmental Engineering conducts research
on air quality and pollution control technologies.
University of California, Berkeley Department
of Environmental Science, Policy, and Management
UC Berkeley's Department of Environmental Science, Policy, and Management
is known for its research on air pollution and its effects on human
health.
Tsinghua University Department
of Environmental Science and Engineering
Located in Beijing, China, Tsinghua University's Department of Environmental
Science and Engineering conducts research on air quality and pollution
control in one of the world's most polluted regions.
University of Tokyo Institute
of Industrial Science
The University of Tokyo's Institute of Industrial Science conducts
research on air quality monitoring and pollution control technologies.
ETH Zurich Institute
for Atmospheric and Climate Science
ETH Zurich's Institute for Atmospheric and Climate Science conducts
research on air quality, atmospheric chemistry, and climate change.
Indian Institute of Technology Delhi (IIT Delhi) Centre
for Atmospheric Sciences
IIT Delhi's Centre for Atmospheric Sciences conducts research on air
quality monitoring, modeling, and pollution control strategies in
India.
Eawag is one of the world’s leading
aquatic research institutes. With its professional diversity, close
partnerships with practitioners and an international network, Eawag
offers an excellent environment for the study of water as a habitat
and resource, for identifying problems at an early stage and for developing
widely accepted solutions.
With its research
infrastructure, Eawag provides an excellent environment
for research in aquatic science and technology. Eawag’s research
departments are dedicated to three areas:
Researching with curiosity and sharing
new knowledge
At Eawag, researchers from the natural,
engineering and social sciences work closely together. Because technology
can only provide a start when it comes to solving a problem –
it is political and social processes that establish a solution in
the long-term. The researchers are supported by the technical and
administrative staff of the Support
Departments, which enable them to successfully implement
their projects.
Eawag also works with a broad network
of partners
and benefits from the mutual exchange of know-how and the joint development
of practical applications as solutions. Eawag passes on its research
findings by consulting, knowledge
and technology transfer, the PEAK
courses, the Info
Day and publications to experts from business, industry
and management, and to engineering and environmental consultants.
This enables them to keep their knowledge up-to-date.
Investing in the next generation
Academic
education plays an important role at Eawag. Through joint
professorships and lecturers at the ETH Zurich and EPFL,
at national and international universities and at universities of
applied sciences, Eawag researchers can develop contact with emerging
researchers and promote the exchange of knowledge. Students fully
participate in research projects and doctoral students find excellent
conditions for their dissertation. ” Through the “Eawag
Partnership Programme for Developing Countries,” students
from low- and middle-income countries are given the opportunity to
conduct research at Eawag and can bring their acquired know-how to
their home countries.
Apprenticeships
are also important to Eawag. It, therefore, offers several apprenticeships
for vocational trainees each year. Specialists supervise and support
the apprentices in acquiring technical, methodological, social and
personal skills.
Water Hub: Eawag research
at research platform NEST
by Eawag - aquatic research
The Water Hub is Eawag's contribution to NEST, a research platform,
which allows researchers and industrial partners to test new building
technologies under realistic conditions. The WaterHub is the experimental
site, where Eawag researchers are able to develop and demonstrate
technologies for the treatment of separated wastewater streams, the
main wastewater streams from households: urine, greywater, and blackwater.
Leading Water Universities
& Institutes Source: WaterWorld
World
Water Council (WWC)
The World Water Council is an international organization that aims
to promote awareness, build political commitment, and trigger action
on critical water issues at all levels. It convenes the triennial
World Water Forum and collaborates with various stakeholders to address
global water challenges.
United
Nations Water (UN-Water)
UN-Water coordinates the efforts of various UN entities and international
organizations working on water and sanitation issues. It facilitates
cooperation and provides guidance on water-related policies, strategies,
and initiatives globally.
International
Water Management Institute (IWMI)
IWMI is a non-profit research organization focusing on sustainable
water management to improve food security, livelihoods, and the environment.
It conducts research, develops solutions, and provides evidence-based
policy advice to promote water security and resilience.
Stockholm
International Water Institute (SIWI)
SIWI is a policy institute that seeks to address global water challenges
through research, advocacy, and capacity-building initiatives. It
organizes the annual World Water Week in Stockholm, facilitates knowledge
sharing, and supports the implementation of water-related Sustainable
Development Goals (SDGs).
Water
Environment Federation (WEF)
WEF is a not-for-profit technical and educational organization that
focuses on water quality issues, wastewater treatment, and environmental
sustainability. It provides training, resources, and networking opportunities
for water professionals worldwide.
International
Water Association (IWA)
IWA is a global network of water professionals, researchers, and practitioners
dedicated to advancing water science, technology, and management.
It organizes conferences, publishes journals, and promotes innovation
and best practices in the water sector.
Global
Water Partnership (GWP)
GWP is a multi-stakeholder platform that supports integrated water
resources management (IWRM) approaches worldwide. It facilitates dialogue,
builds capacity, and promotes partnerships to foster sustainable water
governance and development.
Asian Institute of Technology (AIT)
AIT is an international institution based in Thailand that offers
education, research, and capacity-building programs in various fields,
including water resources management, environmental engineering, and
climate change adaptation.
International
Centre for Water Resources and Global Change (ICWRGC)
ICWRGC, hosted by UNESCO, focuses on research, data analysis, and
capacity-building activities related to water resources management
and global change. It supports international cooperation and provides
scientific support for water-related policy development.
Centre
for Ecology & Hydrology (CEH)
CEH is a research institute in the UK that conducts interdisciplinary
research on freshwater and terrestrial ecosystems. It addresses water-related
challenges such as pollution, biodiversity loss, and hydrological
extremes through scientific research and monitoring.
.
The institute’s
activities include applied research and development (R&D), the provision
of services and continuing professional development. Working closely
with public, industrial and private partners, the institute addresses
the political, economic and social challenges facing the region and
the environment as a whole.
Nestled in the heart of the Swiss Alps, the HES-SO Valais-Wallis is
a university of applied sciences and arts where languages and cultures
converge. Inclusive and cosmopolitan, it offers professionalising courses
where the focus is always on the student.
Innovative and boasting
a wealth of experience, the HES-SO Valais-Wallis enjoys a leading role
in the field of applied research and development in Valais, with influence
extending far beyond the borders of the canton.
Its expertise and the synergies
developed make it a key player in the provision of related training.
We offer practice-based degree programmes
at university level which follow on from basic vocational training.
The degree programmes lead to an HES-SO
Bachelor of Science. We also offer consecutive Master’s degrees,
post-graduate training and continuing vocational education. We are
contracted to run education programmes on upper secondary level and
tertiary B level to learn in Switzerland.
Our courses in Switzerland carry out
applied research & development projects and integrate the results
into the courses. We provide services to third parties and establish
and maintain relationships with professional bodies.
We promote the transfer of know-how and
technologies, contribute to the enhancement of knowledge and promote
its use for the benefit of students and society. In this sense, we
also support the creation of new businesses.
Our interdisciplinary approach promotes
innovation and creativity.
We carry out our missions and thus contribute
to the sustainable social, environmental and cultural development
of the Valais. We share values such as respect and equality.
We are committed to promoting bilingualism
(French/German) as a value-added benefit for our students and staff.
We also offer degree programmes in English in order to satisfy the
market requirements and to improve the employability of our students.
Flexigrid demonstrates flexibility in
the Swiss alps
by Flexigrid
FlexiGrid's partners the
University HES-SO located in Sion Switzerland, test flexibility solutions
in collaboration with the Swiss DSO OIKEN. In this video researcher
Jessen Page is interviewed.
Leading Energy Institutes
and Universities Source: ChatGPT 3.5
Massachusetts Institute of Technology (MIT) Energy
Initiative
MIT's Energy Initiative focuses on addressing global energy challenges
through interdisciplinary research and collaboration. They offer various
programs and research opportunities in renewable energy, energy efficiency,
and sustainable technologies.
Stanford University Precourt
Institute for Energy
Stanford's Precourt Institute for Energy conducts research on sustainable
energy technologies, policy, and economics. They offer graduate programs
and opportunities for students to engage in cutting-edge research
projects.
University of California, Berkeley Energy
and Resources Group (ERG)
UC Berkeley's Energy and Resources Group (ERG) is a leading interdisciplinary
program focusing on sustainable energy, environmental policy, and
social equity. The university is also home to various research centers
and initiatives dedicated to renewable energy and climate change.
ETH Zurich Energy
Science Center (ESC)
The Swiss Federal Institute of Technology in Zurich has a strong focus
on sustainable energy research and offers programs in renewable energy
systems, energy policy, and environmental engineering.
Delft University of Technology Faculty
Electrical Engineering, Mathematics and Computer Science
Delft's Faculty of Electrical Engineering, Mathematics and Computer
Science has a dedicated department for Sustainable Energy Technology,
offering programs and research opportunities in areas like wind energy,
solar energy, and smart grids.
Imperial College London Energy
Futures Lab
Imperial's Energy Futures Lab is a multidisciplinary research institute
focusing on sustainable energy solutions, including renewable energy
technologies, energy storage, and energy policy.
Technical University of Denmark (DTU) Department
of Energy Conversion and Storage
DTU Energy is one of Europe's largest energy research departments,
specializing in renewable energy, energy storage, and sustainable
energy systems.
National
Renewable Energy Laboratory (NREL)
While not a university, NREL is a prominent U.S. national laboratory
dedicated to research and development in renewable energy and energy
efficiency technologies.
École Polytechnique Fédérale de Lausanne (EPFL) EPFL
Energy Center
EPFL Energy Center has a strong focus on sustainable energy research,
including solar energy, energy efficiency, and advanced materials
for energy applications.
is an initiative of the European Institute of Innovation and Technology
(EIT). Since January 2019 we have been working to encourage positive
changes in the way people move around cities in order to make them more
liveable places. We aim to become the largest European initiative transforming
urban mobility. Co-funding of up to € 400 million (2020-2026) from
the EIT, a body of the European Union, will help make this happen.
Our vision and mission
Using our cities as living
labs, our industry and university partners will demonstrate how new
technologies can work to solve real problems in real cities by transporting
people, freight and waste in smarter ways.
Our programmes support
our vision of creating more liveable urban spaces. By fostering innovation
and transformation, we can improve people’s quality of life, decarbonise
mobility and make Europe’s economy more competitive.
This partnership is all
about inspiring and enabling the move towards more liveable urban spaces,
dedicated entrepreneurial talent and competitive mobility businesses.
Together we aim to build a prosperous future for our cities.
It will create an innovation
community to educate and inspire mobility solutions for 21st century
cities. We will avoid fragmentation by encouraging all urban mobility
players to work together - with cities and citizens at its heart - and
increase social inclusion and equality.
Happy New Year 2024
by EIT Urban Mobility
EIT Urban Mobility - Business Creation
meets urban mobility challenges
by EIT Urban Mobility
Get an overview of what EIT Urban Mobility
has to offer to startups! This video was part of the EcoMotion 2020
Virtual Event.
Leading Mobility Institutes and
Universities Source: ChatGPT 3.5
Massachusetts Institute
of Technology (MIT)
Department of Urban Studies and Planning Media
Lab
MIT's Department of Urban Studies and Planning and its Media Lab are
known for their research on urban mobility, autonomous vehicles, and
transportation systems.
University of California, Berkeley Institute
of Transportation Studies (ITS)
UC Berkeley's Institute of Transportation Studies (ITS) is one of
the leading transportation research institutions globally, focusing
on sustainable transportation, intelligent transportation systems,
and urban mobility.
Technical University of Munich (TUM) Department
of Civil, Geo and Environmental Engineering
TUM's Department of Civil, Geo and Environmental Engineering has a
strong focus on transportation engineering, mobility concepts, and
urban planning. They are also known for their research on autonomous
driving and intelligent transportation systems.
Delft University of Technology Faculty
of Civil Engineering and Geosciences
Delft's Faculty of Civil Engineering and Geosciences offers programs
and research opportunities in transportation engineering, traffic
management, and sustainable mobility solutions.
University of Michigan Transportation
Research Institute (UMTRI)
The University of Michigan's Transportation Research Institute (UMTRI)
is a leading institution for research on automotive technology, transportation
safety, and mobility solutions.
ETH Zurich Future
Cities Laboratory and Institute
for Transport Planning and Systems
ETH Zurich's Future Cities Laboratory and Institute for Transport
Planning and Systems conduct research on sustainable urban mobility,
transportation modeling, and mobility infrastructure.
Imperial College London Centre
for Transport Studies
Imperial's Centre for Transport Studies is renowned for its research
on transportation policy, intelligent transportation systems, and
sustainable mobility solutions.
University of Tokyo Department
of Urban Engineering and
Institute of Industrial Science
The University of Tokyo's Department of Urban Engineering and Institute
of Industrial Science conduct research on urban transportation systems,
intelligent transportation, and mobility solutions for megacities.
We are a multidisciplinary
group, led by Dr Negin Nazarian, dedicated to exploring the climate
impact in the built environment and realizing pathways to making our
cities climate-resilient. Through our research, we aim to address the
pressing challenges of urban climate (such as urban heat, ventilation,
energy, and air quality) using a range of established and emerging methods
such as climate modeling, environmental sensing, and IoT technologies.
Our team spans a broad range of expertise including climate scientists,
engineers, data experts, and architects, and we aspire to enhance cutting-edge
scientific, economic, and planning-related research that can aid decision-makers
and stakeholders about the impacts of climate change on cities.
BENV7020
Urban Climate Informatics Nazarian
by Negin Nazarian
Institutes
and universities around the world that specialize in urban studies and
climate change research. Source: ChatGPT 3.5
UN-Habitat’s
Cities and Climate Change Initiative (CCCI)
is the Agency’s flagship Initiative supporting cities in emerging
and developing countries to address the climate challenge. The Initiative
supports cities responding to the negative impact of climate change
that is already being felt worldwide, and to put in place appropriate
mitigation measures. CCCI places emphasis on participatory processes,
sound analysis, sustainable urban planning, good governance, responsive
leadership, and practical initiatives at all levels.
Urban
Climate Change Research Network (UCCRN)
UCCRN is a global network of researchers and practitioners focused
on urban climate change adaptation and mitigation. It collaborates
with universities, research institutions, and cities worldwide to
advance knowledge and action on urban climate issues.
University of
Sheffield, UK Urban
Institute
The Urban Institute at the University of Sheffield conducts interdisciplinary
research on urban issues, including climate change, urban governance,
and sustainable development. It hosts several research centers focusing
on urban sustainability and resilience.
Columbia
University, USA Urban
Climate Lab
Based at Columbia University's Earth Institute, the Urban Climate
Lab conducts research on urban climate dynamics, extreme weather events,
and climate adaptation strategies. It collaborates with cities globally
to develop innovative solutions for urban climate challenges.
Chinese
Academy of Social Sciences (CASS), China
Institute for Urban and Environmental Studies
CASS's Institute for Urban and Environmental Studies conducts research
on urban development, environmental sustainability, and climate change
adaptation in China and beyond. It provides policy recommendations
to address urban environmental challenges.
University
of Washington, USA Urban
Climate Change Research Center (UCCRC)
UCCRC at the University of Washington focuses on interdisciplinary
research to understand and address urban climate change impacts. It
engages with local communities and policymakers to develop climate
adaptation strategies for cities.
University
of Manchester, UK Urban
Climate Change Governance Research Group
This research group at the University of Manchester investigates the
governance of urban climate change adaptation and mitigation efforts.
It explores the roles of various stakeholders in shaping urban climate
policy and action.
Urban
Resilience to Extremes Sustainability Research Network (UREx SRN)
UREx SRN is a collaborative research network involving multiple universities
and research institutions. It focuses on understanding urban resilience
to extreme weather events and climate change impacts through interdisciplinary
research and stakeholder engagement.
University
of Toronto, Canada Urban
Climate Change Research Network (UCCRN)
UCCRN at the University of Toronto conducts research on urban climate
change adaptation and mitigation strategies. It collaborates with
cities globally to assess climate risks and develop resilience-building
measures.
Climate
change resources for schools - WWF-UK We've produced a range
of curriculum linked resources for the classroom to help your pupils
explore the issues of climate change in an engaging and motivating way.
Climate
Change Resources for Educators and Students
by U.S. Environmental Protection Agency
-EPA
The earth’s climate is changing. While the
planet’s climate has changed before, this time is different. People
are causing these changes, which are bigger and happening faster than
any climate changes that modern society has ever seen.
This page
provides federal and non-governmental resources for students
and educators
to learn about and teach climate change.
For
Educators - Climate Change - NASA
Organizations provide reviewed listings
of the best available student and educators resources related to global
climate change, including NASA products.
Climate
Change Resources for Students and Teachers
by Common Sense, San Francisco, USA
Bottom Line: This is a one-stop shop for climate change info, from basic
intro content to practical guides and raw data; good for middle schoolers
and up.
25 tools
Our students face a future of increased global temperatures and rising
sea levels. They have no option but to grapple with climate change's
consequences and to consider what a more sustainable future looks like.
However, climate change can feel complex and overwhelming, even for
adults. That's why it's helpful to break things down into a set of causes,
effects, and solutions. The tools on this list do just that. There are
resources and lesson plans for digging into data on everything from
CO2 emissions to population density, analyzing environmental and ecological
systems, and understanding renewable energy and conservation. With these
resources, students can reckon with the realities of climate change
and feel like a better world is possible.
What
are the best resources for teaching learners about climate change?
by Cambridge University Press & Assessment, UK
Climate change is having an increasingly significant impact on the lives
of people around the world. Language education can provide learners
with subject-specific and functional language for learning about the
topic, and discussing ways in which we might work together on identifying
and implementing solutions.
However, many teachers have no formal training in how to teach learners
about climate change, and with so much information and so many resources
available, knowing where to start can seem overwhelming and daunting.
To help navigate the wealth of materials available, we’ve put together
a short guide to some of the best free and engaging resources for teaching
learners about climate change.
Climate
Education
by Open Educational Resources (OER)
Public awareness about the threat of climate change
is on the rise, but the global need to help people around the world
understand, reduce, and prepare for the threats posed by a changing
climate is vast - and urgent.
Many people
do not have access to the information and knowledge they need, particularly
those in rural areas, international educators and scholars, and members
of underrepresented communities. This Hub is designed to be a library
of educational resources about climate change and intersectional topics.
The key element of these materials is that they are available under
a copyright license that allows for free sharing and customization -
providing more equitable access to students and heavily impacted communities
around the world, as well as unlocking the power of educators to add
cultural relevancy and local context - ultimately allowing more people
to more deeply interact and collaborate with the material and issues
we face.
SDG
Resources for Educators - Climate Action
by UNESCO
Why Education is crucial
to achieving SDG-13
Improved Climate Change Education (CCE) raises awareness about human
and institutional capacity on climate change mitigation, adaptation
and impact reduction, as well as on early warning systems. CCE also
promotes mechanisms for raising capacity for effective climate change-related
planning and management in Least Developed Countries and Small Island
Developing States, with a focus on women, youth and local and marginalized
communities. (Access
to Learning objectives for SDG-13)
Education
resources on Climate Change
by Amnesty International,
UK
Educational resources to help you explore why climate change is a human
rights issue, and how human rights can be used as a tool to combat the
climate crisis.
Climate
challenge | Classroom Resources: Ages 7-14
by Oxfam, UK
Explore the human impact of the climate crisis. Investigate how communities
around the world are being affected by climate change, and how people
are responding and adapting to these challenges.
With separate versions
for ages 7-11 and 11-14, the activities link to a number of curricular
areas including English, science and geography.
Lindsay
Angelo is an award-winning Futurist, Growth Strategist,
MBA and TEDx speaker. Named a Woman to Watch and Global Innovation Leader,
she's passionate about partnering with purpose-driven professionals
and brands to deliver foresight, build their strategic thinking muscles
and craft strategies that drive growth - and impact.
When she’s not collaborating with
clients, she’s hitting stages across the globe to deliver keynotes
on the future of consumerism, culture and purpose-driven strategy. Prior
to consulting, Lindsay spent six years at lululemon crafting their global
growth strategy, exploring new marketplace opportunities and growing
the company into the number one yoga wear player in the world.
A born entrepreneur, Lindsay discovered
her passion for business starting up her own apparel venture a teenager.
This pursuit later took her to the angel investment arena incubating
early-stage brands and then on to working in Strategy across the health
and wellness, retail, entertainment, and technology spaces. Lindsay
specializes in working with purpose-driven organizations looking to
create big impact in the world. She is the creator of the signature
well-thy blueprint for driving brand growth and impact and has worked
with an array of leading edge companies including start-ups, think tanks
and fortune 500 companies such as lululemon, the LEGO Group, Snapchat,
Unilever, WeWork, Goodman Brand and the Human Potential Institute. Lindsay
sits on the Advisory board for World Business Research and contributes
to a variety of media houses and publications including the Globe and
Mail, CBC Radio, the National Post, Retail Executive and Innovation
Leader.
Prior to this, a lifelong love for sport
transported Lindsay bi-coastal to play NCAA Division 1 volleyball for
George Mason University in Fairfax, Virginia. A dual citizen of the
US and Canada, Lindsay continues to live and breathe all that she pursues
in her consulting, wellness and recreational pursuits. Embrace the sweet
spot where creativity and logic intersect, with Lindsay.
Introduction to Futures
Thinking: The Power Skill of 2024
Johannes Petry
Jan Fichtner
Robin Jaspert
Richard Brown
Kim Beasy
Chloe Lucas
Gretta Pecl
