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Global climate
(2017)
On 12 December, the twenty-first Conference of Parties (COP-21) of the United Nations Framework Convention on Climate Change (UNFCCC) adopted the Paris Agreement. This marked the conclusion of the long process of crafting a new international climate regime that began with the adoption of the Bali Roadmap in 2007, failed spectacularly in Copenhagen in 2009, and resumed with a new approach in Durban 2011. This article summarizes and analyzes the main contents of the Paris Agreement.
The future belongs to the youth, but do they really have a say in it? Learning processes with regard to a successful socio-ecological change must start in childhood and adolescence in order to succeed in social transformation. The youth cannot be a passive part in a changing society - they have to be actively included in its design. When allowed to participate, young people can make important and effective contributions - which should not be reduced to sub-projects and opportunity structures. In a socio-political context, participation means involvement, collaboration, and commitment. In the context of intra- and inter-generational equity, as the core part of sustainable development, participation strategies should be developed that allow for a permanent and purposeful involvement of children and adolescents. Participation of young people is an important and appropriate step in strengthening those who are so strongly affected by the planning processes but are otherwise powerless. A successful involvement and participation of non-professional actors requires a target group-oriented method, a supportive culture of participation, as well as clarity and decision latitude. Abiding by these rules leads to central results.
Business model resilience : understanding the role of companies in societal transformation processes
(2017)
Business model resilience (BMR) is introduced as a conceptual framework to better understand the systemic dimension of companies affected by and shaping sustainability transformations. It offers an interdisciplinary approach for management studies and a framework for orientation in management practice.
In recent years, a number of energy scenario studies which aim to advise policy makers on appropriate energy policy measures have been developed. These studies highlight changes required to achieve a future energy system that is in line with public policy goals such as reduced greenhouse gas emissions and an affordable energy supply. We argue that behavioural changes towards energy-sufficient lifestyles have considerable potential to contribute to public policy goals and may even be indispensable for achieving some of these goals. This potential should, therefore, be reflected in scenario studies aiming to provide comprehensive advice to policy makers. We analyse the role that energy-sufficient lifestyles play in prominent recent global energy scenario studies and find that these studies largely ignore the potential of possible behavioural changes towards energy-sufficient lifestyles. We also describe how such changes have been considered in several other scenario studies, in order to derive recommendations for the future development of global energy scenarios. We conclude that the inclusion of lifestyle changes in energy scenarios is both possible and useful. Based on our findings, we present some general advice for energy scenario developers on how to better integrate sufficiency into future energy scenario studies in a quantitative manner.
Transitions towards sustainability are urgently needed to address the interconnected challenges of economic development, ecological integrity, and social justice, from local to global scales. Around the world, collaborative science-society initiatives are forming to conduct experiments in support of sustainability transitions. Such experiments, if carefully designed, provide significant learning opportunities for making progress on transition efforts. Yet, there is no broadly applicable evaluative scheme available to capture this critical information across a large number of cases, and to guide the design of transition experiments. To address this gap, the article develops such a scheme, in a tentative form, drawing on evaluative research and sustainability transitions scholarship, alongside insights from empirical cases. We critically discuss the scheme's key features of being generic, comprehensive, operational, and formative. Furthermore, we invite scholars and practitioners to apply, reflect and further develop the proposed tentative scheme - making evaluation and experiments objects of learning.