Adopt sustainable development principle in aquaculture

The inadequate planning and inefficient management of coastal aquaculture has resulted into serious socioeconomic consequences. These are the displacement of rural communities which traditionally depended on mangroves due to large-scale mangrove conversion for shrimp and fish farming, land subsidence caused by excessive pumping of groundwater for use in aquaculture, financial losses due to disease outbreaks, and public health consequences due to red tide. In order to maximize the socioeconomic benefits of coastal aquaculture the adoption of the principles of sustainable development is recommended. Sustainable development is the management and conservation of natural resource base and the orientation of technological and institutional change in such a manner to ensure the attainment and continued satisfaction of human needs for present and future generations.

Report on science communication training and Wayamba International Conference (WINC) on Sustainable Development through Equitable Sharing

This report presents presentations from representatives of 12 countries, key outcomes and recommendations for the future.

Discussion: Widening engineering horizons: Addressing the complexity of sustainable development

The following discussion is from an Institution of Civil Engineers (ICE) prestige lecture based on the original paper and delivered by the authors at the ICE in London on 24 September 2008.1 The event was chaired by Engineering Sustainability editorial panel chair, Professor Chris Rogers from Birmingham University. It was attended by an audience of 130 people as well as being watched by a similar number over a live web-cast. The web-cast can be accessed from the ICE archive for online viewing at http://scenta. interwise.com/etechb/ OnDemand/TH6509.

Exploring key sustainable development themes through learning activities

The Masters programme in Engineering for Sustainable Development at Cambridge University explores a number of key themes, including dealing with: complexity, uncertainty, change, other disciplines, people, environmental limits, whole life costs, and trade-offs. This paper examines how these concepts are introduced and analyses the range of exercises and assignments which are designed to encourage students to test their own assumptions and abilities to develop competencies in these areas. Student performance against these tasks is discussed and student feedback is also presented, with a focus on how their awareness of the themes are met through a range of activities.

Exploring key sustainable development themes through learning activities

Purpose: The paper examines how a number of key themes are introduced in the Masters programme in Engineering for Sustainable Development at Cambridge University through student centred activities. These themes include dealing with complexity, uncertainty, change, other disciplines, people, environmental limits, whole life costs, and trade-offs. Design/methodology/approach: The range of exercises and assignments designed to encourage students to test their own assumptions and abilities to develop competencies in these areas are analysed by mapping the key themes onto the formal activities which all students undertake throughout the core MPhil programme. The paper reviews the range of these activities that are designed to help support the formal delivery of the taught programme. These include residential field courses, role plays, change challenges, games, systems thinking, multi criteria decision making, awareness of literature from other disciplines and consultancy projects. An axial coding approach to the analysis of routine feedback questionnaires drawn from recent years has been used to identify how student’s own awareness develops. Also results of two surveys are presented which tests the students’ perceptions about whether or not the course is providing learning environments to develop awareness and skills in these areas. Findings: Students generally perform well against these tasks with a significant feature being the mutual support they give to each other in their learning. The paper concludes that for students from an engineering background it is an holistic approach to delivering a new way of thinking through a combination of lectures, class activities, assignments, interactions between class members, and access to material elsewhere in the University that enables participants to develop their skills in each of the key themes. Originality /value: The paper provides a reflection on different pedagogical approaches to exploring key sustainable themes and reports students own perceptions of the value of these kinds of activities. Experiences are shared of running a range of diverse learning activities within a professional practice Masters programme.

Graduate Education for Leadership in Sustainable Development Innovation , Practice and Research

This paper reflects on the motivation, method and effectiveness of teaching leadership and organisational change to graduate engineers. Delivering progress towards sustainable development requires engineers who are aware of pressing global issues (such as resource depletion, climate change, social inequity and an interdependent economy) since it is they who deliver the goods and services that underpin society within these constraints. In recognition of this fact the Cambridge University MPhil in Engineering for Sustainable Development has focussed on educating engineers to become effective change agents in their professional field with the confidence to challenge orthodoxy in adopting traditional engineering solutions. This paper reflects on ten years of delivering this course to review how teaching change management and leadership aspects of the programme have evolved and progressed over that time. As the students on this professional practice have often extensive experience as practising engineers and scientists, they have learned the limitations of their technical background when solving complex problems. Students often join the course recognising their need to broaden their knowledge of relevant cross-disciplinary skills. The course offers an opportunity for these early to mid-career engineers to explore an ethical and value-based approach to bringing about effective change in their particular sectors and organisations. This is achieved through action learning assignments in combination with reflections on the theory of change to enable students to equip themselves with tools that help them to be effective in making their professional and personal life choices. This paper draws on feedback gathered from students during their participation on the course and augments this with alumni reflections gathered some years after their graduation. These professionals are able to look back on their experience of the taught components and reflect on how they have been able to apply this key learning in their subsequent careers.

Graduate education for leadership and organisational change in sustainable development

This paper reflects on the motivation, method and effectiveness of teaching leadership and organisational change to graduate engineers. Delivering progress towards sustainable development requires engineers who are aware of pressing global issues (such as resource depletion, climate change, social inequity and an interdependent economy) since it is they who deliver the goods and services that underpin society within these constraints. They also must understand how to implement change in the organisations within which they will work. In recognition of this fact the Cambridge University MPhil in Engineering for Sustainable Development has focussed on educating engineers to become effective change agents in their professional field with the confidence to challenge orthodoxy in adopting traditional engineering solutions. This paper reflects on ten years of delivering a special module to review how teaching change management and leadership aspects of the programme have evolved and progressed over that time. As the students who embark on this professional practice have often extensive experience as practising engineers and scientists, many have already learned the limitations of their technical background when solving complex problems. Students often join the course recognising their need to broaden their knowledge of relevant cross-disciplinary skills. The programme offers an opportunity for these early to mid-career engineers to explore an ethical and value-based approach to bringing about effective change in their particular sectors and organisations. This is achieved through action learning assignments in combination with reflections on the theory of change to enable students to equip themselves with tools that help them to be effective in making their professional and personal life choices. This paper draws on feedback gathered from students during their participation on the programme and augments this with alumni reflections gathered some years after their graduation. These professionals are able to look back on their experience of the taught components and reflect on how they have been able to apply this key learning in their subsequent careers. Copyright © 2012 September.

Sustainable development of coastal and marine areas in small island developing states: A basis for integrated coastal management

Agenda 21, the 40-chapter action plan, agreed to by all nations participating in the 1992 Earth Summit represents an ambitious effort to provide policy guidance across the entire spectrum of environment, development, and social issues confronting mankind. In the area of oceans and coasts (Chapter 17 of Agenda 21), the Earth Summit underscored that the management of oceans and coasts should be ‘integrated in content and anticipatory in ambit.’ To assist those responsible for implementing the Earth Summit guidelines on ocean and coastal management, this article first reviews the fundamental shift in paradigm reflected in the Earth Summit agreements as well as the specific recommendations contained in Chapter 17. Next, the article examines the central concept of ‘integrated management,’ noting both its importance and its limits. A general or ‘synthesis’ model of ‘integrated coastal management’ is then presented, addressing such questions as management goals, what is being managed, where, how, and by whom. In a concluding section, methods are proposed whereby the general or ‘synthesis model’ can be tailored to diverse national contexts, involving varying physical, socio-economic, and political conditions.

Assessment of coastal zone sustainable development: A case study of Yantai, China

The assessment of sustainable development is a challenging task as its measuring is rather complex without a mature framework. In this paper, as a case study, a coastal city of China-Yantai was assessed for sustainable development in the period from 1998 to 2007. We used a methodological framework based on 36 indicators and three composite indices from the dimensions of environment, economy and society subsystems. The assessment results indicated that Yantai was almost in the potentially unsustainable development or intermediate sustainable development, except in 1998 and in 2007. Accordingly, the progress of sustainable development was divided into two stages in the light of the relative changes of three subsystems. Some relevant issues, such as natural capital, GPI vs. GDP in sustainable development assessment were discussed. Finally, an uncertainty analysis was also given in the assessment. In conclusion, the sustainable development in Yantai had experienced a shift from environment-based to social-economic-based in the past 10 years. (C) 2010 Elsevier Ltd. All rights reserved.