In quest of reducing the environmental impacts of food production and consumption

Food supply chains are increasingly associated with environmental and socio-economic impacts. An increasing global population, an evolution in consumers' needs, and changes in consumption models pose serious challenges to the overall sustainability of food production and consumption. Life cycle thinking (LCT) and assessment (LCA) are key elements in identifying more sustainable solutions for global food challenges. In defining solutions to major global challenges, it is fundamentally important to avoid burden shifting amongst supply chain stages and amongst typologies of impacts, and LCA should, therefore, be regarded as a reference method for the assessment of agri-food supply chains. Hence, this special volume has been prepared to present the role of life cycle thinking and life cycle assessment in: i) the identification of hotspots of impacts along food supply chains with a focus on major global challenges; ii) food supply chain optimisation (e.g. productivity increase, food loss reduction, etc.) that delivers sustainable solutions; and iii) assessment of future scenarios arising from both technological improvements and behavioural changes, and under different environmental conditions (e.g. climate change). This special volume consists of a collection of papers from a conference organized within the last Universal Exposition (EXPO2015) “LCA for Feeding the planet and energy for life” in Milan (Italy) in 2015 as well as other contributions that were submitted in the year after the conference that addressed the same key challenges presented at the conference. The papers in the special volume address some of the key challenges for optimizing food-related supply chains by using LCA as a reference method for environmental impact assessment. Beyond specific methodological improvements to better tailor LCA studies to food systems, there is a clear need for the LCA community to “think outside the box”, exploring complementarity with other methods and domains. The concepts and the case studies presented in this special volume demonstrate how cross-fertilization among difference science domains (such as envi- ronmental, technological, social and economic ones) may be key elements of a sustainable “today and tomorrow” for feeding the planet.info:eu-repo/semantics/publishedVersio

In quest of reducing the environmental impacts of food production and consumption

AbstractFood supply chains are increasingly associated with environmental and socio-economic impacts. An increasing global population, an evolution in consumers' needs, and changes in consumption models pose serious challenges to the overall sustainability of food production and consumption. Life cycle thinking (LCT) and assessment (LCA) are key elements in identifying more sustainable solutions for global food challenges. In defining solutions to major global challenges, it is fundamentally important to avoid burden shifting amongst supply chain stages and amongst typologies of impacts, and LCA should, therefore, be regarded as a reference method for the assessment of agri-food supply chains. Hence, this special volume has been prepared to present the role of life cycle thinking and life cycle assessment in: i) the identification of hotspots of impacts along food supply chains with a focus on major global challenges; ii) food supply chain optimisation (e.g. productivity increase, food loss reduction, etc.) that delivers sustainable solutions; and iii) assessment of future scenarios arising from both technological improvements and behavioural changes, and under different environmental conditions (e.g. climate change). This special volume consists of a collection of papers from a conference organized within the last Universal Exposition (EXPO2015) "LCA for Feeding the planet and energy for life" in Milan (Italy) in 2015 as well as other contributions that were submitted in the year after the conference that addressed the same key challenges presented at the conference. The papers in the special volume address some of the key challenges for optimizing food-related supply chains by using LCA as a reference method for environmental impact assessment. Beyond specific methodological improvements to better tailor LCA studies to food systems, there is a clear need for the LCA community to "think outside the box", exploring complementarity with other methods and domains. The concepts and the case studies presented in this special volume demonstrate how cross-fertilization among difference science domains (such as environmental, technological, social and economic ones) may be key elements of a sustainable "today and tomorrow" for feeding the planet

Engaging stakeholders in research to address water-energy-food (WEF) nexus challenges

The water–energy–food (WEF) nexus has become a popular, and potentially powerful, frame through which to analyse interactions and interdependencies between these three systems. Though the case for transdisciplinary research in this space has been made, the extent of stakeholder engagement in research remains limited with stakeholders most commonly incorporated in research as end-users. Yet, stakeholders interact with nexus issues in a variety of ways, consequently there is much that collaboration might offer to develop nexus research and enhance its application. This paper outlines four aspects of nexus research and considers the value and potential challenges for transdisciplinary research in each. We focus on assessing and visualising nexus systems; understanding governance and capacity building; the importance of scale; and the implications of future change. The paper then proceeds to describe a novel mixed-method study that deeply integrates stakeholder knowledge with insights from multiple disciplines. We argue that mixed-method research designs—in this case orientated around a number of cases studies—are best suited to understanding and addressing real-world nexus challenges, with their inevitable complex, non-linear system characteristics. Moreover, integrating multiple forms of knowledge in the manner described in this paper enables research to assess the potential for, and processes of, scaling-up innovations in the nexus space, to contribute insights to policy and decision making

Research in sub-saharan African food systems must address post-sustainability challenges and increase developmental returns

The article argue that the livelihood approach is relevant for Research in sub-saharan African food systems, which must address post-sustainability challenges and increase developmental return

Fair agricultural innovation for a changing climate

Agricultural innovation happens at different scales and through different streams. In the absence of a common global research agenda, decisions on which innovations are brought to existence, and through which methods, are taken with insufficient view on how innovation affects social relations, the environment, and future food production. Mostly, innovations are considered from the standpoint of economic efficiency, particularly in relationship to creating jobs for technology-exporting countries. Increasingly, however, the realization that innovations cannot be successful on their technical prowess alone calls for a broader investigation

Gettysburg College Sustainability Proposal

In the fall of 2011, the Environmental Studies capstone class led by Professor Rutherford Platt was asked to write Gettysburg College’s first Sustainability Plan. The goal of the plan was to develop specific sustainable practices for the campus that were related to the three pillars of sustainability: economic, social, and environmental, and how integrating diligent sustainable practices into each of these respected pillars will result in a more conscious campus, community, and future. In 2010, Gettysburg College turned to the Sustainability Tracking Assessment and Rating System (STARS) to quantify the institution’s sustainability efforts, providing a self-check mechanism to encourage sustainability applications to all aspects of the College. The American College and University Presidents’ Climate Commitment was signed in 2007 by former Gettysburg College President Katherine Haley Will, declaring that Gettysburg College would become carbon neutral by 2032. Gettysburg College has made large strides in the search for sustainability, and aims to continue its dedication to furthering sustainable practice. The following plan outlines the six priority areas identified by the Capstone class: progress of the American College and University Presidents’ Climate Commitment, Dining Services, campus green space, community outreach, integration of sustainability into the Gettysburg College Curriculum, and the Sustainability Advisory Committee. The first priority area identified was monitoring and upholding the American College and University Presidents’ Climate Commitment (ACUPCC). Though creating new sustainability initiatives on campus is the driving force towards an increasingly sustainable college and community, it is imperative that these goals be carried out in full to maximize beneficial returns. In order to reach carbon neutrality, Gettysburg College hopes to increase energy efficiency in buildings, incorporate renewable energy sources on campus, and mitigate remaining emissions through the purchase of carbon offsets. To further the College’s progress, it is proposed that Gettysburg College continue its energy-efficient appliance purchasing policy, as well as create a policy to offset all greenhouse gas emissions generated by air travel for students study abroad. As stated by the ACUPCC, a Sustainability Committee should take responsibility for the updates and progress reports required to meet the goal of carbon neutrality. The second priority area identified was sustainability in Dining Services. Gettysburg College is home to 2,600 students, all of whom require three full meals a day. Dining Services accounts for a large fraction of Gettysburg College’s sustainability efforts, already implementing sustainability through composting, buying local produce, and using biodegradable products. The proposed on-campus sales cuts of non-reusable to-go items, a change in campus mentality on food waste, and improved composting practices will translate to an increasingly sustainable campus, as well as a well-fed campus body. The third priority was maintaining green space on campus. Ranked as the 23rd most beautiful campus in the United States by The Best Colleges, Gettysburg College utilizes campus green space to create an atmosphere that is conducive to activity as well as tranquility. The plan proposes that Gettysburg College and its grounds facilities continue their exceptional efforts, focusing on increasing the use of the student garden, creating a new rain garden or social area on campus, and converting unnecessary parking lots into green space. As these additions are completed, they must be introduced to the student body and faculty alike to assure these areas are known and utilized. The fourth priority was utilizing community outreach to spread awareness of sustainability initiatives on and off campus. To connect the sustainability-geared changes proposed in this plan, community outreach at Gettysburg College is assessed to estimate how well these initiatives are communicated and promoted to both potential and enrolled students, faculty, and other concerned parties. To evaluate the efficiency of communication at Gettysburg College, a quantitative assessment is presented to measure the ease of finding the sustainability webpage, the quality of sustainability-related topics available on the webpage, and quality of webpage design. The webpage is in need of improved text to image ratios, locations of sustainability topics, and data displays. Despite not having a link to the sustainability webpage on the Gettysburg College homepage, sustainability events should be covered and presented on the rotational news feed found on the homepage to maximize outreach to interested parties or simply to add to the definition of Gettysburg College. The fifth priority was integrating sustainability into the Curriculum to build a culture on campus that values academic rigor, supports students as they cultivate intellectual and civic passions, and promotes the development of healthy social relationships and behaviors. The proposed Sustainability Committee on Sustainability in the Curriculum (SCC) will hold sustainability workshops for faculty with the aim to instill sustainability into all academic disciplines, providing all Gettysburg graduates with a means to approach their professional careers in a fashion that is conscious of sustainability. The sixth and last priority was the Sustainability Advisory Committee. Established in 2007, the Sustainability Advisory Committee is currently under review, but it is recommended that the committee restructure itself in accordance with the new Sustainability Committee Bylaws. These bylaws aim to define the purposes, membership, governance, and involvement with the college. With a clearly defined set of goals and methodology, the Sustainability Advisory Committee will be able to improve the solidarity of the sustainability movement on campus as a whole. By following the propositions laid out in the Gettysburg College Sustainability Plan, the student body, faculty, and community alike will become a part of a multi-faceted progression toward a more sustainable future

Sustainable development : fourth annual assessment of progress by the Scottish Government

SDC Scotland’s annual assessment is based on a review of government policy across a range of topics from economy and energy to education, health, waste and biodiversity. The conclusions and recommendations are also based on discussions with expert groups in each policy area, government civil servants and a stakeholder survey.Publisher PD

Oceans and the Sustainable Development Goals: Co-Benefits, Climate Change & Social Equity

Achieving ocean sustainability is paramount for coastal communities and marine industries, yet is also inextricably linked to much broader global sustainable development—including increased resilience to climate change and improved social equity—as envisioned by the UN 2030 Agenda for Sustainable Development. This report highlights the co-benefits from achieving each SDG 14 target: progress towards each of the other 161 SDG targets when ocean targets are met, given ten-year lag times between ocean targets and other SDG targets. The identification of co-benefits is based on input from more than 30 scientific experts in the Nereus Program. Below we highlight notable co-benefits of achieving each target within SDG 14