The health impacts of globalisation: a conceptual framework

This paper describes a conceptual framework for the health implications of globalisation. The framework is developed by first identifying the main determinants of population health and the main features of the globalisation process. The resulting conceptual model explicitly visualises that globalisation affects the institutional, economic, social-cultural and ecological determinants of population health, and that the globalisation process mainly operates at the contextual level, while influencing health through its more distal and proximal determinants. The developed framework provides valuable insights in how to organise the complexity involved in studying the health effects resulting from globalisation. It could, therefore, give a meaningful contribution to further empirical research by serving as a 'think-model' and provides a basis for the development of future scenarios on health

Mapping health outcomes from ecosystem services

The practice of mapping ecosystem services (ES) in relation to health outcomes is only in its early developing phases. Examples are provided of health outcomes, health proxies and related biophysical indicators. This chapter also covers main health mapping challenges, design options and participatory ES – health mapping

Education in a warming world: Trends, opportunities and pitfalls for institutes of higher education

Higher education institutes (HEI) face considerable challenges in navigating how to respond to the escalating and intertwined socio-ecological sustainability crises. Many dedicated individuals working in the sector are already driving meaningful action through rigorous research, teaching, knowledge sharing, and public engagement, while there is a growing consensus that sector-wide change is needed to ensure that aspirational declarations and positive individual actions translate into sustainable and transformative change. This article seeks to contribute to such efforts by illustrating a number of trends, examples, and reflections on how third-level educational institutes can act sustainably. We highlight the potential of five strategies HEI could employ to support the creation of a more sustainable future namely, (i) innovative approaches to climate change education; (ii) research agendas for societal transformations; (iii) providing climate change education for professional development; (iv) supporting public intellectuals; and (iv) investing in whole-systems approaches to greening the campus. The insights are the product of an interdisciplinary working group with members from across Europe, Australia, and the UK. These international examples provide insight and a sense of possibility for future application

Education in a warming world: Trends, opportunities and pitfalls for institutes of higher education

Higher education institutes (HEI) face considerable challenges in navigating how to respond to the escalating and intertwined socio-ecological sustainability crises. Many dedicated individuals working in the sector are already driving meaningful action through rigorous research, teaching, knowledge sharing, and public engagement, while there is a growing consensus that sector-wide change is needed to ensure that aspirational declarations and positive individual actions translate into sustainable and transformative change. This article seeks to contribute to such efforts by illustrating a number of trends, examples, and reflections on how third-level educational institutes can act sustainably. We highlight the potential of five strategies HEI could employ to support the creation of a more sustainable future namely, (i) innovative approaches to climate change education; (ii) research agendas for societal transformations; (iii) providing climate change education for professional development; (iv) supporting public intellectuals; and (iv) investing in whole-systems approaches to greening the campus. The insights are the product of an interdisciplinary working group with members from across Europe, Australia, and the UK. These international examples provide insight and a sense of possibility for future application

Tertiary Education in a Warming World

Higher education institutes have a critical role to play in driving the scientific, political, technological, and cultural change needed to avoid the worst-case climate change scenarios, and in advancing the societal adaptive capacities needed to meet the ongoing challenges posed by the ongoing environmental crises.In response to the intensification of the environmental problems, growing numbers of institutes of higher education are declaring climate emergencies and making public commitments to supporting and contributing to the realisation of global environmental and social goals. Further, many dedicated individuals working in the sector are already driving meaningful action through rigorous research, teaching, knowledge sharing, and public engagement. There is a growing consensus that sector-wide change is needed to ensure that aspirational declarations and positive individual actions translate into sustainable and transformative change.To contribute to such efforts the Worldwide Universities Network (WUN) Education in a Warming World Research Consortium is launching the Tertiary Education in a Warming World report.It is intended to be a resource to other academics and policymakers who are also grappling with promoting a robust climate change and sustainability agenda within tertiary education.The report illustrates a number of trends, examples, and reflections on how third-level educational institutes can work towards creating a more sustainable future. Drawing on Tristan McCowan’s framework, we focus on five modalities of third-level institutional operations, to provide an analytical lens to understand better the complex interplay between higher education institutes, societies, and climate change

Tertiary Education in a Warming World

Higher education institutes have a critical role to play in driving the scientific, political, technological, and cultural change needed to avoid the worst-case climate change scenarios, and in advancing the societal adaptive capacities needed to meet the ongoing challenges posed by the ongoing environmental crises.In response to the intensification of the environmental problems, growing numbers of institutes of higher education are declaring climate emergencies and making public commitments to supporting and contributing to the realisation of global environmental and social goals. Further, many dedicated individuals working in the sector are already driving meaningful action through rigorous research, teaching, knowledge sharing, and public engagement. There is a growing consensus that sector-wide change is needed to ensure that aspirational declarations and positive individual actions translate into sustainable and transformative change.To contribute to such efforts the Worldwide Universities Network (WUN) Education in a Warming World Research Consortium is launching the Tertiary Education in a Warming World report.It is intended to be a resource to other academics and policymakers who are also grappling with promoting a robust climate change and sustainability agenda within tertiary education.The report illustrates a number of trends, examples, and reflections on how third-level educational institutes can work towards creating a more sustainable future. Drawing on Tristan McCowan’s framework, we focus on five modalities of third-level institutional operations, to provide an analytical lens to understand better the complex interplay between higher education institutes, societies, and climate change

Climate Change Effects on Heat- and Cold-Related Mortality in the Netherlands: A Scenario-Based Integrated Environmental Health Impact Assessment

Although people will most likely adjust to warmer temperatures, it is still difficult to assess what this adaptation will look like. This scenario-based integrated health impacts assessment explores baseline (1981–2010) and future (2050) population attributable fractions (PAF) of mortality due to heat (PAFheat) and cold (PAFcold), by combining observed temperature–mortality relationships with the Dutch KNMI’14 climate scenarios and three adaptation scenarios. The 2050 model results without adaptation reveal a decrease in PAFcold (8.90% at baseline; 6.56%–7.85% in 2050) that outweighs the increase in PAFheat (1.15% at baseline; 1.66%–2.52% in 2050). When the 2050 model runs applying the different adaptation scenarios are considered as well, however, the PAFheat ranges between 0.94% and 2.52% and the PAFcold between 6.56% and 9.85%. Hence, PAFheat and PAFcold can decrease as well as increase in view of climate change (depending on the adaptation scenario). The associated annual mortality burdens in 2050—accounting for both the increasing temperatures and mortality trend—show that heat-related deaths will range between 1879 and 5061 (1511 at baseline) and cold-related deaths between 13,149 and 19,753 (11,727 at baseline). Our results clearly illustrate that model outcomes are not only highly dependent on climate scenarios, but also on adaptation assumptions. Hence, a better understanding of (the impact of various) plausible adaptation scenarios is required to advance future integrated health impact assessments