In this work, Burton R. Clark uses case studies from 14 innovative institutions to propose a new conceptual framework offering original insights into ways of initiating and sustaining change in universities.

This book documents and disseminates experiences from a wide range of universities, across the five continents, which showcase how the principles of sustainable development may be incorporated as part of university programmes, and present transformatory projects and programmes, showing how sustainability can be implemented across disciplines. Sustainability in a higher education context is a fast growing field. Thousands of universities across the world have signed declarations or have committed themselves to integrate the principles of sustainable development in their activities: teaching, research and extension, and many more will follow.

Provides annotations to the Principles of Article 9 of the Code of Conduct for Responsible Fisheries. These annotations are meant to serve as general guidance, and should be taken as suggestions or observations intended to assist those interested in identifying their own criteria and options for actions, as well as partners for collaboration, in support of sustainable aquaculture development.

The book presents new research in the area of biobased “green composites”. Biobased materials involve renewable agricultural and forestry feedstocks, including wood, agricultural waste, grasses and natural plant fibers. These lignocellulosic materials are composed mainly of carbohydrates such as sugar and lignin, cellulose, vegetable oils and proteins. Much research is concerned with renewable materials such as bamboo, vegetable fibers, soil composites and recycled materials such as rice husk ash and sugar cane ash. The general aim here is to use renewable and non-polluting materials in ways that offer a high degree of sustainability and preserve the remaining natural resources for future generations. Keywords: Biobased Materials, Renewable Materials, Non-polluting Materials, Sustainability, Wood, Agricultural Waste, Grasses, Natural Plant Fibers, Lignocellulosic Materials, Carbohydrates, Sugars, Lignin, Cellulose, Vegetable Oils, Proteins, Bamboo, Vegetable Fibers, Soil Composites, Recycled Materials, Rice Husk Ash, Sugar Cane Ash, Fiber-reinforced Concrete, Post-disaster Reconstruction, Guadua Fibers, Prefabricated Bamboo Guadua Panels, Multi-Level Bamboo Structures, Alkaline Activated Cements, Polymer Residues Reinforced with Glass Fiber, Composites Reinforced with Vegetal Fibers, Sisal Fibers, Bamboo Arch Structure, Adobe Reinforced with Wheat Fibers, Fiber Reinforced Microconcrete, Cements with High Coal Waste Contents, Natural Composites, Geopolymer Concretes.

This book represents a significant contribution to the debates surrounding globalization and local systems of innovation. The diverse perspectives on global and local processes combined with original insights on developing countries should be of value to scholars and students of economics, social science, political science and business administration. The book should also be of interest to policymakers in governmental and non-governmental bodies, particularly international development agencies.

First published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education. The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.