New and emerging gene-editing techniques make it possible to target specific genes in species with greater speed and specificity than previously possible. Of major relevance for plant breeding, regulators and scientists are discussing how to regulate products developed using these gene-editing techniques. Such discussions include whether to adopt or adapt the current framework for GMO risk governance in evaluating the impacts of gene-edited plants, and derived products, on the environment, human and animal health and society. Product classification or definition is one of several aspects of the current framework being criticized. Further, knowledge gaps related to risk assessments of gene-edited organisms—for example of target and off-target effects of intervention in plant genomes—are also of concern. Resolving these and related aspects of the current framework will involve addressing many subjective, value-laden positions, for example how to specify protection goals through ecosystem service approaches. A process informed by responsible research and innovation practices, involving a broader community of people, organizations, experts, and interest groups, could help scientists, regulators, and other stakeholders address these complex, value-laden concerns related to gene-editing of plants with and for society.
Sustainability studies put emphasis on social-environmental-technical problems with local manifestations and global impacts. This makes especially poignant the need for educational experiences in which students confront the challenges of crossing cultural, national, and geographical boundaries in a globalized world andunderstand the historical, epistemological and ethical underpinnings of these diverse cultural conditions. The success criteria to evaluate the educational experiences demanded by the globalization of education, however, are yet to be specified and used in novel educational opportunities. A brief review of international sustainability education options currently available to students reveals a gap between the knowledge students may need to succeed in a globalized world and the opportunities available. Into this landscape, we introduce The Global Classroom, an international collaboration between Leuphana University of Lüneburg in Germany and Arizona State University in the US. The project strives for an interdisciplinary and cross-cultural approach to equipping students with the knowledge, skills, and attitudes required to take on sustainability challenges in international settings. We discuss the structure and organization of the Global Classroom model and share preliminary experiences. The article concludes with a reflection on institutional structures conducive to providing students with the international learning opportunities they may need to tackle sustainability problems in a globalized world.
Enduring sustainability challenges requires a new model of collective leadership that embraces critical reflection, inclusivity and care. Leadership collectives can support a move in academia from metrics to merits, from a focus on career to care, and enact a shift from disciplinary to inter- and trans-disciplinary research. Academic organisations need to reorient their training programs, work ethics and reward systems to encourage collective excellence and to allow space for future leaders to develop and enact a radically re-imagined vision of how to lead as a collective with care for people and the planet.
Communities in Phoenix are confronted with numerous challenges that adversely affect human health and safety, with disproportionate impacts on low-income communities. While some challenges are being addressed at the city level, new alliances at the neighbourhood level are initiating community development programmes and projects. This article reports on an intervention study carried out in collaboration with community representatives, city staff, and non-profit organisations to mitigate adverse effects of urban sprawl in the Sky Harbour Neighbourhood in Phoenix. Participatory research was conducted to design and test a tree and shade intervention. Challenges associated with navigating community desires and broader principles of sustainable development are discussed. The study offers a replicable and adaptable intervention research design aimed at empowering communities to meet urban challenges.
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