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Purpose: This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes. Design/methodology/approach: This paper draws upon the notions of practise variation an
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We introduce and provide a new data-set of species-specific ecological indicator values (alternative ‘Ellenberg values’ for climatic variables, light, moisture, soil reaction/pH, salinity, nitrogen and phosphorus plus response to management and disturbance), physiological and reproductive traits (including symbionts, phenology, pol- linators, nectar production, seed properties), indices of relevanWe introduce and provide a new data-set of species-specific ecological indicator values (alternative ‘Ellenberg values’ for climatic variables, light, moisture, soil reaction/pH, salinity, nitrogen and phosphorus plus response to management and disturbance), physiological and reproductive traits (including symbionts, phenology, pol- linators, nectar production, seed properties), indices of relevan
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Sustainable development was defined by the Bruntland Comission as a 'development that meets the needs of the present without compromising the ability of future generations to meet their own needs' (WCED1 , 1987, p. 8). In the report 'Our Common Future' the Bruntland Commission proposed policies for a 'World Programme for Change' (WCED, 1987). At the UNCED2 , conference in Rio 1992, proposals were
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Critical technical infrastructures constitute the backbone of society by providing essential services to vital societal functions and the community at large, hence it is of essence that these are resilient. Critical infrastructures, e.g. power systems, telecommunication systems and railway systems, are designed and operated based on different philosophies of where to put the resilience emphasis, r