In the absence of a governance framework for climate engineering technologies such as solar radiation management (SRM), the practices of scientific research and intellectual property acquisition can de facto shape the development of the field. It is therefore important to make visible emerging patterns of research and patenting, which we suggest can effectively be done using bibliometric methods. We explore the challenges in defining the boundary of climate engineering, and set out the research strategy taken in this study. A dataset of 825 scientific publications on climate engineering between 1971 and 2013 was identified, including 193 on SRM; these are analysed in terms of trends, institutions, authors and funders. For our patent dataset, we identified 143 first filings directly or indirectly related to climate engineering technologies—of which 28 were related to SRM technologies—linked to 910 family members. We analyse the main patterns discerned in patent trends, applicants and inventors. We compare our own findings with those of an earlier bibliometric study of climate engineering, and show how our method is consistent with the need for transparency and repeatability, and the need to adjust the method as the field develops. We conclude that bibliometric monitoring techniques can play an important role in the anticipatory governance of climate engineering.

Healthcare education institutions are increasingly including arts-based interventions in their programmes. We analysed 62 studies of arts-based interventions to understand how these interventions may be beneficial, and why providing evidence continues to be a challenge for the field.Our analysis highlighted two issues. We found that 79% of the included studies reported that their interventions were successful, but without always defining this success or how it was measured. This lack of clarity was apparent in descriptions of both what arts-based interventions aimed to do, and in descriptions of how they might do this. We also found that only 34% of studies involved a collaboration with artists or arts educators, raising questions over who had the necessary experience and specialism in the arts to design and deliver such interventions.Our analysis revealed that arts-based interventions are failing to acknowledge, and subsequently capture through assessment, the process of learning in the moment. This is particularly important because arts-based pedagogies typically use embodied, practical, physical methods, in which what is being learnt cannot be separated from the process of learning. Involving artists and arts educators throughout the process of designing and delivering these interventions may help to bring clarity over what arts-based interventions are aiming to do and how they may do this, and ensure that appropriate evaluation methods are used. We suggest that close observation with feedback, and the use of reflective portfolios are two ways of assessing the process of learning in arts-based interventions.

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