Abstract.A key feature of the growth of industrial society is the acquisition of increasing quantities of resources from the environment and their distribution for end-use. With respect to energy, the growth of industrial society appears to have been near-exponential for the last 160 years. We provide evidence that indicates that the global distribution of resources that underpins this growth may be facilitated by the continual development and expansion of near-optimal directed networks (roads, railways, flight paths, pipelines, cables etc.). However, despite this continual striving for optimisation, the distribution efficiencies of these networks must decline over time as they expand due to path lengths becoming longer and more tortuous. Therefore, to maintain long-term exponential growth the physical limits placed on the distribution networks appear to be counteracted by innovations deployed elsewhere in the system, namely at the points of acquisition and end-use of resources. We postulate that the maintenance of the growth of industrial society, as measured by global energy use, at the observed rate of ∼ 2.4 % yr −1 stems from an implicit desire to optimise patterns of energy use over human working lifetimes.
The pace of the net-zero transition required to meet the Paris Agreement objectives puts the value of existing carbon-dependent capital at risk of premature depreciation.1–3 A policy debate has emerged over whether such substantial financial loss affects market valuation and stability.4–6 Here, we quantify the current value of existing global human and produced capital, sector by sector, and compare the rate at which it naturally depreciates with that at which it would be required to depreciate to achieve climate targets. Comparison allows us to determine the human and produced capital value at risk across the economy by sector. We find that stopping the production of carbon intensive capital and the training of carbon intensive occupations in 2020 allows a better than 50 percent chance to achieve a 2°C target. However, achieving net-zero in 2050 implies capital value at risk approaching 50 T$, three quarters of which is human capital. We conclude that intervention in both the financial and educational systems may be warranted in order to reduce these risks, where training a workforce for occupations that may soon cease to exist could be avoided.
Abstract. A key feature of the growth of industrial society is the acquisition of increasing quantities of resources from the environment and their distribution for end use. With respect to energy, growth has been near exponential for the last 160 years. We attempt to show that the global distribution of resources that underpins this growth may be facilitated by the continual development and expansion of near optimal directed networks. If so, the distribution efficiencies of these networks must decline as they expand due to path lengths becoming longer and more tortuous. To maintain long-term exponential growth the physical limits placed on the distribution networks appear to be counteracted by innovations deployed elsewhere in the system: namely at the points of acquisition and end use. We postulate that the maintenance of growth at the specific rate of ~2.4% yr−1 stems from an implicit desire to optimise patterns of energy use over human working lifetimes.
This document is the Accepted Manuscript version of the following article: S Jarvis, J Bowtell, L Bhania & C Dickerson, 'Supporting professional learning and development through international collaboration in the co-construction of an undergraduate teaching qualification', Professional Development in Education, Vol 42(3): 403-422, first published online May 19, 2015. To access the final, published version, see: http://dx.doi.org/10.1080/19415257.2015.1026454 Published by Taylor & Francis.This article explores one thread from a larger, longitudinal research project that investigated the views and experiences of teacher educators in Malaysia and from the United Kingdom who were involved in collaboration for the co-construction of a Bachelor of Education (Honours) in Primary Mathematics, with English and health and physical education as minor subjects. The article examines the impact of the approach taken to collaboration, which included the development and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling) and reflects on the value of this to professional learning and development. The research findings suggest that this co-constructive approach was effective in enabling senior managers and teacher educators involved in the project to critique their own practice and to further develop their understanding of effective teacher education. These findings have implications for developing the pedagogy of teacher educators in other contexts: the co-construction of a programme with colleagues who had different understandings of the nature of teacher education enabled new insight into participants??? own practice
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