Process and Chemical Engineering - Reports

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    A roadmap for local deliberative engagements on transitions to net zero carbon and climate resilience
    (Environmental Protection Agency, 2022-07) Mullally, Gerard; Revez, Alexandra; Harris, Clodagh; Dunphy, Niall P.; Rogan, Fionn; Byrne, Edmond P.; McGookin, Connor; Ó Gallachóir, Brian P.; Bolger, Paul; O'Dwyer, Barry; Flood, Stephen; Boyle, Evan; Glynn, James; Barry, John; Ellis, Geraint; Environmental Protection Agency; Sustainable Energy Authority of Ireland
    Public engagement and participation are best understood as fluid and evolving categories that embrace the many ways in which citizens collaborate on, intervene in, oppose or deliberate over matters that concern them. In recent years the role that the public occupies in climate action debates has expanded and has given rise to new knowledge co-creation practices and deliberative decision-making processes. It is increasingly acknowledged that meaningful public engagement in climate action requires well-informed, equal and inclusive processes. There is a compelling body of work internationally in support of embedding deliberative democratic practices more deeply to strengthen public engagement. In this report we explore some of these innovative practices and processes, and present the main findings from the project 'Engaging, Envisioning, and Co-Producing Pathways for a Low Carbon, Climate Resilient Ireland (Imagining2050)', which was funded by the Environmental Protection Agency (EPA) and co-funded by the Sustainable Energy Authority of Ireland (SEAI). The aim of the project was to engage with civil society using innovative co-creation and deliberative approaches, and test these approaches, to explore and consolidate future visions of and pathways to a low-carbon and climate-resilient future in Ireland.
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    Innovative methods of community engagement: towards a low carbon climate resilient future
    (Environmental Research Institute, 2019-05) Revez, Alexandra; Mullally, Gerard; Emerson, Harriet; Dunphy, Niall P.; Watson, Clare; Lennon, Breffni; Glynn, James; Rogan, Fionn; Byrne, Edmond P.; Boyle, Evan; McGookin, Connor; Smith, Sonja; Fahy, Frances; O'Dwyer, Barry; Torney, Diarmuid; Brereton, Pat; Morrissey, John; Greene, Mary; Hugel, Stephan; Carroll, James; Doyle, Ruth; Farrell, Eugene; Carr, Liam; Schuitema, Geertje; Department of Communications, Energy and Natural Resources, Ireland; Department of Communications, Climate Action and Environment, Ireland; Environmental Protection Agency
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    Engineering education for sustainable development: A review of international progress
    (International Symposium for Engineering Education, 2010-06) Byrne, Edmond P.; Desha, Cheryl J.; Fitzpatrick, John J.; Hargroves, Karlson
    Since the late 1980s there have been increasing calls around the world for embedding sustainability content throughout engineering curricula, particularly over the past decade. However in general there has been little by way of strategic or systematic integration within programs offered by higher education institutions (HEIs). Responding to a growing awareness towards the issues surrounding sustainability, a number of professional engineering institutions (PEIs) internationally have placed increasing emphasis on policies and initiatives relating to the role of engineering in addressing 21st Century challenges. This has resulted in some consideration towards integrating sustainable development into engineering curricula as envisaged by accreditation guidelines. This paper provides a global overview of such accreditation developments, highlighting emerging sustainability competencies (or ‘graduate attributes’) and places these in the context of relevant PEI declarations, initiatives, policies, codes of ethics and guideline publications.