Volunteering for our climate – An interview with YSSP participant Yuping Bai

by Melina Filzinger, IIASA Science Communication Fellow

Yuping Bai is a participant of the IIASA Young Scientists Summer Program (YSSP) and a first year PhD candidate at the Chinese Academy of Sciences’ Institute of Geographic Sciences and Natural Resources Research. She is working with the Intergovernmental Panel on Climate Change (IPCC), the leading international body for the assessment of climate change, as a chapter scientist for their Special Report on Climate Change and Land. I recently had the chance to talk to her about her engagement as a chapter scientist.

© Yuping Bai

What is the aim of the IPCC special report on climate change and land?

Compared to the IPCC comprehensive assessment reports, this special report really focuses in depth on the linkages and inter-relationship between climate change, land use, and food security. It aims to propose sustainable land-based solutions towards climate change mitigation and adaptation efforts. We all know that climate change is an important issue and the connections between climate change and land use change are extremely complex. The report will include many different topics like land degradation, desertification, greenhouse gas fluxes and food security. Understanding the links between these diverse issues is particularly important for informing decision making by governments, as well as private sectors, to address challenges in land use change and governance.

What is a chapter scientist?

Chapter scientists are early-career researchers that support the development process of the individual report chapters. IPCC asked for volunteers who are required to dedicate at least one-third full time equivalent over a 2.5-year period while working from their home institutions. The chapter scientists were chosen based on expertise, motivation, time availability, and experience in working in a multi-cultural context. There are ten chapter scientists in total working on the report, one or two for each chapter.

How do you contribute to the report?

I am assigned to Chapter 1, which provides the framing and context for the report. Part of my job has been organizational tasks, for example managing our referencing system, scheduling online meetings, tracking down key literature, assisting in the design and development of figures and tables, and assisting in compiling, revising, and organizing chapter contributions. On the other hand, I have also been involved in  developing the overall concept of our chapter and can voice my ideas and express my views. Chapter 1 raises the key issues related to land use and sustainable land management for climate adaptation and climate resilience, and provides the concepts and definitions needed to understand the rest of the report.

In fact, many of these topics are closely related to my PhD research and my YSSP project. The YSSP experience significantly broadened my knowledge on climate change and land related topics, and at the same time deepened my understanding of the cross-scale complexity of the issues. After three months, I feel that I’m much better equipped to contribute to the future work for the chapter.

Why did you decide to volunteer so much of your time?

As a chapter scientist I have the chance to participate in discussions on some of the most pressing and important issues in the world. I also have the unique possibility to work with some of the world leading scientists in their respective fields. Therefore, I think it’s an important opportunity to make contacts and to gain insight into the work of the IPCC.

What has your experience been so far?

I’m the youngest one of the chapter scientists, so I felt a bit overwhelmed at first, particularly as I was suddenly rubbing shoulders with some of the brightest, most established academics and researchers on the planet. In this first half year, I attended the second lead author meeting and have been involved in the first draft of the report. During busy periods leading up to key deadlines, such as the submission of the drafts, my hours peaked, and the pressure built. But don’t let this frighten you. It is possible to learn on the job! It helped that everyone made me feel so welcome and valued. I have definitely learned a lot. My research is very specialized, and my work with the IPCC has helped me gain a broader view on climate change and the problems that are connected to it.

Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.

Estimating risk across Africa

by Melina Filzinger, IIASA Science Communication Fellow

Having just finished tenth grade, Lillian Petersen from New Mexico, USA is currently spending the summer at IIASA, working with researchers from both the Ecosystems Services and Management (ESM), and Risk and Resilience (RISK) programs on developing risk models for all African countries.

At a talk Petersen gave at the Los Alamos Nature Center/Pajarito Environmental Education Center, her method for predicting food shortages in Africa from satellite images caught the attention of Molly Jahn from the University of Wisconsin-Madison. Jahn, who is collaborating with the ESM and RISK programs at IIASA, was so impressed with Petersen’s work that she added her to her research group and connected her to IIASA researchers for a joint project.

One of the indicators used to estimate poverty in Nigeria. © Lillian Petersen | IIASA

Knowing which areas are at risk for disasters like conflict, disease outbreak, or famine is often an important first step for preventing their occurrence. In developed countries, there is already a lot of work being done to estimate these risks. In developing countries, however, a lack of data often hinders risk modeling, even though these countries are often most at risk for disasters.

Many humanitarian crises, like famine, are closely connected to poverty. However, high resolution poverty estimates are only available for a few African countries. This is why Petersen and her colleagues are developing methods to obtain those poverty estimates for all of Africa using freely available data, like maps showing major roads and cities, as well as high-resolution satellite images. Information about poverty in a certain region can be extracted from this data by considering several indicators. For example, areas that are close to major roads or cities, or those that have a large amount of lighting at night, meaning that electricity is available, are usually less poor than those without these features. The researchers are also analyzing the trading potential with neighboring countries, the land cover type, and distance to major shipping routes, such as waterways.

As no single one of these indicators can perfectly predict poverty, the scientists combine them. They “train” their model using the countries for which poverty data exists: A comparison of the model’s output and the real data helps to reveal which combination of indicators gives a reliable estimate of poverty. Following this, they plan to apply that knowledge in order to accurately predict poverty with high spatial resolution over the entire African continent.

Poverty data for Nigeria in 2010 (left) and poverty estimates based on five different indicators (right). © Lillian Petersen | IIASA

Once these estimates exist, Petersen and her colleagues will apply risk models to find out which areas are particularly vulnerable to disease outbreaks, famine, and conflicts. “I hope that this research will inform policymakers about which populations are most at risk for humanitarian crises, so that they can target these populations systematically in aid programs,” says Petersen, adding that preventing a disaster is generally cheaper than dealing with its aftermath.

The skills Petersen is using for her research are largely self-taught. After learning computer programming with the help of a book when she was in fifth grade, Petersen conducted her first research project on the effect of El Nino on the winter weather in the US when she was in seventh grade. “It was a small project, but I was pretty excited to obtain scientific results from raw data,” she says. After this first success she has been building up her skills every year, by competing at science fairs across the US with her research projects.

Her internship at IIASA gives Petersen access to the resources she needs to take her research to the next level. “Getting feedback from some of the top scientists in the field here at IIASA is definitely improving my work,’’ she says. Petersen is hoping to publish a paper about her project next year, and wants to major in applied mathematics after she finishes high school.

Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.

Education in, through, and for sustainable development

By Stephanie Bengtsson, researcher in the IIASA World Population Program

In the months after finishing my doctorate, I would often find myself having some variation of the following conversation upon meeting someone new, particularly in a social context:

New person: “So, what do you do?”
Me: “Actually, I’ve just finished my doctorate.”
New person [impressed]: “Wow! In what field?”
Me: “Education.”
New person [after a long pause]: “Oh.”

The tone of that “oh” has stayed with me in the years since: “You can get a doctorate in education?”, that little word seemed to say, following up with: “What does that involve? Stacking ABC blocks and looking through picture books? It can’t possibly be as challenging as a doctorate in a real subject, like economics or neuroscience.”

Many of my education colleagues around the world have had similar experiences, especially those who, like me, work primarily in the field of development. At the same time, the global news media is rife with articles about ‘failing’ school systems, a dwindling ‘supply’ of qualified teachers, ‘underperforming’ teachers, low Programme for International Student Assessment (PISA) results, and more, as the international community searches for quick-fix solutions with easily quantifiable measures of progress to address these problems, often outside the realm of education research. Generally, within the dominant development discourse, the aim of these solutions is clear: to increase attainment and improve student test scores, particularly in the so-called STEM subjects (i.e., Science, Technology, Engineering, and Mathematics), in order to build human capital and subsequently grow and sustain the labor market and economy. In other words, improvements to education are typically justified only to the extent that they will increase education’s instrumental value (leading to improvements in other sectors), rather than its intrinsic value.

As such, those of us working in international educational development often find ourselves caught in a paradox, as our sector has been (and continues to be) simultaneously under-appreciated in terms of the contribution it can make to other aspects of development and wellbeing (and subsequently under-prioritized), and over-emphasized in its role as a tool of development when it does make it onto the agenda. We therefore frequently find ourselves having to first ‘make the business case’ for education by proving its instrumental value before beginning any research or development project, in a way that would be considered ludicrous in, for instance, the sectors of health and nutrition. Once we have successfully argued that case, the pressure is on to measure inputs and narrowly-defined short-term outcomes, leaving little time to examine complex educational processes and longer-term impacts of education.

In late September 2015, Heads of State and High Representatives from around the world committed to a new sustainable development agenda consisting of 17 Sustainable Development Goals (SDGs) and 169 accompanying targets. The framing document for the SDGs, UN Resolution 70/1, Transforming our World: The 2030 Agenda for Sustainable Development, envisions an important role for education within this agenda, both as an end and a powerful means of development:

“All people, irrespective of sex, age, race, ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth, especially those in vulnerable situations, should have access to life-long learning opportunities that help them acquire the knowledge and skills needed to exploit opportunities and to participate fully in society. We will strive to provide children and youth with a nurturing environment for the full realization of their rights and capabilities, helping our countries to reap the demographic dividend including through safe schools and cohesive communities and families.” (UN 2015, article 25)

For those of us working in international educational development, the SDGs thus represent a significant step forward from the Millennium Development Goals (MDGs), as well as an opportunity to encourage the wider development community to engage with and invest in a shared vision for equitable, inclusive, quality lifelong learning opportunities.

In our new book, The Role of Education in Enabling the Sustainable Development Agenda, my colleagues and I conduct an extensive critical review of literature from a range of disciplines, attempting to find answers to these fundamental questions about the value of education and the dynamic nature of the relationship between education and development. We engage with the argument put forward in the capabilities approach to development that the capability to be educated is, in and of itself, an important freedom, and a fundamental aspect of human wellbeing. Given that processes of teaching and learning are a natural and defining characteristic of human society, we argue that education is most successful at contributing to sustainable development across all dimensions at once if, rather than being crafted as an instrument to achieve a specific and narrow development objective – no matter how worthy – education is improved on its own terms, and as an end in itself.

We also draw from recent work by the economist Kate Raworth, which attempts to connect the economic, social, and environmental dimensions of sustainable development, by combining social justice work with planetary boundaries research in order to define a space within which humanity can survive and thrive:

“Between a social foundation that protects against critical human deprivations, and an environmental ceiling that avoids critical natural thresholds, lies a safe and just space for humanity [. . .] where both human wellbeing and planetary wellbeing are assured, and their interdependence is respected.” (Raworth 2012, p. 7)

This book builds on work we carried out for the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Global Education Monitoring (GEM) Report, and shares in UNESCO’s urgent sense of purpose to demonstrate not only “the potential for education to propel progress towards all global goals”, but also that “education needs a major transformation to fulfil that potential and meet the current challenges facing humanity and the planet” (UNESCO n.d., n.p.). At no point do we claim to be providing the definitive account of the role of education in the sustainable development agenda; rather, we hope that our book will inspire critical reflection, engagement, and, above all, learning, among a wide audience of scholars, students, policymakers, and practitioners alike.

References
Harber, C. (2014). Education and international development: Theory, practice and issues. Oxford: Symposium Books.
Raworth, K. (2012). A safe and just space for humanity: Can we live within the doughnut? Oxfam Discussion Paper. Oxford: Oxfam.
Sen, A. (1999). Development as Freedom. New York: Knopf.
UNESCO. (n.d). Education needs to change fundamentally to meet global development goals. Retrieved from: www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/single-view/news/education_needs_to_change_fundamentally_to_meet_global_devel/

Note: This article gives the views of the authors, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.

Cooking with clean fuel to save lives

© | Shutterstock

By Sandra Ortellado, IIASA Science Communication Fellow

When it comes to home cooking in rural India, health, behavior, and technology are essential ingredients.

Consider the government’s three-year campaign to reduce the damaging impacts of solid fuels traditionally used in rural households below the poverty line.

Initiated by the Ministry of Petroleum and Natural Gas, a program called Pradhan Mantri Ujjwala Yojana (Ujjwala) aims to safeguard the health of women and children by providing them access to a clean cooking fuel, liquid petroleum gas (LPG), so that they don’t have to compromise their health in smoky kitchens or wander in unsafe areas collecting firewood.

According to the World Health Organization, smoke inhaled by women and children from unclean fuel is equivalent to burning 400 cigarettes in an hour.

Nevertheless, an estimated 700 million people in India still rely on solid fuels and traditional cooking stoves in their homes. A subsidy of Rs. 1600 (US $23.47) and an interest free loan attempts to offset the discouraging cost of the upfront security deposit, the stove, and the first bottle of LPG, but this measure hasn’t been able to change habits on its own.

Why? Although the government has made an overwhelming effort to increase access, interconnected factors like cultural norms, economic trade-offs, and convenience require an in-depth analysis of human behavior and decision-making.

Abhishek Kar, 2018 YSSP participant ©IIASA

That’s why Abhishek Kar, a researcher in the IIASA Energy Program and a participant in the 2018 Young Scientists Summer Program (YSSP), has designed a study to explore how rural households make choices about access and usage. Borrowing from behavior change and technology adoption theories, he wants to know whether low-cost access is enough incentive for Ujjwala beneficiaries to match the general rural consumption trends, and more importantly, how to translate public perception into a behavior change.

“I think it’s really important to look into the behavioral aspect,” said Kar in an interview. “If you ask someone if they think clean cooking is wise they may say yes, but if you say do you think it is appropriate for you? The moment it becomes personalized the answers can vary.”

Kar knows that although more than 41 million LPG connections have been installed, installment of the connection does not necessarily equate to use. By gathering data on LPG refill purchases and trends, along with surveys that identify biases in the public’s perception, he wants to know how to convince rural BPL households to maintain the habit of using LPG regularly, even under adverse conditions like price hikes. If LPG is used only sporadically, LPG ownership won’t significantly reduce risk for some household air pollution (HAP)-linked deadly diseases, like lower respiratory infections and stroke.

Unfortunately, even the substantial efforts the government has made to improve LPG supply has not changed the public’s perception of its accessibility in the long term, nor its consumption patterns in the first two years. At least four LPG refills per year would be needed for a family of five to use LPG as a primary cooking fuel, which is not currently happening for the majority of Ujjwala customers.

Because the majority of Ujjwala beneficiaries have cost-free access to solid fuels from forest and agricultural fields, there is less incentive for these families to use LPG regularly instead of sporadically. Priority households for Ujjwala, especially those with no working age adults, are often severely economically disadvantaged and can’t afford to buy LPG at regular intervals.

Furthermore, unlike LPG, a traditional mud stove is more versatile and can serve dual purposes of space heating and cooking during winter months. Many prospective customers are also hesitant about the inferior taste of food cooked in LPG, the utility of the mud stove’s smoke as insect repellent, and the trade-off of expenses on tobacco and alcohol with LPG refills.

As per past studies, even the richest 10% of India’s rural households (most with access to LPG) continue to depend on solid fuels to meet ~50% of their cooking energy demand. This suggests that wealth is not the only stumbling block in the transition process.

“Whatever factors matter in the outside world, my working hypothesis is that every decision is finally mediated through a person’s attitude, knowledge, and perceptions of control,” said Kar. According to Kar, interventions can be specifically targeted to address factors that are perceived negatively either by informing people or doing something to improve that factor. Nevertheless, developing effective interventions is no simple task.

Even with a background in physics and management and eight years of experience helping people transition from one technology to another, Kar says he is grateful to have the input of a variety of scholars at IIASA, each with a different perspective and a different set of core skills and experiences. Working in the Energy program alongside IIASA staff and fellow YSSPers from all over the world, Kar puzzles out the unsolved challenge of how to create change for the rural poor.

“That has been one of my drivers, I take it as an intellectual challenge,” said Kar. “Is there a systems approach to the problem?”

For now, Kar is happy if he can return at the end of the day to his family, which he brought with him to Austria during his time as a YSSP participant, feeling like he is opening the door to a vast literature on technology adoption and human behavior, yet untapped in the field of cooking energy access.

“This research is only a very small baby step into trying something different,” said Kar, “I think this sector has so many unanswered questions, if I can at least flag that there is a lot of literature out there in other domains and maybe we can use some of it, I think that would be good enough for me.”

Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.

Science and the media – An interview with Anne Glover

by Melina Filzinger, IIASA Science Communication Fellow

As a science communication fellow at IIASA, I had the opportunity to talk to Dame Anne Glover, who was recently made an IIASA distinguished visiting fellow. Originally a successful researcher in microbiology, she previously served as the first chief scientific adviser for Scotland, as well as the first chief scientific adviser to the president of the European Commission, and is now president of the Royal Society of Edinburgh.

© Anne Glover

In your roles as scientific adviser you had to know about a broad range of relevant scientific topics. How do you keep informed about topics that lie outside your own area of research?

Of course no-one can be an expert in all the different areas of science. As a microbiologist, I am very specialized, but I am also a generalist when it comes to other areas of research. I keep up to date by reading articles about lots of different topics, from climate change to chemical toxicity or Alzheimer’s research, just because I am curious and interested.

However, if a minister or policymaker asked me to brief them on a particular topic, I would consult organizations with expertise in that area and ask them questions until I felt that I understood the topic. Then I would translate that scientific, often jargon-filled research into something that makes sense to a non-specialist. Part of the role as scientific adviser is not so much being an expert as being a translator.

Do you follow any science publications aimed at a broad audience? What are your favorites?

There is an organization called Sense about Science that publishes reports on issues that are being discussed among the public. They also have a fabulous service called Ask for evidence. Anyone can go onto their website and type a question, for example “Do female contraceptive pills end up feminizing fish in water streams?”, and they have a panel of experts that can comment on that, give you the evidence, and explain why this issue might or might not be a problem. It’s fantastic! I often use these answers as a starting point to find out about something.

I follow several other popular news outlets as well, for example New Scientist or the science and nature section of the BBC news app. I don’t expect absolute accuracy from those, I just expect to get a first impression of a research area. I also use Twitter as a source of information, because people often tweet about interesting science articles.

You are very active on Twitter. Has social media been useful to you, and how can it be used effectively?

I came to Twitter kicking and screaming when I joined the European Commission as chief scientific adviser to the president. I just thought that I had way too much to do to spend time on social media. It was Jan Marco Müller, a former colleague and now head of the directorate office at IIASA, who convinced me that Twitter could actually be a good way to tell people what I was doing, especially since transparency about my work is very important to me.

Have I found it useful? Enormously so! When I was at the commission I used it to see what really got people excited, either in a good way or in a bad way. When people were against a new technology, it helped me to understand their reasons. Tweeting is also an opportunity for me to help other people by highlighting interesting and useful events or initiatives. It can even be a little bit addictive.

How can science communicators and journalists reach a wide audience without oversimplifying scientific content?

The biggest nervousness I see among scientists is that of oversimplification. That is because, if you do oversimplify, you’re not going to upset your lay audience, but you will upset your scientific audience. I struggled with this for quite some time myself. Generally speaking, I would always favor simplification, of course not to the point of saying something that’s not true. I would however encourage scientists to be less afraid of simplification when speaking to a non-scientific audience. You will never be able to please everyone, you can only do your best to make an abstract subject accessible and interesting to people.

Do you have any tips for young scientists to make their work visible to the public?

In many cities there are science centers, museums, and other places where people get together, and there is nothing, other than their own modesty, to stop a young scientist from offering to talk about their work there. If it seems too daunting to do that kind of thing on your own, you could maybe do it with some of your colleagues. There are lots of opportunities out there for young scientists. Nobody is going to give those opportunities to you, but nobody is going to stop you either! You just have to take them!

If you do take them, think about what audience you are trying to reach beforehand, for example, if you want to talk to children or young adults. Then just be creative in how you present your research–try to build a story. Two good things will come out of it: one is that even if only 50 people show up, and only five of them are interested in what you are saying, you will have transformed the lives of those five people and made them excited about something. That is an achievement. The second thing is, that if you are doing things like that, and the young scientist next to you isn’t, it makes you different, and you have added value. You will also gain experience in communicating, which in turn will make the impact of your science much greater in the future. Everybody wins really, and it can be good fun as well.

Note: This article gives the views of the authors, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.

From YSSP to Antarctica: Reflections on a year of science and travel

By Cecile Godde, PhD student at the University of Queensland, Australia and former IIASA YSSP participant

Cecile Godde ©Oli Sansom

Cecile Godde ©Oli Sansom

Last year, I had the fantastic opportunity to spend three months at IIASA as part of the Young Scientists Summer Program (YSSP), to collaborate with the Ecosystems Services and Management (ESM) research program. During this very enriching experience, both intellectually, socially, and culturally, I worked with Petr Havlik, David Leclère, and Christian Folberth on modeling global rangelands and pasturelands under farming and climate scenarios. I also progressed on the development of a global animal stocking rate optimizer. The overall objective of this YSSP project, and more broadly of my PhD, is to assess the role of grazing systems in a sustainable food system.

However, my trip to IIASA was not my only adventure last year. Just before moving to Vienna, I received the great news that I was selected along with 77 other women to take part in a women in science and leadership program called Homeward Bound.

What would our world look like if women and men were equally represented, respected, and valued at the leadership table? How might we manage our resources and our communities differently? How might we coordinate our response to global problems like food security and climate change?

Homeward Bound is a worldwide and world-class initiative that seeks to support and encourage women with scientific backgrounds into leadership roles, believing that diversity in leadership is key to addressing these complex and far-reaching issues. The program’s bold mission is to create a 1000-strong collective of women in science around the world over the next 10 years, with the enhanced leadership, strategic, and visibility capacity to influence policy and decision making for the benefit of the planet.

Antarctic penguins © Cecile Godde

Antarctic penguins © Cecile Godde

This year-long program culminated in an intensive three-week training course in Antarctica, a journey from which I have just come back. The voyage to Antarctica was incredible. We learnt intensively during this 24/7 floating conference in the midst of majestic icebergs, very cute penguins, graceful whales, and extraordinary women from various cultures and backgrounds, from PhD students to Nobel Laureates. I have returned full of hope for the planet, deeply inspired, and emotionally energized. It was a truly unforgettable experience, one that will keep me reflecting for a lifetime.

Our days in Antarctica typically followed a similar routine – half of the day was dedicated to a landing (we visited Argentinian, Chinese, US, and UK research stations) and the other half to classes and workshops. We discussed systemic gender issues and learnt about leadership styles, peer-coaching, the art of providing feedback, science communication, core personal values, or what matter to us. The list goes on! We were also encouraged to practice reflective journaling. Regularly recording activities, situations, and thoughts on paper is actually a very powerful technique for self-discovery and personal and professional growth as it helps us think in a critical and analytical way about our behaviors, values, and emotions. We also spent quite some time developing our personal and professional strategies: What is our purpose as individuals? What are our core values, aspirations, and short- and long-term goals? From that, we developed a roadmap that could be executed as soon as we stepped off the ship. While I haven’t solved all my life’s mysteries, this activity gave me strong foundations to keep growing and actively shape my own life, rather than letting society do it for me.

In the evenings, we watched our film faculty sharing their tips with us on television, including primatologist Jane Goodall, world leading marine biologist Sylvia Earle, and former Executive Secretary of the UN Framework Convention on Climate Change (UNFCC), Christiana Figueres. We also had a collective art project called “Confluence: A Journey Homeward Bound”, which was underpinned by our inner journey of reflection, growth, and transformation and our outer physical journey to Antarctica.

Homeward Bound in Antarctica © Oli Sansom

Homeward Bound in Antarctica © Oli Sansom

Both my stay at IIASA and my journey to Antarctica taught me a lot about the value of getting out of my comfort zone, exploring different leadership styles, and collaborating. I have also witnessed how visibility (visibility to ourselves, to understand who we are, and visibility to others, to let the world know we exist) helps to open up opportunities. The good news is that the beliefs we have about ourselves are just that – beliefs – and these beliefs can be changed.

My visibility to others has also increased notably in relation to my involvement in Homeward Bound and my recent award of the Queensland Women in STEM prize. This Australian annual prize, awarded by the Minister for Environment and Science, Leeanne Enoch and Acting Chief Scientist Dr Christine Williams, aims to celebrate the achievements of women who are making a difference in the fields of science, technology, engineering, and mathematics. As a result, I have been contacted by fascinating people from various fields of work, from researchers and teachers to entrepreneurs, start-ups, and industries. All these connections have broadened my approach to food security and global change and helped me shape my research vision, purpose, and values.

When we were in Antarctica, our story reached 750 million people. Why? Because, and may we never forget, the world believes in us – ‘us’ in its broadest sense: humans, scientists, women, etc. – in our skill, compassion, and capability. While we are facing alarming global social, economic, and environmental challenges, I believe that the many collaborations that embrace diversity of knowledge, skills, processes, and leadership styles that are currently emerging all around the world, will help us get closer to our development goals.

Homeward Bound is a 10-year long initiative. Find out more about the program and how to apply here: http://homewardboundprojects.com.au

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