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This paper aims to present a critical appraisal of Ghassan Kanafani’s short story “The Child Goes to the Camp” using the Appraisal Theory proposed by Martin and Rose (2007) in an attempt to investigate the predicament of the Palestinians who were forced to flee their country and live in refugee camps as well as the various effects refugee life had on them.

Using the Appraisal Theory, and with a special focus on the categories of Attitude and Graduation, the paper aims to shed light on the plight of refugees through revealing the narrator’s suffering in a refugee camp where the most important virtue becomes remaining alive.

Analysing the story using the Appraisal Theory reveals the impact refugee life has left on the narrator and his family. This story serves as a warning for the world of the suffering refugees have to endure when they are forced to flee their war-torn countries.

Although Kanafani’ resistance literature has been studied extensively, his short stories have not received much scholarly attention. In addition, his works have not been subject to linguistic analysis. This study presents an appraisal analysis of Kanafani’s “The Child Goes to the Camp” in an attempt to investigate how the author’s linguistic choices are key to highlighting the suffering of the Palestinians, especially children, in refugee camps.

This study aims to evaluate the knowledge and attitudes of dairy farmers about climate change in dairy farms in the Eastern Cape province of South Africa.

The study was conducted following a cross-sectional research design (Bryman, 2012). The study was conducted mainly on dairy farms located on the south-eastern part of the Eastern Cape province in five districts out of the province’s six districts (Figure 1). These districts include Amathole, Chris Hani, OR Tambo and Cacadu; these regions were not included in a recent surveying study (Galloway et al., 2018).

In all, 71.7% of dairy farm workers heard about climate change from the television, and 60.4% of participants reported that they gathered information from radio. Eighty-two out of 106 (77.4%) correctly indicated that climate change is a significant long-term change in expected weather patterns over time, and almost 10% of the study participants had no clue about climate change. Approximately 63% of the respondents incorrectly referred to climate change as a mere hotness or coldness of the day, whereas the remainder of participants correctly refuted that definition of climate change. Most of the study participants correctly mentioned that climate change has an influence on dairy production (92.5%), it limits the dairy cows’ productivity (69.8%) and that dry matter intake of dairy cows is reduced under higher temperatures (75.5%).

The use of questionnaire to gather data limits the study, as respondents relied on recall information. Also, the sample size and study area limits use of the study as an inference for the excluded parts of the Eastern Cape Province. Also, it focused only on dairy farm workers and did not request information from beef farmers.

This study imply that farmers without adequate knowledge of the impact of climate change keep complaining of a poor yield/ animal productivity and changing pattern of livestock diseases. Hence, a study such as the present one helps to bridge that gap and provide relevant governing authority the needed evidence for policy changes and intervention.

Farmers will begin to get help from the government regarding climate change.

This a first study in South Africa seeking to document the knowledge of dairy farm workers about climate change and its impacts on productivity.

The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations’ sustainable development goals. To plan education for sustainability, teachers need to know the students’ competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed.

Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors’ conceptualise how the competencies influence each other and provide propositions for future research.

The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need.

The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors’ offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework.

Gender competence as part of engineering education can better prepare men and women to work on sustainable solutions that benefit entire societies. This chapter describes the framework and lessons learned of a community of practice (CoP) for gender equality facilitated by the Mediterranean Engineering Schools Network. Faculty and students from Mediterranean European, North African and Middle Eastern countries came together in this CoP, which was supported by the TARGET project, to develop a practical plan using a reflexive approach. The transfer of knowledge between generations is achieved by using participatory learning processes, facilitating mindful awareness, widening experiences, deepening understandings and building a gender-sensitive mindset. Students embarked on the journey to become change agents. The process led to the consolidation of gender equality knowledge, competence building and the development of change agents for gender equality. This CoP can inspire other institutions to undertake a participatory path towards gender equality – at local, regional, or global level.