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- Creator:
- Hawes, Jason K
- Description:
- Most of this deposit is composed of a step-by-step explanation of how to replicate the work conducted in Chapters 2 and 5 of my dissertation (available in DeepBlue Documents under the title Urban Agriculture: Good for People, Places, and Planet?). Very little actual data is catalogued here, instead largely relying on links to the secondary datasets online. In fact, this is an intentional choice, since any replication would likely want updated data to produce more real-time results. This deposit is intended to accompany the dissertation and may not be the final version of these two manuscripts or their associated methods. For more up-to-date methods and analysis, please search Google Scholar or your affiliated library for Jason Hawes and some combination of keywords including urban agriculture, scaling-up, tradeoffs, or the names of the cities in question.
- Keyword:
- urban agriculture, tradeoffs, remote sensing, and multi-criteria analysis
- Discipline:
- Social Sciences
- Creator:
- Hawes, Jason K, Goldstein, Benjamin P. , Newell, Joshua P. , Dorr, Erica , Caputo, Silvio , Fox-Kämper, Runrid , Grard, Baptiste , Ilieva, Rositsa T. , Fargue-Lelièvre, Agnès , Poniży, Lidia , Schoen, Victoria , Specht, Kathrin , and Cohen, Nevin
- Description:
- Urban agriculture (UA) is a widely proposed strategy to make cities and urban food systems more sustainable. However, its carbon footprint remains understudied. In fact, the few existing studies suggest that UA may be worse for the climate than conventional agriculture. This is the first large-scale study to resolve this uncertainty across cities and types of UA, employing citizen science at 73 UA sites in Europe and the United States to compare UA products to food from conventional farms. The results reveal that food from UA is six times as carbon intensive as conventional agriculture (420g vs 70g CO2 equivalent per serving). Some UA crops (e.g., tomatoes) and sites (e.g., 25% of individually-managed gardens), however, outperform conventional agriculture. These exceptions suggest that UA practitioners can reduce their climate impacts by cultivating crops that are typically greenhouse grown or air-freighted, maintaining UA sites for many years, and leveraging waste as inputs.This database contains the necessary reference material to trace the path of our analysis from raw garden data to carbon footprint and nutrient results. It also contains the final results of the analyses in various extended forms not available in the publication. For more information, see manuscript at link below. (Introduction partially quoted from Hawes et al., 2023)
- Citation to related publication:
- Hawes, J. K., Goldstein, B. P., Newell, J. P., Dorr, E., Caputo, S., Fox-Kämper, R., Grard, B., Ilieva, R. T., Fargue-Lelièvre, A., Poniży, L., Schoen, V., Specht, K., & Cohen, N. (2024). Comparing the carbon footprints of urban and conventional agriculture. Nature Cities, 1–10. https://doi.org/10.1038/s44284-023-00023-3
- Discipline:
- Engineering
- Creator:
- Hawes, Jason K, Johnson, Rebecca, Payne, Lindsey, Ley, Christian, Grady, Caitlin A., Domenech, Jennifer, Evich, Carly D., Kanach, Andrew, Koeppen, Allison, Roe, Kristen, Caprio, Audrey, Puente Castro, Jessica, LeMaster, Paige, and Blatchley, Ernest R. III
- Description:
- Global service-learning brings students, instructors, and communities together to support learning and community development across borders. In doing so, global service-learning practitioners act at the intersection of two fields: service-learning and international development. Critical scholarship in all three domains has highlighted the tensions inherent in defining and tracking “success” in community development. In response, service-learning and international development have turned considerable attention to documenting project characteristics, also known as best practices or success factors, which support equitable, sustainable community development. This database accompanies the article "Global Service-Learning - A systematic review of principle and practice," which presents a systematic synthesis of these fields’ best practices in the context of global service-learning. We propose 18 guiding principles for project design which aim to support practitioners in creating and maintaining justice-oriented, stakeholder-driven projects. This database contains the necessary reference material to trace the path of our analysis from abstract review to thematic synthesis. It also contains the final results of the thematic synthesis. To respect copyright restrictions, we have not made PDFs of all articles analyzed publicly accessible. Please contact the authors of this database or of the original article if you seek to access one of the articles we reference. For more information, see: Hawes, J. K., et al. “Global Service-Learning - A Systematic Review of Principle and Practice.” International Journal of Research on Service-Learning and Community Engagement 10, no. 1 (2022).
- Keyword:
- service-learning, international development, global service-learning, best practices, equitable development, higher education, community engagement, and student-friendly
- Citation to related publication:
- Hawes, J. K. (2021). Global Service-Learning—A systematic review of principle and practice. International Journal of Research on Service-Learning and Community Engagement, 10(1). https://doi.org/10.37333/001c.31383
- Discipline:
- International Studies and Other