Browsing by Author "McAllister T"

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    Building consensus on water use assessment of livestock production systems and supply chains: Outcome and recommendations from the FAO LEAP Partnership
    (Elsevier B.V., 2021-01-23) Boulay A-M; Drastig K; Amanullah; Chapagain A; Charlon V; Civit B; DeCamillis C; De Souza M; Hess T; Hoekstra AY; Ibidhi R; Lathuillière MJ; Manzardo A; McAllister T; Morales RA; Motoshita M; Palhares JCP; Pirlo G; Ridoutt B; Russo V; Salmoral G; Singh R; Vanham D; Wiedemann S; Zheng W; Pfister S
    The FAO Livestock Environmental Assessment and Performance (LEAP) Partnership organised a Technical Advisory Group (TAG) to develop reference guidelines on water footprinting for livestock production systems and supply chains. The mandate of the TAG was to i) provide recommendations to monitor the environmental performance of feed and livestock supply chains over time so that progress towards improvement targets can be measured, ii) be applicable for feed and water demand of small ruminants, poultry, large ruminants and pig supply chains, iii) build on, and go beyond, the existing FAO LEAP guidelines and iv) pursue alignment with relevant international standards, specifically ISO 14040 (2006)/ISO 14044 (2006), and ISO 14046 (2014). The recommended guidelines on livestock water use address both impact assessment (water scarcity footprint as defined by ISO 14046, 2014) and water productivity (water use efficiency). While most aspects of livestock water use assessment have been proposed or discussed independently elsewhere, the TAG reviewed and connected these concepts and information in relation with each other and made recommendations towards comprehensive assessment of water use in livestock production systems and supply chains. The approaches to assess the quantity of water used for livestock systems are addressed and the specific assessment methods for water productivity and water scarcity are recommended. Water productivity assessment is further advanced by its quantification and reporting with fractions of green and blue water consumed. This allows the assessment of the environmental performance related to water use of a livestock-related system by assessing potential environmental impacts of anthropogenic water consumption (only “blue water”); as well as the assessment of overall water productivity of the system (including “green” and “blue water” consumption). A consistent combination of water productivity and water scarcity footprint metrics provides a complete picture both in terms of potential productivity improvements of the water consumption as well as minimizing potential environmental impacts related to water scarcity. This process resulted for the first time in an international consensus on water use assessment, including both the life-cycle assessment community with the water scarcity footprint and the water management community with water productivity metrics. Despite the main focus on feed and livestock production systems, the outcomes of this LEAP TAG are also applicable to many other agriculture sectors.
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    Seen but unheard: navigating turbulent waters as Māori and Pacific postgraduate students in STEM
    (Taylor and Francis, 9/08/2022) McAllister T; Naepi S; Walker L; Gillon A; Clark P; Lambert E; McCambridge AB; Thoms C; Housiaux J; Ehau-Taumaunu H; Connell CJW; Keenan R; Thomas K-L; Maslen-Miller A; Tupaea M; Mauriohooho K; Puli'uvea C; Rapata H; Nicholas SA; Pope R-N-A-R; Kaufononga SAF; Reihana K; Fleury K; Camp N; Carson GMR; Kaulamatoa JL; Clark ZL; Collings M; Bell GM; Henare K; Reiri K; Walker P; Escott K-R; Moors J; Wilson B-J; Laita OS; Maxwell KH; Fong S; Parata R; Meertens M; Aston C; Taura Y; Haerewa N; Lawrence H; Alipia T
    The experiences of Māori and Pacific postgraduate students in STEM (Science, Technology, Engineering and Mathematics) offer insights into how universities, particularly science faculties, currently underserve Māori and Pacific people. This article shares the experiences of 43 current or past postgraduate students at New Zealand universities. Collectively, our stories offer insight into how representation, the white imprint, space invaders/stranger making, and institutional habits, specifically operate to exclude and devalue Māori and Pacific postgraduates in STEM. We provide new understandings of the white imprint (rewarding and incentivising white behaviour), where Māori and Pacific postgraduates were prevented from being their authentic selves. Importantly, this research documents how Māori and Pacific postgraduates experience excess labour because of institutional habits. This research also provides insight into how the science funding system results in superficial and unethical inclusion of Māori and Pacific postgraduates. Our stories provide persuasive evidence that the under-representation of Māori and Pacific in STEM will not be addressed by simply bolstering university enrolments. Instead, our stories highlight the urgent requirement for universities to change the STEM learning environment which continues to be violent and culturally unsafe for Māori and Pacific postgraduates.