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Taking departure in the premise that donor and recipient priorities differ with regard to the marginal costs and benefits associated with attacking global environmental externalities, and hence the relative importance attached to the global environment, this paper seeks to scrutinize specific global environmental transfer mechanisms in the light of proposed definitions of global environmental assistance and global environmental compensation. It is argued that most global environmental transfer mechanisms possess distinct compensatory elements, and that additionality of these transfers is essential in order to ensure that existing development assistance is not crowded out. Specifically, this should be achieved either directly through separation of funds for global environmental and local developmental purposes or indirectly through increased considerations for local development objectives directly in global environmental transfer design.

This paper seeks to evaluate different approaches to forest conservation in the areas outside the national parks of south‐western Madagascar.

Data from a household survey in the area are employed to analyse farmer strategies towards conservation of local forest resources, and present conservation strategies are evaluated in this light.

It is argued that the prospects for future forest conservation in the area are dim at best, and that any policy proposal intended to remedy this situation must as a first priority establish alternative livelihood opportunities for the local population in order to ensure a minimum of incentives for conservation on their behalf.

The paper is of value to all those interested or involved with sustainability issues.

Assessment of personality disorders in substance abusing patients may produce important insights. Little is known about the value of routine personality disorder assessment in a clinical context. Adults with past‐year substance dependence seeking treatment at a centralised intake unit for substance abusers in the City of Copenhagen were randomised to assessment of personality disorders and individual psychoeducation vs. attention placebo (n=75). All patients received psychoeducation for attention deficit hyperactive disorder (ADHD) and anxiety/depression when indicated. Patients were followed at three and six months post‐treatment. The psychoeducation for personality disorder did not result in improved functioning. Significant differences indicated a larger drop in substance use in the experimental group. Assessing personality disorders and providing psychoeducation is a promising treatment in a clinical context. There is a need for relevant treatment options to improve functioning and quality of life for this group of patients.

The purpose of this paper is to examine the learning climate in elderly care, its potential improvements after the “Steps for skills”, and its influence on knowledge from formal training. The assumptions were: the different activities of the Steps for skills should enhance the perceived learning climate; differences in working conditions in home help and residential homes should influence the perceived learning climate and its improvements; and changes in the perception of the learning climate should bring changes in the perceived usefulness of new knowledge.

The study is a case study carried out in the public elderly care in Sweden, and used a repeated measurements design. A total of 270 nursing assistants answered a questionnaire at Time I, and 174 at Time II.

Results show no improvements of the learning climate for the full sample. When contrasting the learning climate in home help services and in residential homes significant differences are found, and also a tendency for their learning climate to change in opposite directions. The perception of the learning climate seems to influence the perceived usefulness of new knowledge.

The sample was from one single organization.

Developmental interventions should take in to consideration that context matters, and that the perceived learning climate influences the use of new knowledge.

In this study, a 15‐items learning climate scale (LCS) is presented. Another contribution is identifying working condition failure as a potential explanation to why interventions usually do not result in expected changes.