**Managing Minds**

In the introductory chapter, I discuss an issue that seems to impede public support for calls to action in the United States, and perhaps in other countries of the world as well. That people, some of whom are public educators (not necessarily teachers, but people like broadcasters, journalists, politicians), even educated and seemingly intelligent people, don't seem to understand that they do not fully understand the matters at hand, particularly in that they unknowingly portray the concepts of global warming and climate change inaccurately. In trying to clarify these terms, I try to present the implications of understanding and not understanding.

In Chapter 2, Angela Akanwa examines actions that foster environmentally conscious living, reflecting the fact that global warming and climate change are merely symptoms of a deeper socioeconomic and cultural affliction associated with development. She examines the approaches that could be adopted and applied in Nigeria to meet goals that not only contribute to remediating global warming and climate change, but also "green" Nigerian society and its landscapes to approach sustainability.

And in Chapter 3 by Nelson Chanza and Veronica Gundu-Jakarasi, we explore the consequences of responding to global warming mitigation and adaptation to climate change in Zimbabwe. Chanza and Gundu-Jakarasi critically examine the claims of benefits to various economic activities (agriculture, water production, energy, and health) achieved by government policies, responses, and interventions in these sectors. They argue that though there are some advances made by government programs, there are many unfulfilled promises, several areas of opportunity for new development, and the prospects for successes. They question whether the mitigation, adaptation, and development efforts are sustainable in the long run.
