Diagnosis and the management constituency of small-scale fisheries

Diagnosis and adaptive management can help improve the ability of small-scale fisheries (SSF) in the developing world to better cope with and adapt to both external drivers and internal sources of uncertainty. This paper presents a framework for diagnosis and adaptive management and discusses ways of implementing the first two phases of learning: diagnosis and mobilising an appropriate management constituency. The discussion addresses key issues and suggests suitable approaches and tools as well as numerous sources of further information. Diagnosis of a SSF defines the system to be managed, outlines the scope of the management problem in terms of threats and opportunities, and aims to construct realistic and desired future projections for the fishery. These steps can clarify objectives and lead to development of indicators necessary for adaptive management. Before management, however, it is important to mobilize a management constituency to enact change. Ways of identifying stakeholders and understanding both enabling and obstructive interactions and management structures are outlined. These preliminary learning phases for adaptive SSF management are expected to work best if legitimised by collaborative discussion among fishery stakeholders drawing on multiple knowledge systems and participatory approaches to assessment. (PDF contains 33 pages

AdaptiveVLE: an integrated framework for personalised online education using MPS JetBrains domain-specific modelling environment

This paper contains the design and development of an Adaptive Virtual Learning Environment (AdaptiveVLE) framework to assist educators of all disciplines with creating adaptive VLEs tailored to their needs and to contribute towards the creation of a more generic framework for adaptive systems. Fully online education is a major trend in education technology of our times. However, it has been criticised for its lack of personalisation and therefore not adequately addressing individual students’ needs. Adaptivity and intelligence are elements that could substantially improve the student experience and enhance the learning taking place. There are several attempts in academia and in industry to provide adaptive VLEs and therefore personalise educational provision. All these attempts require a multiple-domain (multi-disciplinary) approach from education professionals, software developers, data scientists to cover all aspects of the system. An integrated environment that can be used by all the multiple-domain users mentioned above and will allow for quick experimentation of different approaches is currently missing. Specifically, a transparent approach that will enable the educator to configure the data collected and the way it is processed without any knowledge of software development and/or data science algorithms implementation details is required. In our proposed work, we developed a new language/framework using MPS JetBrains Domain-Specific Language (DSL) development environment to address this problem. Our work consists of the following stages: data collection configuration by the educator, implementation of the adaptive VLE, data processing, adaptation of the learning path. These stages correspond to the adaptivity stages of all adaptive systems such as monitoring, processing and adaptation. The extension of our framework to include other application areas such as business analytics, health analytics, etc. so that it becomes a generic framework for adaptive systems as well as more usability testing for all applications will be part of our future work

Adaptive Information Gathering via Imitation Learning

In the adaptive information gathering problem, a policy is required to select an informative sensing location using the history of measurements acquired thus far. While there is an extensive amount of prior work investigating effective practical approximations using variants of Shannon's entropy, the efficacy of such policies heavily depends on the geometric distribution of objects in the world. On the other hand, the principled approach of employing online POMDP solvers is rendered impractical by the need to explicitly sample online from a posterior distribution of world maps. We present a novel data-driven imitation learning framework to efficiently train information gathering policies. The policy imitates a clairvoyant oracle - an oracle that at train time has full knowledge about the world map and can compute maximally informative sensing locations. We analyze the learnt policy by showing that offline imitation of a clairvoyant oracle is implicitly equivalent to online oracle execution in conjunction with posterior sampling. This observation allows us to obtain powerful near-optimality guarantees for information gathering problems possessing an adaptive sub-modularity property. As demonstrated on a spectrum of 2D and 3D exploration problems, the trained policies enjoy the best of both worlds - they adapt to different world map distributions while being computationally inexpensive to evaluate.Comment: Robotics Science and Systems, 201

Smart Knowledge Capture for Developing Adaptive Management Systems

In this paper we describe how a welldesigned Spatial Decision Support System (SDSS) may facilitate initial (immediate) decision making, while establishing a robust foundation and framework for improving effectiveness over time as new data and knowledge becomes available. \u27Smart Knowledge Capture\u27 is a set of methods for rapidly developing a strong SDSS for adaptive management. We review some of the MIS tools used in Smart Knowledge Capture: multicriteria decision analysis (MCDA) tools, online surveys, online knowledge portals, ontology systems, and describe the architecture of an SDSS that stores and utilizes this knowledge. We illustrate these concepts using our recent work supporting the development of a revised desert tortoise recovery plan

Review: The Math Teachers Know: Profound Understanding of Emergent Mathematics

This book develops a powerful set of understandings about the nature of mathematics for teaching. The authors conceptualise mathematics knowledge for teaching as an adaptive and emergent system, within the framework of complexity science, presenting a fuller picture of the study reported on in Davis and Renert (2013). They discuss the development and part formalisation of ‘concept study’ work with mathematics teachers in which they have been engaged for some time (see e.g. Davis and Simmt, 2006, Davis and Renert, 2009). Arguing that mathematics knowledge for teaching is distributed and tacit, they make a persuasive case for the importance of collective action in the production of mathematics-for-teaching

Global citizenship:an education or an identity?

This paper considers the recent focus on citizenship within education by examining curricular reform in Scottish secondary schooling and its linkage with higher education. In Scotland the Curriculum for Excellence reform places citizenship as one of four main capacities (i.e., successful learners, confident individuals, responsible citizens, effective contributors) that pupils must work towards as part of their education. The Scottish higher education Enhancement Themes framework also includes citizenship as part of the development of ‘graduate attributes’ that students work towards as they progress through their courses. A unifying theme in these reforms is the need for students to take a global perspective and work across different disciplines by, for example, considering how knowledge relates to wider issues such as in relation to sustainable development, e-democracy or human rights. One feature that unites these disparate areas is that, above all, students must learn to be active through the acquisition of appropriate knowledge and skills. In this model of citizenship education learners are enabled to develop their sense of citizenship identity in response to a fast-paced world of innovation and change. Citizenship is therefore linked to a futurist agenda, where the learner-citizen is positioned as an ongoing project, as something to be worked at or perhaps worked on. However, this kind of notion of agency is an expression of an ideological construction of the citizen as a flexible resource for society. Such citizens are active in the sense of being adaptive to change through utilizing intellectual skills but without a sense of identity grounded in one’s commitments or reflexive engagement with different forms of understanding. The paper offers a critical assessment of this learner-citizen discourse as focusing on ratiocination rather than relational identity