Competing Claims on Natural Resources: What Role for Science?

Competing claims on natural resources become increasingly acute, with the poor being most vulnerable to adverse outcomes of such competition. A major challenge for science and policy is to progress from facilitating univocal use to guiding stakeholders in dealing with potentially conflicting uses of natural resources. The development of novel, more equitable, management options that reduce rural poverty is key to achieving sustainable use of natural resources and the resolution of conflicts over them. Here, we describe an interdisciplinary and interactive approach for: (i) the understanding of competing claims and stakeholder objectives; (ii) the identification of alternative resource use options, and (iii) the scientific support to negotiation processes between stakeholders. Central to the outlined approach is a shifted perspective on the role of scientific knowledge in society. Understanding scientific knowledge as entering societal arenas and as fundamentally negotiated, the role of the scientist becomes a more modest one, a contributor to ongoing negotiation processes among stakeholders. Scientists can, therefore, not merely describe and explain resource-use dynamics and competing claims, but in doing so, they should actively contribute to negotiation processes between stakeholders operating at different scales (local, national, regional, and global). Together with stakeholders, they explore alternatives that can contribute to more sustainable and equitable use of natural resources and, where possible, design new technical options and institutional arrangements

Accredited qualifications for capacity development in disaster risk reduction and climate change adaptation

Increasingly practitioners and policy makers working across the globe are recognising the importance of bringing together disaster risk reduction and climate change adaptation. From studies across 15 Pacific island nations, a key barrier to improving national resilience to disaster risks and climate change impacts has been identified as a lack of capacity and expertise resulting from the absence of sustainable accredited and quality assured formal training programmes in the disaster risk reduction and climate change adaptation sectors. In the 2016 UNISDR Science and Technology Conference on the Implementation of the Sendai Framework for Disaster Risk Reduction 2015–2030, it was raised that most of the training material available are not reviewed either through a peer-to-peer mechanism or by the scientific community and are, thus, not following quality assurance standards. In response to these identified barriers, this paper focuses on a call for accredited formal qualifications for capacity development identified in the 2015 United Nations landmark agreements in DRR and CCA and uses the Pacific Islands Region of where this is now being implemented with the launch of the Pacific Regional Federation of Resilience Professionals, for DRR and CCA. A key issue is providing an accreditation and quality assurance mechanism that is shared across boundaries. This paper argues that by using the United Nations landmark agreements of 2015, support for a regionally accredited capacity development that ensures all countries can produce, access and effectively use scientific information for disaster risk reduction and climate change adaptation. The newly launched Pacific Regional Federation of Resilience Professionals who work in disaster risk reduction and climate change adaptation may offer a model that can be used more widely

Systems thinking and Equity-focused evaluations

Questions about access to resources - who gets what? - ought not to be seen in isolation from related questions of power - who owns what? They also ought not to be seen in isolation from questions of knowledge and expertise - who does what? Moreover these questions relate to important questions regarding legitimacy - who gets affected by what some people get? Such questions are often more easily avoided in a normal evaluation for fear of the ethics and politics involved in addressing them. But such questions as formulated above also may not be easy to grasp or work with in terms of an approach to evaluating an intervention. To the systems thinker C. West Churchman (1913-2004), such ethical and political questions were profoundly important. It was Churchman's life-long task to surface the need to address such questions. One of the most significant insights offered by Churchman in order to address ethical issues was the need to engage meaningfully with different perspectives

Development of an Education Module on Conflict Resolution for Charge Nurses

A healthy work environment is essential for providing safe and efficient care for patients. When nurses avoid conflict on a patient care unit they create an unhealthy work environment by leaving problems unresolved. Avoiding conflict is common due to the perception that conflict is a negative outcome of dysfunctional relationships. In reality, conflict is a normal part of human interactions that stimulates individuals to adapt to the diversity that surrounds them. Increasing charge nurses‟ understanding of interpersonal conflict and improving their skills of constructive conflict resolution, supports the creation and maintaining of a healthy work environment. An education module titled Embracing Conflict: A Bridge to a Healthy Work Environment is offered as a component of an interactive learning lab for charge nurse orientation. The concepts mutuality, pattern of the whole, and expanding consciousness from Margaret Newman‟s Theory of Health as Expanding Consciousness provides a theoretical framework for the module‟s development. As charge nurses model the skills of addressing and resolving conflict, they will increase the likelihood that others will recognize the benefits of constructively resolved conflict and modify their own response. Direct observation of participants practicing conflict resolution skills along with questions from and employee satisfaction survey are used to assess for immediate and long-term changes in behavior

Multi-level governance of natural resources: tools and processes for water and biodiversity governance in Europe - a European research and training network

--

Teaching geography for a sustainable world: a case study of a secondary school in Spain

Geography has a major responsibility in delivering education for sustainable development (ESD), especially because the geographical concepts of place and space are key dimensions for the analysis and pursuit of sustainability. This paper presents the results of a research that investigated how the teaching of geography in secondary education in Catalonia (Spain) contributes to ESD. For the development of this research it was explored what is involved in understanding and resolving issues about sustainable development and how geography teachers might best conceptualize and teach in this new domain. As a result of this theoretical reflection it has been defined a proposal or model for reorienting the geography curriculum from the basis of the ESD paradigm, which is based and structured in four groups of criteria and recommendations as follows: recommendations for defining competences and learning objectives; criteria for selecting geographical contents and themes; criteria for selecting geographical areas and for the use of scale; and finally, recommendations for choosing the most suitable teaching and learning approach

The Lawyer As Consensus Builder: Ethics For a New Practice

In this Article, I explore the roles of lawyers in alternative dispute resolution ( ADR ), including traditional roles in arbitration and new roles in mediation and facilitation. I also discuss how conventional ethics rules for lawyers fail to provide guidance and best practices for lawyers who serve in these new roles. State legislatures and professional associations, such as the American Arbitration Association ( AAA ), the Center for Public Resources Institute for Dispute Resolution ( CPR ), and the Association of Conflict Resolution, have adopted ethical codes for mediators and arbitrators. Select professional associations are also developing best practice guides for the provision of ADR services; however, the lack of clarity in the Model Rules is a serious problem. The failure of the Model Rules to recognize the role of lawyers in peacemaking, dispute prevention or resolution, and legal problem solving marks an absence in what is publicly recognized as among the most important roles a lawyer performs - that of a constructive lawyer. Furthermore, the Model Rules misrepresent the legal profession by assuming that representing clients in adversarial matters is the only role lawyers fulfill. Such an assumption fails to give adequate guidance to a lawyer who fulfills a broader, and perhaps, more significant role than that of a hired gun

Coastal Resource Management in the Wider Caribbean: Resilience, Adaptation, and Community Diversity

The Caribbean Sea is the second largest sea in the world, including more than 30 insular and continental countries with an approximate population of 35 million. In addition to its highly fractionalized territory, it is characterized by a great linguistic and cultural diversity, a phenomenon enhanced by increasing internal migrations and the expansion of tourism. The implementation of coastal management programs, often embedded in top-down approaches, is therefore faced with a series of ecological and social constraints, explaining why they have had only limited success. This book presents an alternative look at existing coastal management initiatives in the North America (Caribbean); focusing on the need to pay more attention to the local community. Emphasizing the great heterogeneity of Caribbean communities, the book shows how the diversity of ecosystems and cultures has generated a significant resilience and capacity to adapt, in which the notion of community itself has to be re-examined. The concluding chapter presents lessons learned and a series of practical recommendations for decision-makers