Protect, Adapt or Relocate? Responding to Climate Change in Coastal Indonesia

On the coast of Java, Semarang City faces a multitude of climate-related problems including sea-level rise, flash and tidal floods, subsidence and coastal erosion. Using four case-study villages, this working paper explores how households are coping with the impacts of climate change. How do they decide whether to protect, adapt or relocate their property to areas less affected, and what are the costs? Understanding household risk assessments and decision-making processes should effectively tailor government policies to reduce vulnerability and support local adaptation strategies. By bringing together all stakeholders, an urban climate governance approach should ensure a more resilient city

Games for a new climate: experiencing the complexity of future risks

This repository item contains a single issue of the Pardee Center Task Force Reports, a publication series that began publishing in 2009 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.This report is a product of the Pardee Center Task Force on Games for a New Climate, which met at Pardee House at Boston University in March 2012. The 12-member Task Force was convened on behalf of the Pardee Center by Visiting Research Fellow Pablo Suarez in collaboration with the Red Cross/Red Crescent Climate Centre to “explore the potential of participatory, game-based processes for accelerating learning, fostering dialogue, and promoting action through real-world decisions affecting the longer-range future, with an emphasis on humanitarian and development work, particularly involving climate risk management.” Compiled and edited by Janot Mendler de Suarez, Pablo Suarez and Carina Bachofen, the report includes contributions from all of the Task Force members and provides a detailed exploration of the current and potential ways in which games can be used to help a variety of stakeholders – including subsistence farmers, humanitarian workers, scientists, policymakers, and donors – to both understand and experience the difficulty and risks involved related to decision-making in a complex and uncertain future. The dozen Task Force experts who contributed to the report represent academic institutions, humanitarian organization, other non-governmental organizations, and game design firms with backgrounds ranging from climate modeling and anthropology to community-level disaster management and national and global policymaking as well as game design.Red Cross/Red Crescent Climate Centr

Delivering no matter what: IPPFs response to the COVID-19 pandemic

All around the world, the COVID-19 pandemic has, and continues to change the way that people live and the way that they experience sexual and reproductive health and rights. The COVID-19 pandemic has been transformative for IPPF as it has necessitated rapid, dramatic shifts in healthcare and programme delivery so that IPPF can continue meeting the needs of their clients and communities. In the first half of 2020, the Federation responded rapidly by convening a strong, multi-faceted global coordination mechanism – a COVID-19 Task Force – that serves to gather and disseminate intelligence about the pandemic; to lead strategic, joined up actions and learning; and to scale up innovations, all with the aim of supporting Member Associations (MAs) to deliver services in exceptionally difficult contexts. Working together, we have found solutions to provide ever more options and routes for rights-based support and care. Many of these will endure long past the pandemic

Layered evaluation of interactive adaptive systems : framework and formative methods

Peer reviewedPostprin

International partnerships of women for sustainable watershed governance in times of climate change

This chapter describes and assesses collaborative research with women actively engaged in local and global community engagement processes for water management in times of global climate change. As an equity-focused response to climate change, the interrelated networks and initiatives described in the chapter involve organizations and individuals in Brazil, Mozambique, South Africa, Kenya, and Canada. These collaborations are focused on strengthening low-income women's voices, and legitimizing their knowledge and action within water management institutions and processes. The chapter draws from what people learned through two international projects, the Sister Watersheds project with Canadian and Brazilian partners, and a Climate Change Adaptation in Africa project with partners in Canada, Kenya, Mozambique, and South Africa. The methods and approach of the Sister Watersheds project proved to be applicable to climate change education and organizing in Canada as well as in Brazil. The chapter summarizes that women are working together on climate education and water governance, helping to inspire and generate related strategies.This research was supported by the International Development Research Centre, grant number IDRC GRANT NO. 106002-00

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity