Litigation\u27s Role in the Path of U.S. Federal Climate Change Regulation: Implications of AEP v. Connecticut

This symposium analyzes the role of litigation in climate change regulation, with a particular focus on the U.S. Supreme Court\u27s June 2011 decision in American Electric Power Co. v. Connecticut ( AEP ). 1 This Essay adds to that conversation by exploring the significance of AEP for U.S. federal legal approaches to regulating climate change

Linking multiple representations in exploring iterations: does change in technology change students' conjectures?

This study investigates changes in conjectures of four typical students when they are using different kinds of technologies, particularly in relation to their preferences for representations and the way they express their conjectures in understanding the concept and properties of iteration. The first stage of the research was conducted using pen and paper (PP) with graphical calculator (GC) in a classroom while the second stage used PP with graphical software (GS) in a laboratory. The findings suggest, with important caveats, that different technologies significantly influence the students' preferences for representations. Also, this study shows that students' conjectures can be an effective unit of analysis in researching students' understanding of iteration and preferences for representations

Exploring generative change

Examination of human civilization reveals that cultures have continually evolved through social and economic forms (Drucker, 2000). Several authors have argued that society is again reaching a turning point where the current mindsets and approaches no longer meet the challenges being faced (Senge, 1990; Veltrop, 2006; Wheatley, 1999). Senge\u27s perspective is that what is required now is a shift from mechanistic viewpoints to wholistic systems approaches. The new paradigm is reflected in the notion of generative change, which refers to change that builds upon itself; calls forth imagination, creativity, and courage; and originates in the interdependence and interconnectedness of people. This study examined the factors and conditions that lead to generative change in the case of nine individuals in organizations and by using practitioners in the field. The research questions examined the personal characteristics, group characteristics, and systemic conditions necessary for generative change to occur as well as the outcomes that result from generative change. This study used a qualitative research interview design to gather data from nine men and women who attended the 2009 Connecting for Change Dialogue. Participants were interviewed about their experiences of generative change along with the catalysts, obstacles, and outcomes of those experiences. Content analysis was used to identify the themes in the data. Facilitators of change were found to occur at the individual, community, and structural levels. A final critical ingredient to support generative change is time. Participants similarly described personal, group, and systemwide outcomes of generative change. While limitations of the sample, bias, and method affected the results and additional research is needed to examine the long-term outcomes of generativity and how this might become a practical and credible change approach, the findings of this study emphasized that generative change is an approach worthy of exploring. Organization development practitioners, as a result, are advised to enhance their knowledge and skills sets related to this powerful form of change

On Morals, Markets, and Climate Change: Exploring Pope Francis’ Challenge

The relation between Culture and Business has caught researchers’ attention long ago; itis not hard to find studies relating to these topics. According to Hofstede et al. (2010, p.18), Hampden-Turner and Trompenaars (2012, p. 8), and Erez and Gati (2004, p. 5),culture can be defined in many levels, for example, organizational culture, and national culture. The field of Business also contains several disciplines, for example, International Business Management, Project Management, and Project Governance. However, not somany studies can be found studying the relation between National Culture and Project Governance; therefore, this study is focused on this relation.This study is designed following a qualitative approach in order to clarify the relation between National Culture and Project Governance Principles. Case studies are used targeting the IT industry of three countries, Spain, Sweden, and Taiwan. These cases also contain the classical theory of cultural dimensions from Hofstede. Hofstede’s dimensionsare Power Distance (PDI), Individualism vs. Collectivism (IDV), Uncertainty Avoidance(UAI), Masculinity vs. Femininity (MAS), Long-term Orientation (LTO), and Indulgencevs. Restraint (IDU). They are applied in this study for distinguishing the differences between countries. This study is also based on the definition of Project GovernancePrinciples from Garland (2009), Klakegg (2008), and Müller et al. (2013). ProjectGovernance Principles are split into two categories as well, hard/ structural principles andsoft/ behaviour principles.In order to clarify the link between National Culture and Project Governance Principles,this thesis’ authors interviewed 19 people, including 10 project managers and 9 experts.All of them have a long experience dealing with Project Management in the three selected countries. Their answers are based on the knowledge and experience of Project Management and Project Governance, as well as their opinions about their own national culture. After analysing the interviews, the authors consider that differences between these three countries in Project Governance and Project Governance Principles do exist. On the other hand, there are also some similar parts, for example, the influence ofcustomers’ orientation and preference. Moreover, respondents, Project Managers and Experts, all mentioned it is also necessary to be aware of the globalized environment, inother words, there is no influence of a single national culture in one country anymore.However, they all admit the importance of their own national culture as well. All these findings from this study encourage further and deeper study in the future

Out-of-School Time Policy Commentary #8: Out-of-School Time and Civic Engagement

The non-school hours, often framed as periods of risk, idleness or remediation, in fact constitute a powerful opportunity for civic renewal, engagement and change. This commentary describes how out-of-school time programs make ideal contexts for nurturing civic engagement, exploring the issue from the practice, research and policy perspectives

What Is New about the Exposome? Exploring Scientific Change in Contemporary Epidemiology

In this commentary, I discuss the scientific changes brought by the exposome, asking what is new about this approach and line of research. I place the exposome in a historical perspective, by analyzing the conditions under which the exposome has been conceived, developed and established in the context of contemporary epidemiological research. I argue that the exposome has been developed by transferring approaches, methods and conceptualizations from other lines of research in the life and health sciences. I thus discuss the conceptual and methodological innovations of the exposome as a result of the merging and adaptation of these elements for new uses and purposes. On this basis, I argue that the novelty of the exposome should be seen in incremental rather than revolutionary terms and, in this sense, the exposome shares significant elements with other projects and repertoires in postgenomics. I conclude by discussing the consequences of this analysis for the potential limitations and future development of exposome research

Learning for a Change: Exploring the Relationship Between Education and Sustainable Development

Whether we view sustainable development as our greatest challenge or a subversive litany, every phase of education is now being urged to declare its support for education for sustainable development (ESD). In this paper, we explore the ideas behind ESD and, building on work by Foster and by Scott and Gough, we argue that it is necessary now to think of two complementary approaches: ESD 1 and ESD 2. We see ESD 1 as the promotion of informed, skilled behaviours and ways of thinking, useful in the short-term where the need is clearly identified and agreed, and ESD 2 as building capacity to think critically about what experts say and to test ideas, exploring the dilemmas and contradictions inherent in sustainable living. We note the prevalence of ESD 1 approaches, especially from policy makers; this is a concern because people rarely change their behaviour in response to a rational call to do so, and more importantly, too much successful ESD 1 in isolation would reduce our capacity to manage change ourselves and therefore make us less sustainable. We argue that ESD 2 is a necessary complement to ESD 1, making it meaningful in a learning sense. In this way we avoid an either-or debate in favour of a yes-and approach that constantly challenges us to understand what we are communicating, how we are going about it and, crucially, why we are doing it in the first place