Land Use Planning for Solar Energy: Resource Guide

This document was created to help New York State localities develop and adopt solar friendly policies and plans. It begins by presenting the local government’s role in land use planning and regulation and introduces common characteristics of “solar friendly” communities. The resource then describes how municipalities should begin a solar energy initiative through an official policy statement that provides support for solar energy and that authorizes a task force to shepherd the process, appropriate studies, training programs for staff and board members, inter-municipal partnerships, and outside funding sources. Next, the document explains how municipalities should engage the entire community in the solar energy initiative process to ensure support for the initiative and its implementation. Finally, the resource presents local planning best practices that communities can incorporate into their comprehensive plans, subarea plans, or other plans. Throughout, this document provides helpful resources and examples that communities can use to develop effective solar energy policies and plans

Training on Establishing Climate-Smart Villages (CSVs) in Myanmar to Improve Food Security and Resilience in Agriculture

This training on establish Climate-Smart Villages (CSVs) in Myanmar was a collaborative effort of the Food Security Working Group (FSWG) and the Myanmar Program of the International Institute of Rural Reconstruction. This was supported in part by donors of the FSWG and the International Development Research Center-Canada through the 3-year action research project of IIRR-Myanmar in 4 CSVs. The overall goal of this training was to increase the understanding of the concepts, processes and tools in implementing of CSVs as an approach to build climate resilience among small-holder farmers, achieve nutrition security and gender equality in Myanmar. It was aimed for local NGOs and members of the Food Security Working Group (FSWG), Myanmar’s largest alliance of development organizations advocating for food security and sustainable livelihoods in Myanmar. This training was part of IIRR-Myanmar’s out-scaling pathway by engaging and building capacities of local civil societies to replicate the CSV approach as platforms to promote climate smart agriculture in Myanmar

Genetic Programming for Smart Phone Personalisation

Personalisation in smart phones requires adaptability to dynamic context based on user mobility, application usage and sensor inputs. Current personalisation approaches, which rely on static logic that is developed a priori, do not provide sufficient adaptability to dynamic and unexpected context. This paper proposes genetic programming (GP), which can evolve program logic in realtime, as an online learning method to deal with the highly dynamic context in smart phone personalisation. We introduce the concept of collaborative smart phone personalisation through the GP Island Model, in order to exploit shared context among co-located phone users and reduce convergence time. We implement these concepts on real smartphones to demonstrate the capability of personalisation through GP and to explore the benefits of the Island Model. Our empirical evaluations on two example applications confirm that the Island Model can reduce convergence time by up to two-thirds over standalone GP personalisation.Comment: 43 pages, 11 figure

Contours of Inclusion: Inclusive Arts Teaching and Learning

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community.The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.

Discovery of the potential role of sensors in a personal emergency response system: what can we learn from a single workshop?

Capturing knowledge from domain experts is important to effectively integrate novel technological support in existing care processes. In this paper, we present our experiences in using a specific type of workshop, which we identified as a decision-tree workshop, to determine the process and information exchange during the usage of a Personal Emergency Response System (PERS). We conducted the workshop with current and possible future users of a PERS system to investigate the potential of context-and social awareness for such a system. We discuss the workshop format as well as the results and reflection on this workshop

Applying a User-centred Approach to Interactive Visualization Design

Analysing users in their context of work and finding out how and why they use different information resources is essential to provide interactive visualisation systems that match their goals and needs. Designers should actively involve the intended users throughout the whole process. This chapter presents a user-centered approach for the design of interactive visualisation systems. We describe three phases of the iterative visualisation design process: the early envisioning phase, the global specification hase, and the detailed specification phase. The whole design cycle is repeated until some criterion of success is reached. We discuss different techniques for the analysis of users, their tasks and domain. Subsequently, the design of prototypes and evaluation methods in visualisation practice are presented. Finally, we discuss the practical challenges in design and evaluation of collaborative visualisation environments. Our own case studies and those of others are used throughout the whole chapter to illustrate various approaches

Harmonizing Climate Change Mitigation and Adaptation in Transportation and Land-Use Planning in California Cities

Abstract: Recent extreme weather events in California—wildfires, drought, and flooding—make abundantly clear the need to plan effective responses to both the causes and the consequences of climate change. A central challenge for climate planning efforts has been identifying transportation and land-use (TLU) strategies that simultaneously reduce greenhouse gas emissions (“mitigation”) and adapt communities so that they will be less affected by the adverse impacts of climate change (“adaptation”). Sets of policies that collectively address both mitigation and adaptation are known as “integrated actions.” This study explores municipal climate planning in California to determine whether cities incorporate integrated actions into their plans, assess the potential drivers of conflict between mitigation and adaptation in municipal plans, and identify ways the State of California can help cities more effectively incorporate integrated actions. The study methods consisted of a detailed analysis of climate planning documents from 23 California cities with particularly long histories of climate planning, plus interviews with 25 local, regional, and state officials who work on municipal climate planning. The authors found that some cities did adopt packages of integrated actions, and, promisingly, two cities with recently updated climate plans explicitly focused on the need for integrated actions. However, most cities addressed climate mitigation and adaptation in separate efforts, potentially reducing synergies between the two types of action and even creating conflicts. Since the first generation of climate action plans focused primarily on mitigation of greenhouse gases (GHGs), adaptation strategies have not yet been effectively or fully combined into mitigation plans in many cities. Also, a cross-comparison of plan content and interview data suggests that cities often had sets of policies that could potentially create conflicts—mitigation policies that would undermine adaptation capacity, and vice versa. In addition, where a city did adopt integrated actions, these efforts are typically not labeled as such, nor do the policies appear within the same policy document. The study findings suggest promising steps that both municipal and state governments can take to support integrated TLU actions at the local level. For example, cities can proactively link the content in climate mitigation and adaptation plans—a process that will require building the capacity for cross-collaboration between the various departments in charge of developing, implementing, and monitoring climate-related plans. As for the state government, it can provide funding specifically for planning and implementing integrated actions, offer technical support to help municipalities adopt programs and projects that produce integrated mitigation and adaptation benefits, and fund research in the area of integrated actions

The Development of Global Science.

How do we build research capacity throughout the world and capture the great human potential? To us, the answer is rather straightforward: the time-honored tradition of scientific mentoring must be practiced on a wider scale across borders. Herein, we detail the necessity for expanding mentorship to a global scale and provide several important principles to be considered when designing, planning, and implementing programs and centers of research around the world

Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues