A Primer for Monitoring Water Funds

This document is intended to assist people working on Water Funds to understand their information needs and become familiar with the strengths and weaknesses of various monitoring approaches. This primer is not intended to make people monitoring experts, but rather to help them become familiar with and conversant in the major issues so they can communicate effectively with experts to design a scientifically defensible monitoring program.The document highlights the critical information needs common to Water Fund projects and summarizes issues and steps to address in developing a Water Fund monitoring program. It explains key concepts and challenges; suggests monitoring parameters and an array of sampling designs to consider as a starting-point; and provides suggestions for further reading, links to helpful resources,and an annotated bibliography of studies on the impacts that result from activities commonly implemented in Water Fund projects

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Technologies for climate change adaptation: agricultural sector

This Guidebook presents a selection of technologies for climate change adaptation in the agricultural sector. A set of twenty two adaptation technologies are showcased that are primarily based on the principals of agroecology, but also include scientific technologies of climate and biological sciences complemented with important sociological and institutional capacity building processes that are required to make adaptation function. The technologies cover monitoring and forecasting the climate, sustainable water use and management, soil management, sustainable crop management, seed conservation, sustainable forest management and sustainable livestock management. Technologies that tend to homogenize the natural environment and agricultural production have low possibilities of success in conditions of environmental stress that are likely to result from climate change. On the other hand, technologies that allow for, and indeed promote, diversity are more likely to provide a strategy which strengthens agricultural production in the face of uncertain future climate change scenarios. In this sense, the twenty two technologies showcased in this Guidebook have been selected because they facilitate the conservation and restoration of diversity while at the same time providing opportunities for increasing agricultural productivity. Many of these technologies are not new to agricultural production practices, but they are implemented based on assessment of current and possible future impacts of climate change in a particular location. Agro-ecology is an approach that encompasses concepts of sustainable production and biodiversity promotion and therefore provides a useful framework for identifying and selecting appropriate adaptation technologies for the agricultural sector. The Guidebook provides a systematic analysis of the most relevant information available on climate change adaptation technologies in the agriculture sector. It has been compiled based on a literature review of key publications, journal articles, and e-platforms, and by drawing on documented experiences sourced from a range of organizations working on projects and programmes concerned with climate change adaptation technologies in the agricultural sector. Its geographic scope is focused on developing countries where high levels of poverty, agricultural production, climate variability and biological diversity currently intersect. Key concepts around climate change adaptation are not universally agreed. It is therefore important to understand local contexts – especially social and cultural norms - when working with national and sub-national stakeholders to make informed decisions about appropriate technology options. Thus, decision-making processes should be participative, facilitated, and consensus-building oriented and should be based on the following key guiding principles: increasing awareness and knowledge, strengthening institutions, protecting natural resources, providing financial assistance and developing context-specific strategies. For decision-making the Community–Based Adaptation framework is proposed for creating inclusive governance that engages a range of stakeholders directly with local or district government and national coordinating bodies, and facilitates participatory planning, monitoring and implementation of adaptation activities. Seven criteria are suggested for the prioritization of adaptation technologies: (i) The extent to which the technology maintains or strengthens biological diversity and is environmentally sustainable; (ii) The extent to which the technology facilitates access to information systems and awareness of climate change information; (iii) Whether the technology support water, carbon and nutrient cycles and enables stable and/or increased productivity; (iv) Income-generating potential, cost-benefit analysis and contribution to improved equity; (v) Respect for cultural diversity and facilitation of inter-cultural exchange; (vi) Potential for integration into regional and national policies and can be scaled-up; (vii) The extent to which the technology builds formal and information institutions and social networks. Finally, recommendations are set out for practitioners and policy makers: • There is an urgent need for improved climate modelling and forecasting which can provide a basis for informed decision-making and the implementation of adaptation strategies. This should include traditional knowledge. • Information is also required to better understand the behaviour of plants, animals, pests and diseases as they react to climate change. • Potential changes in economic and social systems in the future under different climate scenarios should also be investigated so that the implications of adaptation strategy and planning choices are better understood. • It is important to secure effective flows of information through appropriate dissemination channels. This is vital for building adaptive capacity and decision-making processes. • Improved analysis of adaptation technologies is required to show how they can contribute to building adaptive capacity and resilience in the agricultural sector. This information needs to be compiled and disseminated for a range of stakeholders from local to national level. • Relationships between policy makers, researchers and communities should be built so that technologies and planning processes are developed in partnership, responding to producers’ needs and integrating their knowledge

Qualitative Case Studies in Operations Management: Trends, Research Outcomes, And Future Research Implications

Our study examines the state of qualitative case studies in operations management. Five main operations management journals are included for their impact on the field. They are in alphabetical order: Decision Sciences, International Journal of Operations and Production Management, Journal of Operations Management, Management Science, and Production and Operations Management. The qualitative case studies chosen were published between 1992 and 2007. With an increasing trend toward using more qualitative case studies, there have been meaningful and significant contributions to the field of operations management, especially in the area of theory building. However, in many of the qualitative case studies we reviewed, sufficient details in research design, data collection, and data analysis were missing. For instance, there are studies that do not offer sampling logic or a description of the analysis through which research out-comes are drawn. Further, research protocols for doing inductive case studies are much better developed compared to the research protocols for doing deductive case studies. Consequently, there is a lack of consistency in the way the case method has been applied. As qualitative researchers, we offer suggestions on how we can improve on what we have done and elevate the level of rigor and consistency

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Sustainable consumption: towards action and impact. : International scientific conference November 6th-8th 2011, Hamburg - European Green Capital 2011, Germany: abstract volume

This volume contains the abstracts of all oral and poster presentations of the international scientific conference „Sustainable Consumption – Towards Action and Impact“ held in Hamburg (Germany) on November 6th-8th 2011. This unique conference aims to promote a comprehensive academic discourse on issues concerning sustainable consumption and brings together scholars from a wide range of academic disciplines. In modern societies, private consumption is a multifaceted and ambivalent phenomenon: it is a ubiquitous social practice and an economic driving force, yet at the same time, its consequences are in conflict with important social and environmental sustainability goals. Finding paths towards “sustainable consumption” has therefore become a major political issue. In order to properly understand the challenge of “sustainable consumption”, identify unsustainable patterns of consumption and bring forward the necessary innovations, a collaborative effort of researchers from different disciplines is needed