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

Intellectual Property Topics in Open University Distance-Taught Courses

Patents lie at the heart of engineering as a permanent and ongoing record of invention. We have taught the subject for about 5 years in both UG and PG courses, written from scratch owing to the absence of textbooks aimed specifically at engineers. Most practising engineers develop patent skills on the job rather than through conventional courses. But there is a need to present such courses as early as possible in the engineering curriculum, so that graduates have a flying start in their first employment

Emergency Management Training and Exercises for Transportation Agency Operations, MTI Report 09-17

Training and exercises are an important part of emergency management. Plans are developed based on threat assessment, but they are not useful unless staff members are trained on how to use the plan, and then practice that training. Exercises are also essential for ensuring that the plan is effective, and outcomes from exercises are used to improve the plan. Exercises have been an important part of gauging the preparedness of response organizations since Civil Defense days when full-scale exercises often included the community. Today there are various types of exercises that can be used to evaluate the preparedness of public agencies and communities: seminars, drills, tabletop exercises, functional exercises, facilitated exercises and full-scale exercises. Police and fire agencies have long used drills and full-scale exercises to evaluate the ability of staff to use equipment, protocols and plans. Transit and transportation agencies have seldom been included in these plans, and have little guidance for their participation in the exercises. A research plan was designed to determine whether urban transit systems are holding exercises, and whether they have the training and guidance documents that they need to be successful. The main research question was whether there was a need for a practical handbook to guide the development of transit system exercises

Reinspection of curriculum areas, 1997–1998: report from the Inspectorate

FEFC INSPECTION REPORT 109/98 Reinspection of Curriculum Areas, 1997–1998 The Council has agreed that colleges with curriculum areas judged by the inspectorate to have more weaknesses than strengths (grade 4 or 5) may have their funding agreement with the Council qualified to prevent them increasing the number of new students enrolled in those areas until the Council is satisfied that the weaknesses have been addressed satisfactorily. The Council requires that colleges are given the opportunity to have curriculum areas graded 4 or 5 reinspected within a year of their original inspection. Colleges may request the Council to defer reinspection if they do not believe that sufficient improvements in provision have been achieved

Mental Health in the Workplace: Situation Analyses, Germany

[From Introduction] The ILO’s primary goals regarding disability are to prepare and empower people with disabilities to pursue their employment goals and facilitate access to work and job opportunities in open labour markets, while sensitising policy makers, trade unions and employers to these issues. The ILO’s mandate on disability issues is specified in the ILO Convention 159 (1983) on vocational rehabilitation and employment. No. 159 defines a disabled person as an individual whose prospects of securing, retaining, and advancing in suitable employment are substantially reduced as a result of a duly recognised physical or mental impairment. The Convention established the principle of equal treatment and employment for workers with disabilities

On the testability of WCAG 2.0 for beginners

Web accessibility for people with disabilities is a highly visible area of research in the field of ICT accessibility, including many policy activities across many countries. The commonly accepted guidelines for web accessibility (WCAG 1.0) were published in 1999 and have been extensively used by designers, evaluators and legislators. W3C-WAI published a new version of these guidelines (WCAG 2.0) in December 2008. One of the main goals of WCAG 2.0 was testability, that is, WCAG 2.0 should be either machine testable or reliably human testable. In this paper we present an educational experiment performed during an intensive web accessibility course. The goal of the experiment was to assess the testability of the 25 level-A success criteria of WCAG 2.0 by beginners. To do this, the students had to manually evaluate the accessibility of the same web page. The result was that only eight success criteria could be considered to be reliably human testable when evaluators were beginners. We also compare our experiment with a similar study published recently. Our work is not a conclusive experiment, but it does suggest some parts of WCAG 2.0 to which special attention should be paid when training accessibility evaluator

Looming Crisis or Historic Opportunity? Meeting the Challenge of the Regents Graduation Standards

This report does not take a position on the merit of the New York State Board of Regents exams as an accurate or equitable measure of high school proficiency. Rather, given the need to couple higher standards with equitable and effective supports for all the city's students to meet those standards, the report argues that it is imperative that the city system increase curriculum rigor and enrichment, expert teaching, and support services and focus intensively on improving schools serving African American, Latino, and low-income students

Remanufacturing and product design: designing for the 7th generation

The following is taken directly from the research report. This report investigates Design for Remanufacture in terms of both detailed product design and the business context in which Design for Remanufacture may operate. Key Study Objectives • To understand the link between design and remanufacture • To understand how Design for Remanufacture can lead to increased innovation and Sustainable Development (SD) • To identify proactive strategies to further Design for Remanufactur