1,295 research outputs found

    Integrating expert-based objectivist and nonexpert-based subjectivist paradigms in landscape assessment

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    This thesis explores the integration of objective and subjective measures of landscape aesthetics, particularly focusing on crowdsourced geo-information. It addresses the increasing importance of considering public perceptions in national landscape governance, in line with the European Landscape Convention's emphasis on public involvement. Despite this, national landscape assessments often remain expert-centric and top-down, facing challenges in resource constraints and limited public engagement. The thesis leverages Web 2.0 technologies and crowdsourced geographic information, examining correlations between expert-based metrics of landscape quality and public perceptions. The Scenic-Or-Not initiative for Great Britain, GIS-based Wildness spatial layers, and LANDMAP dataset for Wales serve as key datasets for analysis. The research investigates the relationships between objective measures of landscape wildness quality and subjective measures of aesthetics. Multiscale geographically weighted regression (MGWR) reveals significant correlations, with different wildness components exhibiting varying degrees of association. The study suggests the feasibility of incorporating wildness and scenicness measures into formal landscape aesthetic assessments. Comparing expert and public perceptions, the research identifies preferences for water-related landforms and variations in upland and lowland typologies. The study emphasizes the agreement between experts and non-experts on extreme scenic perceptions but notes discrepancies in mid-spectrum landscapes. To overcome limitations in systematic landscape evaluations, an integrative approach is proposed. Utilizing XGBoost models, the research predicts spatial patterns of landscape aesthetics across Great Britain, based on the Scenic-Or-Not initiatives, Wildness spatial layers, and LANDMAP data. The models achieve comparable accuracy to traditional statistical models, offering insights for Landscape Character Assessment practices and policy decisions. While acknowledging data limitations and biases in crowdsourcing, the thesis discusses the necessity of an aggregation strategy to manage computational challenges. Methodological considerations include addressing the modifiable areal unit problem (MAUP) associated with aggregating point-based observations. The thesis comprises three studies published or submitted for publication, each contributing to the understanding of the relationship between objective and subjective measures of landscape aesthetics. The concluding chapter discusses the limitations of data and methods, providing a comprehensive overview of the research

    UMSL Bulletin 2023-2024

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    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    Multidisciplinary perspectives on Artificial Intelligence and the law

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    This open access book presents an interdisciplinary, multi-authored, edited collection of chapters on Artificial Intelligence (‘AI’) and the Law. AI technology has come to play a central role in the modern data economy. Through a combination of increased computing power, the growing availability of data and the advancement of algorithms, AI has now become an umbrella term for some of the most transformational technological breakthroughs of this age. The importance of AI stems from both the opportunities that it offers and the challenges that it entails. While AI applications hold the promise of economic growth and efficiency gains, they also create significant risks and uncertainty. The potential and perils of AI have thus come to dominate modern discussions of technology and ethics – and although AI was initially allowed to largely develop without guidelines or rules, few would deny that the law is set to play a fundamental role in shaping the future of AI. As the debate over AI is far from over, the need for rigorous analysis has never been greater. This book thus brings together contributors from different fields and backgrounds to explore how the law might provide answers to some of the most pressing questions raised by AI. An outcome of the Católica Research Centre for the Future of Law and its interdisciplinary working group on Law and Artificial Intelligence, it includes contributions by leading scholars in the fields of technology, ethics and the law.info:eu-repo/semantics/publishedVersio

    Digital Innovations for a Circular Plastic Economy in Africa

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    Plastic pollution is one of the biggest challenges of the twenty-first century that requires innovative and varied solutions. Focusing on sub-Saharan Africa, this book brings together interdisciplinary, multi-sectoral and multi-stakeholder perspectives exploring challenges and opportunities for utilising digital innovations to manage and accelerate the transition to a circular plastic economy (CPE). This book is organised into three sections bringing together discussion of environmental conditions, operational dimensions and country case studies of digital transformation towards the circular plastic economy. It explores the environment for digitisation in the circular economy, bringing together perspectives from practitioners in academia, innovation, policy, civil society and government agencies. The book also highlights specific country case studies in relation to the development and implementation of different innovative ideas to drive the circular plastic economy across the three sub-Saharan African regions. Finally, the book interrogates the policy dimensions and practitioner perspectives towards a digitally enabled circular plastic economy. Written for a wide range of readers across academia, policy and practice, including researchers, students, small and medium enterprises (SMEs), digital entrepreneurs, non-governmental organisations (NGOs) and multilateral agencies, policymakers and public officials, this book offers unique insights into complex, multilayered issues relating to the production and management of plastic waste and highlights how digital innovations can drive the transition to the circular plastic economy in Africa. The Open Access version of this book, available at https://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license

    The implementation of SDG12 in and from higher education institutions: universities as laboratories for generating sustainable cities

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    IntroductionIt is known that the world is facing and will face significant sustainability challenges. Sustainable Development Goal 12 (SDG12), responsible consumption and production, is one of the most relevant SDGs for building Sustainable Cities. This study is based on the analysis of the implementation of SDG12 in cities, starting from universities as laboratories or first examples of sustainability.MethodsThe study was carried out through a multilevel scale approach. A systematic review of the literature (global scale) of the last 5 years (2018–2022) was conducted. An analysis of the program and the initiatives of a Higher Education Institution (Tecnologico de Monterrey) is presented (local scale). Finally, a survey was applied to Faculty at this University (micro-scale).ResultsThe systematic review indicated that the main themes or aspects addressed in SDG12 by higher education institutions were sustainable food, supply chains, community, infrastructure, technology, policies, energy consumption, the collaborative economy, smart cities, and curricula. The local scale analysis highlighted the Distrito Tec project, 37 institutional initiatives, and 26 courses directly related to SDG12. The survey showed that 8% of Faculty considered SDG12 the most important of the SDGs and stated that this goal is necessary to reduce environmental impacts. As the most significant impact that Universities can have on SDG12, 52% of the Faculty consider that Universities should become living labs in the transition toward sustainable cities, followed by 36% who think it would be better to implement operational facilities.DiscussionThe diverse contributions of the HEIs at the three scales were classified into six categories: culture, mitigation, adaptation, education, research, and outreach. The study indicates that SDG 12 has been achieved by universities in different ways, which overlaps widely with the performance of other SDGs. Results demonstrate that following a multistakeholder approach, international collaborations between HEIs can foster technology-driven multi-disciplinary research projects to consolidate sustainable cities. Building capacity to accelerate the transition of universities into urban living labs will promote climate action among the students who enroll every year

    Microcredentials to support PBL

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    SCENARIO DEVELOPMENT FOR URBAN WATER MANAGEMENT PLANNING FOR UNCERTAINTY

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    The urban water sector is confronted with a multitude of challenges. Rapid population growth, changing political landscapes, aging water infrastructures, and the worsening climate crisis are creating a range of uncertainties in the sector around managing water. Scenarios have been used extensively in the environmental domain to plan for and capture uncertainties to develop plausible futures, including the field of urban water management. Scenarios are key in enabling plans and creating roadmaps to attain desired futures. Despite the advantages and opportunities that scenarios offer for planning, they also have limitations; generally, and within the urban water space. Firstly, the growing uncertainty surrounding urban water management systems necessitates a focused review specifically aimed at the use of scenarios in urban water management. This thesis presents a systematic review to empirically investigate the crucial dimensions of urban water scenarios. Through this review, key knowledge gaps are highlighted, and recommendations are proposed to address these gaps. Secondly, scenarios often depict distressing, almost dystopian futures. Though negative future visions help understand the consequences of present trends and aid in anticipating imminent threats, the limited exploration of positive future visions can make it challenging to find the direction to transform. Optimistic scenarios delve into what people want for the future and capture how their aspirations shape them. Imagining positive visions encourage innovative thinking, creates agency, and creates pathways to desired futures. There is therefore a recognition to move towards more positive, desirable futures. This thesis uses a narrative, participatory scenario process, the SEEDS method, to develop positive visions of urban water futures. The Greater Sydney region in New South Wales, Australia is used as a case study to evaluate the applicability of this approach for urban water management. The urban water sector in the Greater Sydney region faces a multitude of challenges including impacts from climate change, managing diverse water supply sources, and meeting future water demand. These challenges create an increasingly uncertain future for the water sector, where the scale and nature of water services needed in the Greater Sydney region can be unclear. Hence, the Greater Sydney region is selected as the case study region to apply the SEEDS method and develop scenarios for urban water management to plan for future uncertainties. Thirdly, only a few scenario studies include surprises, the unexpected events, which make scenarios useful for planning. Challenges around capturing surprises in scenarios include a lack of structured approaches as well as a lack of evaluation of those methods that have been developed. This thesis discusses the effectiveness and suitability of various surprise methods for scenario development. These methods have been applied in the context of the SEEDS method for urban water management. Finally, there is a lack of evaluation of the tools used to cope with surprises as well as a lack of evaluation efforts of urban water management scenario studies. The assessment of the SEEDS approach for urban water management as well as the different surprise methods for scenario development requires evaluation criteria. This thesis develops and presents an evaluation criteria list based on existing literature that captures key criteria required for adequate assessment of the surprise methods and the scenario process. This thesis contributes to the fields of scenario development and urban water management, and the use of surprises within scenarios. Critical gaps in existing urban water management scenario practices are highlighted and key recommendations are proposed to fill the gaps. Through the pilot study and full-scale implementation of a positive-visioning, narrative-based scenario approach - the SEEDS method, the thesis demonstrates that the SEEDS method is applicable for urban water planning and shows potential for use at different stages of water planning. The positive visions generated through the SEEDS method highlight fundamental aspirations for the urban water sector, possible challenges, and conflicts, and discuss pathways to achieve positive future visions. By using in-situ experimentation and engaging participants with expertise in the relevant field, this thesis provides a realistic evaluation of the scenario process and surprise methods. This thesis thus fills the critical gap about the lack of evaluation in urban water management scenario processes by assessing the scenario method using selected evaluation criteria. Further, the thesis contributes towards the development of quality surprise methods through application and evaluation, thus addressing the gap about the lack of evaluation of the methods used to explore surprise events. Finally, the lack of surprises in scenarios is addressed by presenting different methods that can be used to explore surprise events. Guidance is provided to researchers working with scenario development to understand the different surprise methods available and for choosing the appropriate method(s) to plan for uncertain futures

    Improving the Academic Success of Technical College Students with Disabilities: A Multisite Descriptive Case Study

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    Students with disabilities in higher education have lower retention and graduation rates than students without disabilities. While postsecondary administrators are attempting to meet the needs of students by implementing necessary reforms, barriers remain like issues with disclosure, transition planning, and faculty knowledge. This present qualitative descriptive case study sought to explore the instructional practices that were implemented by technical college educators to accommodate students with learning challenges, including students with disabilities, utilizing the Universal Design for Learning framework to determine which current technical college faculty instructional accommodations practices intersect with or diverge from Universal Design for Learning principles. The participants were a purposeful sample of 12 full-time technical college faculty members from six technical colleges in a southern state with at least five years of teaching experience at the postsecondary level and had worked with at least one student with a disability. Data were collected in three phases through the Universal Design for Learning Checklist, Semi-structured Interviews, and Document Analysis of course syllabi. Frequency counts and thematic analysis were utilized to analyze the data. This qualitative research has implications for identifying consistent and best instructional practices that positively impact the academic achievement of college students with disabilities. The findings indicated that technical college faculty have been implementing Universal Design for Learning instructional strategies, both intentionally and unknowingly, in an attempt to provide equitable access to all students regardless of ability and that technical college students can benefit from the implementation of Universal Design for Learning principles into college courses. The findings also implied that professional development training can become a vital aspect of instructors\u27 improvement programs to enlighten them about strategies that are available to improve their work with students with disabilities
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