Who Are the Stakeholders in Environmental Risk Decisions - How Should They Be Involved

[Excerpt] In the United States, as in other countries, public participation in environmental policy decisions has come a long way. In its infancy, it was limited to public hearings concerning decisions that were, for all practical purposes, done deals. Overturning public agency decisions could be accomplished only through expensive, often protracted, usually futile court cases, and then only if the issue was justiciable and the plaintiff had the funds and standing to sue. In recent decades - especially since the 1960s - opportunities for public participation in the U.S. have been overhauled. Access to documents has been assured through federal and state freedom of information acts. The public may be asked to help - scope the issue at hand (i.e., determine its salient features) early in the decision-making process. Informal question and answer sessions often supplement the formal, one-way testimony of public hearings. No longer are decisions typically made behind closed doors. Public comments usually are documented and accompanied by written responses from the decision-making agency. Administrative reviews of decisions are often a first recourse, before bringing suit. And, standing to sue is more broadly interpreted. But public participation has two inherent deficiencies. First, it fails to differentiate among members of the public. Second, it preserves an us/them distinction between the decision-making agency and citizens. As a remedy, stakeholder involvement - which does differentiate among citizens and does help to lower us/them barriers - is an increasingly popular supplement to conventional public participation, especially on controversial issues involving environmental risks

Humility, Listening and ‘Teaching in a Strong Sense’

My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation

Exeter, A Special Place

Through the Exeter, A Special Place initiative, a $3 million bond for open space protection was passed at the March, 2003 town meeting, with support from 73% of the voters. Prior to the vote, the bond received 100% approval from the Select board. The success of this initiative was due in large part to the public education and outreach campaign conducted for this project. A brochure and four newsletters were developed to increase public awareness of open space issues in Exeter. A number of media articles were written to publicize the efforts of the Special Place committee, and encourage citizens to show their support for bonding funds for open space protection. Several presentations were made, and one-on-one discussions held to educate citizen groups and key decision makers about the issues. These efforts paid dividends, with a strong public mandate for open space protection. As a result of these efforts, an open space committee has been appointed by the select board to carry out the goals of the Exeter, A Special Place initiative and fulfill the wishes of the Exeter voters to protect the town’s natural resources and the unique and special character of the tow

Reflections on Multiple Perspective Problem Framing

The researchers have developed a system of value innovation modelling founded on the application of a multiple perspective problem framing theory (English 2008). This approach has been used to map the attributes of 43 businesses in order to reveal untapped value in these organisations, as described in a previous paper (2010). The system considers both the attributes of a company and the experience of the researchers as parameters in a design problem. This paper aims to show how the process can reveal value by taking the reader through a step-by-step guide, incorporating case studies to demonstrate the relationship between concepts and the development of the researcher’s awareness. An integrated mapping activity provides a clear overview of the company and describes relationships between technology, intellectual property and commercialisation. This mapping process is used to reveal patterns and disharmonies, enabling the researchers to identify gaps and make connections that can lead to new business opportunities. This paper describes the mapping process in detail and the researchers reflect on the way that insights have been revealed through their development of new perspectives on each company

Feeding the three headed monster of Higher Education

The integrated Taught Postgraduate framework (PGT) at Northumbria University supports a range of postgraduate programmes in design disciplines, design management and design practice by distance learning as well as professional doctorates. The framework provides rigorous taught modules dealing with subjects including creative thinking, research principles, intellectual property, design strategy, commercialisation, reflective practice, contemporary influences on design, design value and cross cultural communication. These theoretically grounded modules have been developed over a ten year period and provide the foundation for the PG provision at Northumbria. Students value the content of these modules but have in the past struggled to connect them and develop a mutually enforcing relationship between theory and practice. Northumbria, like many other UK universities, manages its Schools under three portfolios: Research, Enterprise and Teaching and Learning. Most academic roles operate within one of these ‘silos’ and it is often structurally problematic for academics to move between portfolios to combine their respective aims. This paper examines the difficulties faced by academics whose activities span research, enterprise and teaching and learning. It documents the recent evolution of the PGT framework at Northumbria to support the integration of these portfolios of activity for the benefit of the students, academics and school as a whole. The authors have developed a taught PG ‘lattice’ structure that maps theoretical modules of study against industry-based practice. Multidisciplinary teams of students carry out technology led projects for commercial clients supported by experts and specialists in the field. Hence the same theoretical concepts are applied from the standpoint of different disciplines within the same team. This structure has enabled the integration of distinctly theoretical areas of design expertise with their application in practice through industry based projects that: Provide teaching resources including materials, new technologies, industry specialists and commercially realistic parameters Create income and develop intellectual property leading to royalties, equity and spin off consultancy Generate research papers, publications and exhibitions. These outcomes align with teaching and learning, enterprise and research respectively. This paper presents an innovative PG model and describes case study material from strategic commercial projects with companies and consortiums