Comparative assessment of the vulnerability and resilience of 10 deltas : work document

Background information about: Nile delta (Egypt), Incomati delta (Mozambique), Ganges-Brahmaputra-Meghna (Bangladesh), Yangtze (China), Ciliwung (Indonesia), Mekong (Vietnam), Rhine-Meuse (The Netherlands), Danube (Romania), California Bay-Delta, Mississippi River Delta (USA

Comparitive assessment of the vulnerability and resilience of 10 deltas, synthesis report

The proposed framework for delta assessment and especially the scorecards are intended to enhance awareness raising, discussion and prioritization on most relevant delta issues, in each delta but also in comparison with other deltas. This should lead to more efficient and effective (multi-sectoral) policy formulation, management design and implementation, in concrete Delta plans, pilot-projects and (research) programmes. The target groups are all stakeholders who are involved in delta management at different levels and with different interests (government, private companies, NGOs, public), and who wish to contribute to the resilience of their own delta and other deltas worldwide

Enhancing target language output through synchronous online learner-learner interaction: the impact of audio-, video-, and text-chat interaction on learner output and affect

In this study, we compared the impact of audio-, video-, and text-chat interaction on target language use during online learner-learner interaction and on learner affect amongst adolescent learners of German as a foreign language. Repeated measures and ANOVA analyses revealed a high percentage of target language output in all conditions for all four tasks, especially in text chat. Audio-chatters produced the most output and used the most meaning negotiation, compensation strategies, self-repair and other-repair strategies. Learners in all conditions gained in enjoyment, willingness to communicate and self-efficacy. Anxiety reduced for text-chatters. Task effects partly determined the quantity of L2 output, while condition effects determined meaning-oriented and form-focused processing

Variation in contaminant content of livers from Cormorants <i>Phalacrocorax carbo sinensis</i> living nearby a polluted sedimentation area in lake IJsselmeer, The Netherlands

The livers of 23 Cormorants drowned in fishing gear in the vicinity of the contaminated lake Ketelmeer, part of the lake IJsselmeer area, The Netherlands, were analysed for contents of a series of heavy metals and chlorinated hydrocarbons. Individual differences found were related to age, sex and apparent individual differences in food choice. Not surprising ly, contaminant levels were found to be generally lower in immature birds than in adult birds. Sex-related differences were slight and only noticeable in some of the compounds analysed. Comparing the results with data on contaminant loads in different prey fish species in the same area, it was suggested that an increase in the proportion of Eel in the diet might cause up to a twofold increase in contaminant level in some organochlorine compounds.</p

Focus on language versus content in the pre-task: Effects of guided peer-video model observations on task performance

The present experimental study examined whether a different focus during a pre-task planning observation task affects learners’ subsequent oral task performance. Forty-eight ninth-grade students learning German as a foreign language were randomly assigned to two different planning conditions: video observations with a focus on language (FonL) and video observations with a focus on content (FonC). With a communicative oral task we measured the effects on oral task performance, in terms of attempted (accurate) use of the target structure and complexity, in terms of number of words, subordination and coordination. In addition we investigated whether there was a trade-off between attempted (accurate) use of the target structure and complexity. Results showed that the focus of the observations at the pre-task stage did indeed lead to different outcomes: students in the language condition used the grammatical target structure more often and more accurately, whereas students of the content condition generated more coordinate and subordinate clauses. Trade-offs were found between attempted (accurate) use of the target structure and the use of subordinate clauses. These findings imply that, depending on the purposes of the lesson, the observation of peer-model videos with different planning foci can be effectively used to promote (accurate) use of targeted grammatical structures and improve complexity during subsequent task performance