Economic resilience : including a case study of the global transition network

This paper explores the dynamic properties of organisms and ecosystems that make them so resilient and capable of adapting to changing circumstances, allowing them to maintain an overall condition of coherence, wholeness and health while living in balance within the resources of the planet. Key principles of resilient ecological systems are explored including: self-regulation; positive and negative feedback; diversity; scale and context; cooperation; emergence and novelty; and ecological tipping points. In contrast, market based economic systems can produce unstable growth with unintended destruction of cultural and species diversity and homogenisation of global life-styles. The paper re-examines fundamental economic principles using insights from biological evolution and ecosystem dynamics to establish a foundation for more resilient economies. This involves experimenting with different models in different communities to find patterns of sustainable production and exchange appropriate to local regions. Fundamental steps in this direction include the emergence of self-organising local communities based on creative experimentation, re-localisation of core sectors of the economy (food, energy, health and education), evolution of local currencies and banking practices that support local enterprise and investment in green technologies, stimulation of decentralised renewable energy networks and economic reform aligned with ecological principles. The Transition Network provides a case study of an international community based movement that has been experimenting with putting some of these principles into practice at the local level. The aim of the Transition Network is to support community led responses to peak oil and climate change, building resilience and well-being. The concept of ecological resilience and its application to local economy is hard wired into the values and emerging structure of the network of transition communities across the globe. The movement started in the UK in 2005 and there are now over 1000 Transition initiatives spanning 34 countries across the world. Many attribute the success and phenomenal growth of the Transition Network to its emerging holographic structure that mimics cell growth within living organisms. Growing a more resilient food system in the face of the twin challenges of natural resource scarcity and climate change is central to the Transition movement. A set of principles for a post carbon resilient food economy in the UK are offered. These include an 80% cut in carbon emission in the food sector by 2050, agricultural diversification, prioritization of farming methods that establish and enhance carbon sinks, phasing out of dependence on fossil fuels in food growing, processing and distribution, promoting access to nutritious and affordable food, as well as promoting greater access to land for growing food in urban and peri-urban areas. Practical examples of Transition related projects in the food sector are presented across the following themes: access to land, low carbon production methods, food distribution systems, health and community gardens and orchards, and collaborative ownership models

An evaluation of Virtual Learning Environments and their learners: do individual differences affect perception of virtual learning environments

A wide−reaching, student−centred evaluation model was designed, aimed at appraising the quality of students learning experiences after the introduction of a virtual learning environment in two UK institutions. A central part of the model was to examine the individual differences of students and how these interact with their perceptions of this new way of working. The individual differences chosen for exploration included motivational orientation, cognitive style, time management practices, and IT ability. This paper explores the findings of the evaluation with respect to these individual differences and their interaction with perception of learning through VLEs. In this aim, it is divided into 3 parts. First, a summary of the evaluation model and a rationale for including the selected individual differences is offered. Second, details of the data collection process and results are discussed. Finally, the implications for future use and curriculum development are considered.A wide−reaching, student−centred evaluation model was designed, aimed at appraising the quality of students learning experiences after the introduction of a virtual learning environment in two UK institutions. A central part of the model was to examine the individual differences of students and how these interact with their perceptions of this new way of working. The individual differences chosen for exploration included motivational orientation, cognitive style, time management practices, and IT ability. This paper explores the findings of the evaluation with respect to these individual differences and their interaction with perception of learning through VLEs. In this aim, it is divided into 3 parts. First, a summary of the evaluation model and a rationale for including the selected individual differences is offered. Second, details of the data collection process and results are discussed. Finally, the implications for future use and curriculum development are considered

An evaluation of Virtual Learning Environments and their learners: do individual differences affect perception of virtual learning environments

A wide−reaching, student−centred evaluation model was designed, aimed at appraising the quality of students learning experiences after the introduction of a virtual learning environment in two UK institutions. A central part of the model was to examine the individual differences of students and how these interact with their perceptions of this new way of working. The individual differences chosen for exploration included motivational orientation, cognitive style, time management practices, and IT ability. This paper explores the findings of the evaluation with respect to these individual differences and their interaction with perception of learning through VLEs. In this aim, it is divided into 3 parts. First, a summary of the evaluation model and a rationale for including the selected individual differences is offered. Second, details of the data collection process and results are discussed. Finally, the implications for future use and curriculum development are considered.A wide−reaching, student−centred evaluation model was designed, aimed at appraising the quality of students learning experiences after the introduction of a virtual learning environment in two UK institutions. A central part of the model was to examine the individual differences of students and how these interact with their perceptions of this new way of working. The individual differences chosen for exploration included motivational orientation, cognitive style, time management practices, and IT ability. This paper explores the findings of the evaluation with respect to these individual differences and their interaction with perception of learning through VLEs. In this aim, it is divided into 3 parts. First, a summary of the evaluation model and a rationale for including the selected individual differences is offered. Second, details of the data collection process and results are discussed. Finally, the implications for future use and curriculum development are considered

One Full Bite at the Apple: Defining Competent Counsel in Texas Capital Post-conviction Review

This Comment argues that the Texas Court of Criminal Appeals was correct in refusing to engraft a constitutional standard of effective assistance of counsel to post-conviction habeas corpus review. In reaching the appropriate decision, however, the court failed to provide any guiding standards of competence for appointed capital habeas attorneys. Specifically, the court did not elaborate on either the type or amount of qualifications, experience, or ability necessary for a finding of attorney competence. The resulting inadequate definition of competency for appointed post-conviction counsel in death penalty cases leaves habeas petitioners without a remedy when statutorily mandated, post-conviction review is nullified by grossly deficient, appointed counsel. The solution lies in providing a standard of competence through a statutory amendment because the specification of binding attorney qualifications will ensure that capital petitioners receive their one full bite at the habeas apple. Part II of this Comment provides background information on postconviction state habeas corpus review by illustrating the function of habeas writs, outlining Texas\u27s statutory writ provisions, and describing the current crisis in post-conviction representation. Part III analyzes the argument for applying Sixth Amendment effective assistance of counsel to a statutory grant of habeas counsel, explaining that even though the Sixth Amendment does not apply to post-conviction proceedings, petitioners attempt to claim the right to effective assistance under the statutory grant of counsel in article 11.071. Part IV explains how the doctrines of finality and abuse of the writ converge to prohibit application of the constitutional effectiveness standard to post-conviction review. Part V concludes that the appropriate solution to the crisis in post-conviction representation lies in the establishment of qualification standards for the appointment of post-conviction counsel, which the Texas Legislature should provide via an amendment to article 11.071 itself

Manual-assisted cognitive therapy for self-harm in personality disorder and substance misuse: a feasibility trial

<b>Aims and method</b> To assess the feasibility of conducting a larger, definitive randomised controlled trial of manual-assisted cognitive therapy (MACT), a brief focused therapy to address self-harm and promote engagement in services. We established recruitment, randomisation and assessment of outcome within a sample of these complex patients admitted to a general hospital following self-harm. We assessed symptoms of depressed mood, anxiety and suicidality at baseline and at 3 months’ follow-up.<p></p> <b>Results</b> Twenty patients were randomised to the trial following an index episode of self-harm, and those allocated to MACT demonstrated improvement in anxiety, depression and suicidal ideation.<p></p> <b>Clinical implications</b> It is feasible to recruit a sample of these complex patients to a randomised controlled trial of MACT following an index episode of self-harm. There is preliminary support that MACT could be an acceptable and effective intervention in patients with personality disorder and substance misuse

Does glucosamine relieve arthritis joint pain?

Glucosamine may provide some pain relief. Studies have shown varied results, ranging from glucosamine being superior or equivalent to other agents, to no difference between glucosamine and placebo. However, most of these studies have small sample sizes, short duration, and often other significant flaws. Meta-analyses of available studies suggest a trend toward benefit from glucosamine (strength of recommendation: B). Glucosamine may help osteoarthritis pain, but it is premature to recommend it universally until better studies are done. Even if glucosamine is effective, this sector of the market is currently unregulated, and products may not contain the amount or kind of glucosamine material advertised on their labels

Does breastfeeding protect against viral GI infections in children <2 years old?

While breastfeeding protects against all-cause diarrhea in infants (strength of recommendation [SOR]: B, based on cohort studies and 1 randomized controlled trial), no evidence shows that breastfeeding confers specific protection against viral gastrointestinal infections. Several studies demonstrate that breastfeeding does not prevent acquisition of rotavirus but does decrease the severity of its course (SOR: B, based on cohort, case-control studies, and a systematic review lacking homogeneity)

Researcher Mobility Workshop Report: Researcher mobility among APEC economies

There is growing acknowledgement around the world that contemporary research is increasingly – and needs to be – international. In a globalised world common problems can only be solved through the sharing of expertise and pooling of resources. At the same time, research developments are critical in stimulating economic growth in knowledge economies. Ensuring that researchers can access best practice through international research collaboration is essential in facilitating innovation. Policies and structures can go a long way to supporting increased international research collaboration. Online communication technologies have become a vital part of researcher mobility, enabling researchers to unite in conducting collaborative research across the world. It is inevitable that policy makers may regard communication developments as taking the place of physical researcher mobility and hence reducing the cost involved. Research indicates, however, that face-to-face interaction remains vital in successful research collaborations, particularly at the early stage of projects and when multi-disciplinary approaches are required1. This is due to the role of face-to-face interaction in creating trust between researchers. Thus, international research collaborations are fundamentally premised on researcher mobility and, hence, researcher mobility lies at the core of efforts to enhance the quality, impact and capacity of research to inform innovation in all APEC economies. This report has been written for the APEC Researcher Mobility Workshop, held in Jakarta in December 2015. Chapters 1 to 7 were prepared to stimulate consideration of the issues surrounding researcher mobility. They provide an overview of pertinent literature, case studies, data sets and policy of relevance to the topics that were discussed at the workshop. Chapter 8 provides a report on discussions at the workshop and identifies recommendations made by workshop participants