This document summarizes a research paper about anticipatory learning for climate change adaptation and resilience. It discusses two main challenges: understanding adaptation as a process, rather than just responding to impacts, and developing better tools for anticipatory learning to facilitate adaptation in the face of uncertainty. The document outlines a framework for iterative learning processes and adaptive decision making that incorporates memory, monitoring changes, scenario planning, and measuring anticipatory capacity to enhance resilience. The overall goal is to promote learning and adaptation before impacts occur, rather than just learning from shocks.
Evaluating adaptation - Avoiding maladaptation- training for adaptationVestlandsforsking WRNI
Avoiding Maladaptation
This module provides a more detailed look at the issue of maladaptation and includes the following:
The links and conflicts between mitigation and adaptation
Adaptation and sustainable development
How to identify and avoid maladaptation
The potential for mal-mitigation
Evaluating adaptation strategies- Barriers to adaptation - Training for Adap...Vestlandsforsking WRNI
Barriers to Climate Specific Adaptation
This module provides a typology of barriers, and suggests a method to assess barriers and thus, ideally, avoid such barriers.
This document outlines the scope and goals of curriculum developed by the InTeGrate project, which is funded by the NSF to increase geoscience literacy. The curriculum targets introductory geoscience courses, interdisciplinary courses, courses for non-geoscience majors, and teacher preparation courses. The materials are designed to develop literacy, emphasize the scientific process, and build interdisciplinary problem-solving skills connecting Earth science to societal issues. The curriculum aligns with literacy frameworks and addresses challenges like energy, water, natural hazards, and climate change through modules and courses.
This document discusses the challenges of conveying climate change science to policymakers and the public. It describes how the Intergovernmental Panel on Climate Change (IPCC) was established to provide objective information on climate change through comprehensive assessments. The IPCC assessments involve hundreds of scientists and reviewers and have transformed the international debate on climate change. However, regional and local impacts of climate change are still not fully understood due to differences from global models and the complex interactions of climate with local environmental and social systems.
Developing adaptation strategies background training for adaptationVestlandsforsking WRNI
Identifying the Main Climate Change Adaptation Strategies
This module provides an general overview of the main strategies for climate change adaptation and includes more detailed definitions of
-adaptation
-vulnerability
-resilience
-exposure and sensitivity
The document discusses the development of an interdisciplinary sustainability program at Fairleigh Dickinson University. It describes how the curriculum draws from various disciplines like geology, meteorology, and economics to provide an integrated learning experience for students. Some challenges in developing the program included territoriality between departments and skepticism about climate change. The first courses for the new sustainability program were offered this semester.
This document discusses the importance of project organizing and management for species recovery programs in Australia. It notes that Australia has a high extinction rate for fauna despite significant funding for recovery programs. These programs have had low success rates compared to programs in other countries. The document suggests this may be due to a lack of integrating project management approaches and tools into organizing and delivering recovery interventions. Applying project management principles could help improve conservation outcomes by bringing a more holistic, managerial perspective that considers both technical and social dimensions of recovery programs.
This document discusses how academic environmental programs need to evolve to address a new environmental agenda. It outlines the origins of the old environmental agenda in the 1960s-70s based on legislation and issues around pollution. However, a new agenda has emerged considering humanity's growing impact on global systems through climate change, sustainability, and biodiversity loss. The document argues interdisciplinary environmental programs must integrate themes like energy, health, and enterprise to prepare students for careers across many fields and help rebuild economies. Updating programs requires understanding both the old agenda, humanity's now profound role in environmental change, and trends reflecting needs to explore complex new issues.
Evaluating adaptation - Avoiding maladaptation- training for adaptationVestlandsforsking WRNI
Avoiding Maladaptation
This module provides a more detailed look at the issue of maladaptation and includes the following:
The links and conflicts between mitigation and adaptation
Adaptation and sustainable development
How to identify and avoid maladaptation
The potential for mal-mitigation
Evaluating adaptation strategies- Barriers to adaptation - Training for Adap...Vestlandsforsking WRNI
Barriers to Climate Specific Adaptation
This module provides a typology of barriers, and suggests a method to assess barriers and thus, ideally, avoid such barriers.
This document outlines the scope and goals of curriculum developed by the InTeGrate project, which is funded by the NSF to increase geoscience literacy. The curriculum targets introductory geoscience courses, interdisciplinary courses, courses for non-geoscience majors, and teacher preparation courses. The materials are designed to develop literacy, emphasize the scientific process, and build interdisciplinary problem-solving skills connecting Earth science to societal issues. The curriculum aligns with literacy frameworks and addresses challenges like energy, water, natural hazards, and climate change through modules and courses.
This document discusses the challenges of conveying climate change science to policymakers and the public. It describes how the Intergovernmental Panel on Climate Change (IPCC) was established to provide objective information on climate change through comprehensive assessments. The IPCC assessments involve hundreds of scientists and reviewers and have transformed the international debate on climate change. However, regional and local impacts of climate change are still not fully understood due to differences from global models and the complex interactions of climate with local environmental and social systems.
Developing adaptation strategies background training for adaptationVestlandsforsking WRNI
Identifying the Main Climate Change Adaptation Strategies
This module provides an general overview of the main strategies for climate change adaptation and includes more detailed definitions of
-adaptation
-vulnerability
-resilience
-exposure and sensitivity
The document discusses the development of an interdisciplinary sustainability program at Fairleigh Dickinson University. It describes how the curriculum draws from various disciplines like geology, meteorology, and economics to provide an integrated learning experience for students. Some challenges in developing the program included territoriality between departments and skepticism about climate change. The first courses for the new sustainability program were offered this semester.
This document discusses the importance of project organizing and management for species recovery programs in Australia. It notes that Australia has a high extinction rate for fauna despite significant funding for recovery programs. These programs have had low success rates compared to programs in other countries. The document suggests this may be due to a lack of integrating project management approaches and tools into organizing and delivering recovery interventions. Applying project management principles could help improve conservation outcomes by bringing a more holistic, managerial perspective that considers both technical and social dimensions of recovery programs.
This document discusses how academic environmental programs need to evolve to address a new environmental agenda. It outlines the origins of the old environmental agenda in the 1960s-70s based on legislation and issues around pollution. However, a new agenda has emerged considering humanity's growing impact on global systems through climate change, sustainability, and biodiversity loss. The document argues interdisciplinary environmental programs must integrate themes like energy, health, and enterprise to prepare students for careers across many fields and help rebuild economies. Updating programs requires understanding both the old agenda, humanity's now profound role in environmental change, and trends reflecting needs to explore complex new issues.
Online Training Resource for Climate Adaptation: Adaptation Strategies - Whic...Deborah Davies
Identifying the Main Climate Change Adaptation Strategies
This module provides an general overview of the main strategies for climate change adaptation and includes more detailed definitions of
-adaptation
-vulnerability
-resilience
-exposure and sensitivity
The document discusses the role of emergency managers in addressing climate change. It provides definitions for key terms like mitigation, adaptation, and resilience. While emergency managers typically focus on short-term acute hazards, climate change involves chronic impacts that require longer-term planning. The document argues emergency managers should have a seat at the table in discussions around climate change adaptation due to their expertise in risk reduction and building community resilience.
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
Training module on vulnerability assessment (I)weADAPT
The document discusses social vulnerability analysis and linking poverty, livelihoods, and climate change. It provides definitions of vulnerability from various sources, including the IPCC definition. It explains that vulnerability to climate change involves exposure, sensitivity, and adaptive capacity, which can vary between social groups and over time. Understanding social determinants of vulnerability like gender, access, and decision making is important for effective adaptation. The document outlines approaches for conducting vulnerability assessments at various scales from the community to international levels.
Environmental management's values and ethics among jadara university students...Alexander Decker
This document summarizes a study that examined environmental values and ethics among students at Jadara University in Jordan. A test was administered to 100 students (44 male, 56 female) to assess their level of environmental awareness and values related to environmental management. The results found that students displayed a good overall level of awareness at 70.4%, though it did not meet the desired criteria of 80%. There were also statistical differences found based on residence, with rural students scoring higher, but no differences between male and female students. The study recommends increasing environmental education to further develop students' environmental values and ethics.
This document provides guidance on using climate data to inform adaptation strategies. It discusses key concepts like climate variability and change. The objectives are to assess different climate data sources, communicate future changes accounting for uncertainty, and evaluate adaptation options under different climate futures. Principles discussed include framing the question, understanding past/present climate, and that uncertainty cannot be avoided. A range of climate data sources are presented, from recorded data to global and downscaled models. Uncertainty from different sources is compounded and does not preclude adaptation. The Philippines example shows temperature increases are clear while rainfall projections vary between models. Exercises guide applying the concepts to assess data sources and identify robust adaptation options.
Online Training Resource for Climate Adaptation: Evaluation Techniques- Avoid...Deborah Davies
Avoiding Maladaptation
This module provides a more detailed look at the issue of maladaptation and includes the following:
The links and conflicts between mitigation and adaptation
Adaptation and sustainable development
How to identify and avoid maladaptation
The potential for mal-mitigation
Methodological Framework for AssessingVulnerability to Climate Change by IPCCHILLFORT
IPCC Climate vulnerability Assessment procedure. The presentation was a part of College Assignment. I am thankful to ITPI journal where I got the topic for the same. The reference is:
Methodological Frameworks for Assessing Vulnerability to Climate Change. Written by Rekha S Nair and Dr. Alka Bharat.
Institute of Town Planners, India Journal 8 - 1, 01 - 15, January - March 2011
The following paper tries to explain the various reasons that made sustainability so contested by discussing the circumstances surrounding the emergence of the term and its evolution. It also tries to shed some light on the future of sustainability through employing a study technique borrowed from a well established field of human knowledge.
CORE Group Fall Meeting 2010. Climate Change and Food Security: Implications for Sustaining Community Health. - Ilona Varallyay, Jennifer Yourkavitch, and Eric Sarriot, CEDARS
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
In this paper we present a literature review of current CCE initiatives, taking into account the fact that discourses are translated across countries in different ways and that recontextualisation of educational policy depends on contextual features (Ball, 2006).
We have conducted a literature review aiming at characterising aspects of CCE. We believe that “to revise means to look again, to resume the discourses of other researchers, but not in the sense of just visualizing, but of criticizing” (Moreira, p. 22, 2004) in a way that might allow for the proposition of new perspectives. Therefore, we seek to identify possible gaps as well. We have also adopted a comparative perspective for our study as, according to Bray (2007, p.16), “academics undertake comparisons in order to improve understanding both of the forces which shape education systems and process in different setting, and of the impact of education systems and process on social and other development”
The document discusses using structured decision making to address challenges in coastal conservation from climate change uncertainties. It introduces structured decision making as a formal, logical method using quantitative tools to identify optimal choices for achieving objectives. As an example, it outlines a case study applying structured decision making to conserve tidal marshes in the San Francisco Bay in light of sea level rise uncertainties through 2050. Key steps analyzed include defining objectives and alternatives, assessing consequences, considering tradeoffs, and identifying initial optimal solutions.
There are numerous reasons why land users do not always adopt innovations even though all evidence may suggestthattheyshould.Thepurposeofthisstudywas to review the literature in the field of extension and technology transfer drawing upon the rural sector primarily in Australia. Australia is now recognized as a worldleaderinadoptingnewtechnologyandideas,particularly those relating to the management of the physical environment but there has been little assessmentofthecircumstancesandconstraintssurrounding this adoption. The reasons for non-adoption range from complexity of the technology, land user’s beliefs and opinions towards the innovation, attitude to risk andconflictinginformation.Fordifferentland-useenterprises and innovations, different constraints will applyanditisarguedthattheseareinthreebroadcategories, characterized by: the land user and the adoption process; the characteristics of, and issues associatedwiththedevelopersof,theinnovation;andthe role of extension agents and the transfer process. It is apparent from the changing nature of technology transfer that commercial organizations have assumed aleadingroleinthisfieldandlandusersarebeingrecognized as key stakeholders in both the adoption and technology development processes. The study, however, reveals a shortage of data on the effectiveness of corporations and other commercial organizations in thetechnologytransferandadoptionprocesses.
The document discusses drought adaptation and its importance. It defines drought adaptation as actions taken to reduce vulnerability to climate variability, including drought. Drought adaptation strategies are employed before drought impacts are observed. Being proactive can limit social impacts to individuals, families, and communities from drought.
This document outlines the development of teaching materials for the Geodesy Tools for Societal Issues (GETSI) project. It discusses:
1. The goals of developing materials to teach geoscience literacy and quantitative skills through the application of geodesy data to societal issues like climate change and natural hazards.
2. The process of aligning these materials with established frameworks for geoscience literacy, developing learning goals and objectives, designing assessments, and testing the materials through classroom pilots and revisions.
3. The collaboration between GETSI and the Interdisciplinary Teaching of Geoscience consortium to develop open educational resources using their proven model for transforming undergraduate geoscience education.
This document proposes a seven-phase framework for mapping global warming research based on relationships between nature and human society. The phases are: 1) socioeconomic activity and greenhouse gas emissions, 2) carbon cycle and carbon concentration, 3) climate change and global warming, 4) impacts on ecosystems and human society, 5) adaptation, 6) mitigation, and 7) social systems. The framework was developed to better understand current scientific knowledge on global warming issues and identify gaps. The Intergovernmental Panel on Climate Change Fourth Assessment Report findings were applied to the framework to analyze the quantity and reliability of research results in each phase. The mapping aims to provide a comprehensive view of global warming research and inform future research priorities.
1) The AIACC project studied climate change adaptation across many developing world regions. A key lesson is to adapt to climate impacts now to avoid greater costs later ("a stitch in time saves nine").
2) Current climate hazards already cause significant damages, demonstrating an "adaptation deficit" that climate change will worsen if left unaddressed. Acting now can yield immediate benefits and enable longer-term adaptation.
3) Other important lessons include: integrating adaptation with development; increasing knowledge about climate risks and responses; strengthening institutions; protecting degraded natural resources; providing financial assistance; involving at-risk communities; and using place-specific adaptation strategies tailored to local conditions.
Sustainability science aims to integrate knowledge from different disciplines to address complex environmental and social problems, in contrast to traditional science which focuses on individual disciplines. It emphasizes co-producing knowledge with stakeholders, addressing real-world problems, and finding holistic solutions through systems thinking. The document discusses challenges with traditional approaches and how sustainability science facilitates more interdisciplinary and transdisciplinary research to better understand human-environment interactions.
When not every response to climate change is a good one: Identifying principl...Rafael Martins
This review article discusses the concept of sustainable adaptation to climate change. It identifies four principles to guide responses to climate change: 1) recognize the context for vulnerability, including multiple stressors, 2) acknowledge that differing values and interests affect adaptation outcomes, 3) integrate local knowledge into adaptation responses, and 4) consider potential feedbacks between local and global processes. The principles argue that fundamental societal transformations are needed to achieve sustainable development and avoid maladaptive responses to climate change. Case studies from diverse contexts illustrate how attention to these principles can help achieve socially just and environmentally sound adaptation.
2018 ProSPER.Net Young Researchers' School
Lecture summary prepared by Vishanthini Kanasan (Universiti Sains Malaysia) & Shahid Ali (Prince of Songkla University)
Online Training Resource for Climate Adaptation: Adaptation Strategies - Whic...Deborah Davies
Identifying the Main Climate Change Adaptation Strategies
This module provides an general overview of the main strategies for climate change adaptation and includes more detailed definitions of
-adaptation
-vulnerability
-resilience
-exposure and sensitivity
The document discusses the role of emergency managers in addressing climate change. It provides definitions for key terms like mitigation, adaptation, and resilience. While emergency managers typically focus on short-term acute hazards, climate change involves chronic impacts that require longer-term planning. The document argues emergency managers should have a seat at the table in discussions around climate change adaptation due to their expertise in risk reduction and building community resilience.
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
Training module on vulnerability assessment (I)weADAPT
The document discusses social vulnerability analysis and linking poverty, livelihoods, and climate change. It provides definitions of vulnerability from various sources, including the IPCC definition. It explains that vulnerability to climate change involves exposure, sensitivity, and adaptive capacity, which can vary between social groups and over time. Understanding social determinants of vulnerability like gender, access, and decision making is important for effective adaptation. The document outlines approaches for conducting vulnerability assessments at various scales from the community to international levels.
Environmental management's values and ethics among jadara university students...Alexander Decker
This document summarizes a study that examined environmental values and ethics among students at Jadara University in Jordan. A test was administered to 100 students (44 male, 56 female) to assess their level of environmental awareness and values related to environmental management. The results found that students displayed a good overall level of awareness at 70.4%, though it did not meet the desired criteria of 80%. There were also statistical differences found based on residence, with rural students scoring higher, but no differences between male and female students. The study recommends increasing environmental education to further develop students' environmental values and ethics.
This document provides guidance on using climate data to inform adaptation strategies. It discusses key concepts like climate variability and change. The objectives are to assess different climate data sources, communicate future changes accounting for uncertainty, and evaluate adaptation options under different climate futures. Principles discussed include framing the question, understanding past/present climate, and that uncertainty cannot be avoided. A range of climate data sources are presented, from recorded data to global and downscaled models. Uncertainty from different sources is compounded and does not preclude adaptation. The Philippines example shows temperature increases are clear while rainfall projections vary between models. Exercises guide applying the concepts to assess data sources and identify robust adaptation options.
Online Training Resource for Climate Adaptation: Evaluation Techniques- Avoid...Deborah Davies
Avoiding Maladaptation
This module provides a more detailed look at the issue of maladaptation and includes the following:
The links and conflicts between mitigation and adaptation
Adaptation and sustainable development
How to identify and avoid maladaptation
The potential for mal-mitigation
Methodological Framework for AssessingVulnerability to Climate Change by IPCCHILLFORT
IPCC Climate vulnerability Assessment procedure. The presentation was a part of College Assignment. I am thankful to ITPI journal where I got the topic for the same. The reference is:
Methodological Frameworks for Assessing Vulnerability to Climate Change. Written by Rekha S Nair and Dr. Alka Bharat.
Institute of Town Planners, India Journal 8 - 1, 01 - 15, January - March 2011
The following paper tries to explain the various reasons that made sustainability so contested by discussing the circumstances surrounding the emergence of the term and its evolution. It also tries to shed some light on the future of sustainability through employing a study technique borrowed from a well established field of human knowledge.
CORE Group Fall Meeting 2010. Climate Change and Food Security: Implications for Sustaining Community Health. - Ilona Varallyay, Jennifer Yourkavitch, and Eric Sarriot, CEDARS
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
In this paper we present a literature review of current CCE initiatives, taking into account the fact that discourses are translated across countries in different ways and that recontextualisation of educational policy depends on contextual features (Ball, 2006).
We have conducted a literature review aiming at characterising aspects of CCE. We believe that “to revise means to look again, to resume the discourses of other researchers, but not in the sense of just visualizing, but of criticizing” (Moreira, p. 22, 2004) in a way that might allow for the proposition of new perspectives. Therefore, we seek to identify possible gaps as well. We have also adopted a comparative perspective for our study as, according to Bray (2007, p.16), “academics undertake comparisons in order to improve understanding both of the forces which shape education systems and process in different setting, and of the impact of education systems and process on social and other development”
The document discusses using structured decision making to address challenges in coastal conservation from climate change uncertainties. It introduces structured decision making as a formal, logical method using quantitative tools to identify optimal choices for achieving objectives. As an example, it outlines a case study applying structured decision making to conserve tidal marshes in the San Francisco Bay in light of sea level rise uncertainties through 2050. Key steps analyzed include defining objectives and alternatives, assessing consequences, considering tradeoffs, and identifying initial optimal solutions.
There are numerous reasons why land users do not always adopt innovations even though all evidence may suggestthattheyshould.Thepurposeofthisstudywas to review the literature in the field of extension and technology transfer drawing upon the rural sector primarily in Australia. Australia is now recognized as a worldleaderinadoptingnewtechnologyandideas,particularly those relating to the management of the physical environment but there has been little assessmentofthecircumstancesandconstraintssurrounding this adoption. The reasons for non-adoption range from complexity of the technology, land user’s beliefs and opinions towards the innovation, attitude to risk andconflictinginformation.Fordifferentland-useenterprises and innovations, different constraints will applyanditisarguedthattheseareinthreebroadcategories, characterized by: the land user and the adoption process; the characteristics of, and issues associatedwiththedevelopersof,theinnovation;andthe role of extension agents and the transfer process. It is apparent from the changing nature of technology transfer that commercial organizations have assumed aleadingroleinthisfieldandlandusersarebeingrecognized as key stakeholders in both the adoption and technology development processes. The study, however, reveals a shortage of data on the effectiveness of corporations and other commercial organizations in thetechnologytransferandadoptionprocesses.
The document discusses drought adaptation and its importance. It defines drought adaptation as actions taken to reduce vulnerability to climate variability, including drought. Drought adaptation strategies are employed before drought impacts are observed. Being proactive can limit social impacts to individuals, families, and communities from drought.
This document outlines the development of teaching materials for the Geodesy Tools for Societal Issues (GETSI) project. It discusses:
1. The goals of developing materials to teach geoscience literacy and quantitative skills through the application of geodesy data to societal issues like climate change and natural hazards.
2. The process of aligning these materials with established frameworks for geoscience literacy, developing learning goals and objectives, designing assessments, and testing the materials through classroom pilots and revisions.
3. The collaboration between GETSI and the Interdisciplinary Teaching of Geoscience consortium to develop open educational resources using their proven model for transforming undergraduate geoscience education.
This document proposes a seven-phase framework for mapping global warming research based on relationships between nature and human society. The phases are: 1) socioeconomic activity and greenhouse gas emissions, 2) carbon cycle and carbon concentration, 3) climate change and global warming, 4) impacts on ecosystems and human society, 5) adaptation, 6) mitigation, and 7) social systems. The framework was developed to better understand current scientific knowledge on global warming issues and identify gaps. The Intergovernmental Panel on Climate Change Fourth Assessment Report findings were applied to the framework to analyze the quantity and reliability of research results in each phase. The mapping aims to provide a comprehensive view of global warming research and inform future research priorities.
1) The AIACC project studied climate change adaptation across many developing world regions. A key lesson is to adapt to climate impacts now to avoid greater costs later ("a stitch in time saves nine").
2) Current climate hazards already cause significant damages, demonstrating an "adaptation deficit" that climate change will worsen if left unaddressed. Acting now can yield immediate benefits and enable longer-term adaptation.
3) Other important lessons include: integrating adaptation with development; increasing knowledge about climate risks and responses; strengthening institutions; protecting degraded natural resources; providing financial assistance; involving at-risk communities; and using place-specific adaptation strategies tailored to local conditions.
Sustainability science aims to integrate knowledge from different disciplines to address complex environmental and social problems, in contrast to traditional science which focuses on individual disciplines. It emphasizes co-producing knowledge with stakeholders, addressing real-world problems, and finding holistic solutions through systems thinking. The document discusses challenges with traditional approaches and how sustainability science facilitates more interdisciplinary and transdisciplinary research to better understand human-environment interactions.
When not every response to climate change is a good one: Identifying principl...Rafael Martins
This review article discusses the concept of sustainable adaptation to climate change. It identifies four principles to guide responses to climate change: 1) recognize the context for vulnerability, including multiple stressors, 2) acknowledge that differing values and interests affect adaptation outcomes, 3) integrate local knowledge into adaptation responses, and 4) consider potential feedbacks between local and global processes. The principles argue that fundamental societal transformations are needed to achieve sustainable development and avoid maladaptive responses to climate change. Case studies from diverse contexts illustrate how attention to these principles can help achieve socially just and environmentally sound adaptation.
2018 ProSPER.Net Young Researchers' School
Lecture summary prepared by Vishanthini Kanasan (Universiti Sains Malaysia) & Shahid Ali (Prince of Songkla University)
This document discusses establishing a Resilience Topic Working Group within the Challenge Program on Water and Food to advance understanding and application of resilience thinking. It provides examples of resilience research topics and outlines potential core themes the group could address, including linked social-ecological systems, regime shifts, disturbances and shocks, and operationalizing adaptive management. The document also proposes an initial workplan for the group to develop a position paper, establish the group, synthesize past work, participate in forums, and facilitate learning across projects.
This document summarizes a journal article that explores using community risk assessments (CRAs) to facilitate local adaptation to climate change. It discusses how traditional top-down approaches to climate change adaptation have limitations, and how bottom-up approaches using CRAs can help address those limitations. CRAs are participatory methods used to assess hazards, vulnerabilities and capacities at the community level. The document analyzes examples of CRAs conducted by Red Cross societies to demonstrate how they can foster community engagement in climate risk reduction. However, it also notes challenges to using CRAs for climate change adaptation, such as keeping them simple enough for wide application and linking CRA results to policy.
USGCRP Education Interagency Working GroupAaron Smith
The document discusses climate literacy and obstacles to achieving it. It outlines interagency efforts to advance climate literacy through developing educational resources and curriculum, research, and professional development for educators. Key challenges include the complex and interdisciplinary nature of climate science, lack of earth science education in K-12, and need to connect content to motivating individual behavior changes.
The document discusses how young adults' environmental learning experiences can influence their pro-environmental actions. It explores the intersections between young adults' environmental knowledge and sustainability actions through 18 interviews. Key findings include:
1) Young adults described environmental protection in terms of sustainability, conservation, reducing ecological footprints, and preserving resources for future generations.
2) Their definitions showed understanding of concepts like sustainability and emphasized controlling human impacts on the environment.
3) Experiences and learning influenced young adults' views of environmental issues and motivated pro-environmental decisions in their lives.
1. This paper explores the intersection between young adults' environmental experiences and their pro-environmental actions.
2. The author argues that environmental learning should lead young adults to adopt more sustainable practices and take broader interest in environmental issues.
3. Knowledge of environmental issues, responsibility, action strategies, and empowerment are important for transforming learning into action according to some researchers. The paper will explore how young adults' environmental knowledge relates to their pro-environmental behaviors.
The document discusses community-based adaptation planning for climate change. It provides background on the need to help vulnerable communities adapt to climate impacts. The key concepts covered include defining adaptation, different types of adaptation (anticipatory, autonomous, planned, etc.), and different types of adaptation plans (NAPAs, LAPAs, CBAPs). It then discusses guiding principles of good adaptation planning and outlines a process for developing community-based adaptation policies and plans through vulnerability and risk assessment, identifying adaptation options, and developing an action plan. Tools are suggested for each step of the planning process.
PROVIA-led research prioritization for vulnerability, impacts and adaptationPROVIA
On 4th June 2013, Prof. Cynthia Rosenzweig presented an update on the PROVIA-led research prioritization for vulnerability, impacts and adaptation at the 38th Session of the Subsidiary Body for Scientific and Technological Advice (SBSTA 38) Research Dialogue in Bonn, Germany
This document discusses the challenges of transforming university campuses to be more environmentally sustainable on a systemic level. It argues that past efforts have led to many successful projects but few examples of full institutional transformation. Universities are complex organizations with characteristics like goal ambiguity, limited rational decision-making, and competing priorities that inhibit systemic change. The document outlines approaches used by successful green campus initiatives, such as securing management support and building partnerships. It also discusses the mental models and "absurd consensus" that can prevent recognizing environmental issues and the need for change. Overall, the document argues that transforming universities requires understanding their systemic nature and developing new ways to engage a critical mass of the organization in change efforts.
This toolkit is designed to support climate change practitioners in the Pacific islands region to integrate gender into their programmes and projects. It is aimed at climate change professionals working in national governments, non-governmental organisations, regional and international organisations who are involved in managing and implementing climate change programmes.
While many of us are aware that gender does matter for sustainable development and climate change adaptation and mitigation, we may not know clearly how it matters, and what tools are available that can help to assess how it matters. Knowing is also not enough: we must apply this knowledge in a practical way when we design and implement activities, and ensure that we are capturing useful and important information through our monitoring and evaluation frameworks.
This toolkit provides advice at a practical level, to address these needs. The principles and practices proposed in this toolkit are based on many decades of experience in the integration of a gender perspective in sustainable development, natural resources management and disaster preparedness. The toolkit is divided into three parts. This introductory module explains why gender is a critical consideration in climate change programmes, projects and strategies, and clarifies some common misconceptions. Module 2 focuses on the links between gender and climate change in specific sectors (e.g. food security, water and energy); and uses sector-relevant case studies to explain how to take gender into consideration.
It also includes a module on disaster risk reduction recognising that these interventions should be factored into all climate change adaptation programmes and projects. These sector chapters can also be used as stand-alone documents for practitioners to guide their analysis in a specific sector. Module 3 is the ‘how-to’ section and will take you through the different phases of a typical climate change programme/project cycle, identifying potential entry-points for integrating gender in each phase and also includes a generic gender checklist that may be applied to programmes and projects. This toolkit will not make you a gender expert! However, it provides guidance along with links to other resources that can help strengthen your knowledge about gender and climate change.
This document discusses the role of "greening" or environmental stewardship activities in building resilience after disasters or conflicts. It provides examples of how tree planting, memorial gardens, and fisheries management helped communities recover from events like 9/11 and wars in Iraq. The document argues that including local communities in greening activities can help social-ecological systems withstand disturbances by providing feedback and strengthening connections between people and nature. Policymakers are encouraged to support such efforts through funding, research, and integrating greening into emergency response plans to facilitate long-term adaptation to climate change impacts.
This document discusses participatory mapping for climate change adaptation, using a case study from Boe Boe, Solomon Islands. It summarizes that participatory mapping can integrate local and scientific knowledge for adaptation planning. However, power dynamics must be considered to ensure meaningful community participation. The case study explored how participatory 3D modeling was used in Boe Boe to facilitate discussion between stakeholders on climate risks and adaptation options. While these methods show potential, participatory processes are not without risks from both internal community power imbalances and influences from external facilitators that could undermine effectiveness if not addressed.
Understanding and Responding to Global Climate Change in Fragile Resource Zonesijtsrd
Worldwide environmental change, in light of the discussion regarding the matter, is one of the central issues of the present reality. Nonetheless, the worry of those intently following the discussion is that it has made more frenzy than substantial techniques to lessen and adjust to the worldwide change. The circumstance appears to introduce an emergency where the vulnerabilities of anticipated worldwide change situations consolidate with the danger unwilling nature of leaders to discourage substantial activity and empower the sit back and watch approach. Nonetheless, the combined idea of warming may not allow the advantage of sit back and watch . Alok Kumar Shukla "Understanding and Responding to Global Climate Change in Fragile Resource Zones" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49159.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/environmental-science/49159/understanding-and-responding-to-global-climate-change-in-fragile-resource-zones/alok-kumar-shukla
This document summarizes a study that examined how to influence climate adaptation processes among cattle producers in northern Australia. The researchers assessed the adaptive capacity of 240 cattle producers using four dimensions and investigated the association between adaptive capacity and climate sensitivity. They found that occupational identity, employability, networks, strategic approach, environmental awareness, dynamic resource use, and use of technology were positively correlated with adaptive capacity, while place attachment was negatively correlated. This suggests adaptation could be influenced by focusing on these aspects of adaptive capacity and climate sensitivity. Managing individual resilience is critical to adaptation at higher levels and needs more attention to shape adaptation processes.
How can we make stormwater education more effective?Neil Dufty
Education has been viewed by many organisations as an important non-structural stormwater management tool with considerable investment made to support it.
Stormwater education activities have included media campaigns, signage, stormwater drain stenciling and industry training courses. They aim to change the behaviour of sectors of the community whose activities are thought to impact on stormwater quality (and quantity) and the health of waterways.
Yet, have these stormwater education programs been effective in changing behaviour and achieve water quality improvements? According to research, the answer is ‘in some cases’. However, there is certainly a formula for effective stormwater education - this is developed in this paper.
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
This study examines the potential impacts of climate change on agriculture in Sub-Saharan Africa through 2050. The authors analyze historical crop yield and weather data from 1961-2006 for maize, sorghum, millet, groundnuts and cassava using panel regression models. The models estimate the relationship between crop yields and temperature/precipitation variables. Applying projected mid-century climate changes to the historical weather data, the authors find with 95% probability that climate change will reduce yields of the studied crops by at least 7% by 2050, with a 5% chance yields could fall over 27%. Countries with higher current yields face larger projected losses, suggesting improved varieties are more vulnerable to heat impacts.
This document summarizes a study that used satellite data to analyze the impact of extreme heat on wheat senescence and yields in northern India. The key findings were:
1) Satellite data showed that extreme heat (above 34°C) significantly accelerated wheat senescence, shortening the growing season, beyond the effects of increased average temperatures alone.
2) Crop models underestimated the impact of extreme heat on senescence and predicted much smaller reductions in growing season length from a 2°C warming.
3) Due to the link between shorter growing seasons and lower yields, the models likely underestimate potential wheat yield losses in the region from climate change by as much as 50% for some sowing dates
This summary analyzes the sources of uncertainty in projections of climate change impacts on agricultural crop production for 94 crop-region combinations. It finds that uncertainties related to temperature changes represent a greater contribution to uncertainty than those related to precipitation changes for most crops and regions. In particular, the sensitivity of crop yields to temperature changes is identified as a critical source of uncertainty. This is surprising given rainfall's importance to crop yields, but reflects the large magnitude of projected warming relative to historical temperature variability, as well as disagreements among climate models over regional precipitation changes. Improving understanding of crop responses to temperature and the magnitude of regional temperature projections are concluded to be two of the most important needs for reducing uncertainty in climate change impact assessments and adaptation efforts for
This article discusses how growing season temperatures by the end of the 21st century will likely exceed the most extreme seasonal temperatures recorded from 1900 to 2006, especially in tropical and subtropical regions. Using output from 23 global climate models, the authors calculate there is over a 90% probability of this occurring. They argue this poses risks to global food security as extreme heat can significantly reduce agricultural productivity. The article examines historical examples of damage caused by extreme seasonal heat and argues these short-term events may become long-term trends without sufficient investments in adaptation.
This study examines the potential impacts of climate change on agriculture in Sub-Saharan Africa through 2050. The authors analyze historical crop yield and weather data from 1961-2006 for maize, sorghum, millet, groundnuts and cassava using panel regression models. The models relate crop yields to temperature and precipitation variables. Applying projected mid-century climate changes to the historical weather data, the authors estimate reductions in total production for the crops by 2050 ranging from -8% to -22%, with most estimates falling between -17% to -18%. Uncertainty ranges are also provided showing a 95% probability that damages exceed 7% for all crops except cassava. Countries with higher average yields face larger projected losses,
The International Food Policy Research Institute's 2011 Global Food Policy Report analyzes major developments in global food policy in 2011. Key developments include:
1) Agriculture and food security rose to the top of development agendas as investments increased from countries, international organizations, and private groups.
2) Volatile food prices remained a challenge as staple grain reserves were low and a few countries dominated exports, though prices fell in the second half of 2011 due to good harvests and a stronger dollar.
3) Interconnected challenges around agriculture, nutrition, health, climate change, and natural resources received more recognition, though further action is still needed to address issues like the 2011 famine in the Horn of Africa.
i. There is no existing market for soil carbon credits. A market requires rules establishing incentives for polluters to buy offsets, but key provisions of the Kyoto Protocol may lapse in 2012, undermining carbon markets. Developed countries' weak emission targets also mean little global demand for offsets.
ii. Voluntary markets are unlikely to provide significant finance for soil carbon projects. Scientific uncertainty around measuring soil carbon, plus its non-permanence, mean credits have much lower value than other offsets.
iii. Even if revenues are generated, most will not reach smallholder farmers. Measuring and verifying soil carbon requires substantial investment. Project developers and technicians, not farmers, will retain most revenues to
Developed and developing countries disagreed on the future of the Kyoto Protocol at climate talks in Bonn. Canada, Russia, and Japan will not commit to a second commitment period. Developing countries insist a second commitment period is needed. Developed countries want commitments from all major emitters, including developing countries. The talks highlighted differences on the legal form of future commitments and whether technical discussions should begin before political issues are resolved.
The document discusses the creation of the Africa Carbon Exchange (ACX) to increase Africa's participation in the global carbon trade market. The ACX will function as an electronic trading platform for carbon credits and provide information, education, and a forum for participants. Participants will include carbon brokers, major buyers and sellers, project consultants, and regulatory agencies. The goals of the ACX are to promote ethical carbon trading in Africa, position Kenya as a carbon trade hub, and increase Africa's share of Clean Development Mechanism revenues. It will work to address challenges like low awareness, capacity, and high costs. The ACX will lobby governments and work with projects to develop credits for trading. Membership is open to private entities, governments,
The document discusses the creation of the Africa Carbon Exchange (ACX) to increase Africa's participation in the global carbon trade market. The ACX will function as an electronic trading platform for carbon credits and provide information, education and training on carbon markets. Participants in the exchange will include carbon brokers, major buyers and sellers, project consultants, and regulatory agencies. The goals of the ACX are to promote ethical carbon trading practices, position Kenya as a carbon trade hub for Africa, and increase the continent's revenues from carbon credits. It will work to address challenges like low awareness, capacity issues, and transaction costs through lobbying governments, project support, and convergence with other markets. Membership is open to private entities, government entities, multi
The document discusses the creation of the Africa Carbon Exchange (ACX) to increase Africa's participation in the global carbon trade market. The ACX will function as an electronic trading platform for carbon credits and provide information, education and training on carbon markets. Participants in the exchange will include carbon brokers, major buyers and sellers, project consultants, and regulatory agencies. The goals of the ACX are to promote ethical carbon trading practices, position Kenya as a carbon trade hub for Africa, and increase developing countries' access to carbon market financing to support population pressures and sustainable development. Challenges to growing Africa's carbon market include lack of government support, low private sector awareness, and lack of project capacity. The ACX will address these by
1) REDD+ projects in Africa have made progress in establishing national frameworks and early pilot projects, but face challenges around policy coordination, land tenure clarity, and community engagement.
2) While readiness activities have advanced in first-tier countries, funding has not fully supported pilot projects, and Francophone countries remain less engaged.
3) The future may see a greater role for sub-national REDD+ initiatives and private sector involvement as limitations of national programs become clear.
1) REDD+ projects in Africa have made progress in establishing national frameworks and pilot projects, but face challenges around land tenure, benefit sharing mechanisms, and community inclusion.
2) While many countries have completed readiness plans and started early projects, challenges remain around coordination between government ministries, establishing credible baselines, and building local technical capacity.
3) The future of REDD+ in Africa over the next 5-10 years is expected to see a greater role for sub-national initiatives and private sector involvement in projects, though implementation of country-level programs faces uncertainties due to low government effectiveness in some areas.
1) REDD+ projects in Africa have made progress in establishing national frameworks and early pilot projects, but face challenges around policy coordination, land tenure clarity, and community engagement.
2) While readiness activities have advanced in first-tier countries, funding has not fully supported pilot projects, and Francophone countries remain less engaged.
3) The future may see a greater role for sub-national REDD+ initiatives and private sector involvement as limitations of national programs become clear.
This document discusses opportunities for resilient agricultural growth in sub-Saharan Africa. It recommends focusing on building resilient markets, agriculture, and people. Specifically, it suggests reducing food price volatility, facilitating private investment, enabling climate-smart and sustainable intensification, scaling up nutrition programs, and empowering women and youth. Achieving agricultural growth with resilience could significantly improve food security and economic development across Africa.
1) The document describes a project to improve integrated rice production and pest management in Uganda to help farmers adapt to climate change.
2) The project is led by Bosco Bua and includes researchers from Makerere University, Namulonge, and Lira who are screening rice varieties for resistance to pests and diseases, assessing different water management practices, and studying the effects of rice residues on greenhouse gas emissions and pest dynamics.
3) Data from the first season of studies in 2011 is being analyzed, and the studies will be repeated in 2012 to identify rice varieties that are high yielding, resistant to diseases, and resilient to moisture stress to help Uganda achieve food security under changing climate conditions.
This document reviews how biotechnology can be used for climate change adaptation and mitigation through improving agricultural productivity and food security. It discusses how both conventional biotechnology methods like organic farming and modern methods like genetic engineering can help address the negative impacts of climate change by making crops more tolerant to stresses and increasing yields. Specifically, it outlines how biotechnology approaches can help reduce greenhouse gas emissions, sequester carbon, decrease fertilizer usage, and develop stress-resistant crop varieties to adapt to climate change effects.
Climate change is projected to negatively impact food security in sub-Saharan Africa. A study using comprehensive climate change models found that cereal production in the region will decline 3.2% by 2050 due to lower yields from increasing temperatures and changing rainfall patterns. Food prices are also projected to rise significantly, reducing food affordability and calorie availability. Child malnutrition levels in the region, which were expected to decline, will instead increase due to the effects of climate change on agriculture. Agricultural adaptation will be critical to counteracting these impacts and ensuring future food security in sub-Saharan Africa.
This study examines how future climate change and land use change may impact food security in East Africa through 2050. It uses regional climate and crop models at a high resolution to capture local variability. The models project that greenhouse gas emissions will make the region warmer and wetter on average, but yield impacts will be heterogeneous across landscapes due to factors like topography. Land use change from converting forests and grasslands to additional cropland is also projected to significantly impact yields. The results suggest a wide range of projected crop yields across East Africa, reflecting uncertainty in how climate and land use may affect food production risks at local scales. Considering spatial variability is important for assessing food security and adaptation strategies in the region.
This document announces scholarship opportunities for one PhD student and two MSc students to work on a project studying how smallholder farmers and communities in Uganda can build resilience to climate change. The PhD student will research seasonal climate trends, impacts of climate change scenarios, and information dissemination. The two MSc students will evaluate integrated soil fertility management options for carbon sequestration and climate adaptation, and assess evidence on food security, nutrition, and degraded hotspots from climate change. Successful candidates will have relevant university degrees, experience with data analysis and reporting, strong English skills, and a willingness to conduct field work in project sites. Tuition, stipends, and field support will be provided for up to four years.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!SOFTTECHHUB
As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Infrastructure Challenges in Scaling RAG with Custom AI modelsZilliz
Building Retrieval-Augmented Generation (RAG) systems with open-source and custom AI models is a complex task. This talk explores the challenges in productionizing RAG systems, including retrieval performance, response synthesis, and evaluation. We’ll discuss how to leverage open-source models like text embeddings, language models, and custom fine-tuned models to enhance RAG performance. Additionally, we’ll cover how BentoML can help orchestrate and scale these AI components efficiently, ensuring seamless deployment and management of RAG systems in the cloud.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
2. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
latest emphasis on “climate proofing” implicitly that arises from these insights and debates is how to
assumes that, once appropriate adaptation measures facilitate learning, information exchange, reflection,
(typically technological in nature) are identified and innovation, and anticipation, all of which are key
implemented, development policies, plans, and elements in the practical reality of the adaptation
practices can be shielded against adverse climate process.
impacts (Brooks and Grist 2008). Such a project
focus appears as a linear, largely self-limiting
trajectory that favors readily identifiable and Addressing the void in the existing learning
discrete adaptation actions, both anticipatory and toolbox
reactive (before and after a shock), often presented
in lists or inventories. More problematically, this This question brings us to the other and potentially
view obscures the very processes that shape more problematic challenge in adaptation research
adaptation and resilient livelihoods. and practice: our existing methodological toolbox
is sparsely equipped to facilitate and sustain such
Recent studies and project initiatives in some adaptive and anticipatory learning in the face of
African and other developing countries, however, complex risks and uncertainties; in other words,
start to emphasize the process notion within learning about the future before impacts are
adaptation. For instance, a synthesis of early apparent. Much progress has been made in the
adaptation projects in the Global South highlights North, particularly in Europe and Canada, to design
the evolving nature of adaptation, including learning approaches, decision scenarios, and
learning about risks, evaluating response options, adaptation portfolios (Cohen et al. 2006, Kok et al.
and creating the right conditions for adaptive action 2007, Jäger et al. 2008, Hulme et al. 2009) although
(Leary et al. 2008). McGray et al. (2007) also stress it remains contested whether existing tools and
the significance of decision making for adaptation models are sufficient for evaluating long time
efforts that evolve and improve with newly frames, cascading levels of uncertainty and
emerging conditions and information. They surprises, and potentially catastrophic changes in
specifically refer to processes of “learning as we the climate system (Tompkins et al. 2008). In
go,” checking and rectifying possible maladaptation, contrast, in most parts of the Global South, but
exchanging information, and making trade-offs particularly in Africa (with the likely exception of
based on public values. Along the same lines, South Africa), access to information, knowledge
Osbahr (2007) views successful adaptation as a networks, and climate learning tools that build
learned process in which appropriate communication resilience into people’s livelihoods, institutions, and
channels constitute a crucial part. “The goal,” as ecosystems remain scarce, and especially so at the
stated by T. Downing (unpublished manuscript), “is community level.
not to be well adapted but to adapt well.”
There are multiple reasons for this lacuna. From an
Contrary to “hard” technological and infrastructural international policy perspective, climate-related
response options, this dynamic notion of adaptation risks and vulnerabilities in drylands and other
promotes building resilience to enhance adaptive tropical ecosystems, many of which are in Africa,
capacity now, rather than targeting adaptation in the have received much less emphasis than colder areas,
future. Adaptive capacity, particularly from a small island states, and indigenous communities
systems perspective, has been described as the portrayed as exceptionally unique and threatened
ability to learn from mistakes (Adger 2003), to (Liverman 2008). From the angle of science
generate experience of dealing with change (Berkes communication, research advances remain largely
et al. 2003), and the capability for innovation inaccessible to decision makers. Seely et al. (2008),
(Armitage 2005). Fabricius et al. (2007) highlight with reference to southern Africa, assess the lack of
learning, anticipating, and forecasting through integration and understanding of climate science
knowledge sharing and responding. Under climate into policy and practice, which hinders capacity
change, enhancing adaptive capacity implies paying building and decision making under uncertainty.
explicit attention to learning about past, present, and Hellmuth et al. (2007:9), in a gap analysis on the
future climate threats, accumulated memory of use and application of climate information in Africa,
adaptive strategies, and anticipatory action to point toward “inadequate supply of climate services
prepare for surprises and discontinuities in the ... for development decisions at all levels.” As
climate systems (Nelson et al. 2007). The question argued by Twomlow et al. (2008), even among
3. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
African researchers and extension services, the design of resilient livelihood pathways and the
understanding of climate processes, driving forces, practicalities of adaptive capacity an exceedingly
and meaningful coping and adaptive strategies daunting task.
remains insufficient. Practitioners and communities
encounter major obstacles to concrete adaptation Conceptually and methodologically, the links
planning; these include lack of awareness, between adaptation and (sustainable) development
knowledge, and access to forecasts in addition to are well understood (Scoones 1998, Bebbington
sparse communication platforms and often 1999, Mortimore and Adams 1999, Ellis 2000,
unintelligible climate jargon (Enne and Yeroanni McGray et al. 2007). Yet, as argued by Lemos et al.
2007, Leary et al. 2008). (2007), a more fruitful engagement between the two
communities is needed to better build adaptive
Most worrisome is the absence of learning tools that capacity under the unique risks and stresses related
explicitly encourage adaptation processes, including to climate change. Risk is seen here as “uncertain
experimentation and innovation, in order to consequences, and in particular exposure to
embrace complex risks and uncertainties. Although potentially unfavorable circumstances, or the
the Nairobi Work Programme, adopted under the possibility of incurring nontrivial loss” (Smith et al.
UN Framework Convention on Climate Change in 2000). People’s ability to respond to risks is
2007, specifically emphasizes information, tools, typically determined by a series of dynamic
and communication for adaptation planning and livelihood decisions that depend on the opportunity
practice in developing countries, adaptive and set of household asset endowments and the
anticipatory learning remains poorly understood. allocation of these assets to generate benefits and
This is the case despite numerous researchers pursue a meaningful life (Davies 1996, Kelly and
arguing for collaborative, iterative, self-organizing Adger 2000, Barrett et al. 2001, Little et al. 2001,
processes of learning-by-doing to enhance adaptive Ellis 2003; Little et al., unpublished manuscript).
capacity and facilitate the role of boundary
organizations for effective translation and diffusion These complex livelihood-vulnerability contexts
(e.g., Füssel and Klein 2006, van Aalst et al. 2008). make novel experiments—crucial for successful
Such a gap is particularly problematic for countries adaptation and resilient pathways—a highly risky
where climatic uncertainties are high and impacts undertaking in which mistakes and failure may well
are likely to compound existing vulnerabilities with mean a downward spiral from transitory to chronic
serious implications for development and poverty poverty (persistent deprivation). As shown for
reduction. pastoralist communities in eastern Africa, poor
households, in a rational attempt to manage risk,
often trap themselves in chronic poverty through the
Learning challenges in the context of complex allocation of asset portfolios that are unproductive
livelihood-vulnerability risks and insufficient to lift them beyond a critical poverty
threshold (Barrett and McPeak 2004, Barrett 2010;
Our focus on Africa is deliberate as it is the continent Little et al., unpublished manuscript). Clearly,
where the “adaptation deficit” (Osbahr et al. 2007) poverty dynamics, inequalities and power
—the lack of explicit integration of livelihood differentials, limits to adaptive strategies, and latent
adaptation to climate change and broader adaptive capacity all shape adaptation processes and
development issues—has been most evident. In options (Osbahr 2007). Our attempt to explore
contrast to vulnerable and disadvantaged places and spaces for anticipatory learning is situated within
populations in the North as well as hazard-specific these complex vulnerability-livelihood risks and
vulnerabilities to hurricanes, tsunamis, heat waves, interactions embedded within a wider development
and wildfires, Africa’s vulnerability is tightly context.
coupled with structural problems of chronic
poverty, underdevelopment, food and livelihood We propose a methodological approach that
insecurity, and socioeconomic and political emphasizes a multi-faceted, iterative way of
inequality. The difference between the developing analyzing and learning about changes and
world and affluent countries lies in the magnitude uncertainties to manage for resilience rather than
and even more so the duration of poverty (Barrett learning by shock. Viewing adaptation as a
and McPeak 2004). These distinct dimensions of socioinstitutional process that involves cycles of
day-to-day risks and structural poverty make the anticipation and responses to a variety of stressors
4. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
is radically different from considering adaptation as Learning within the resilience framework
an adjustment to predicted future climatic impacts
or residual damage associated with these impacts. The capacity for learning and experimentation has
By focusing explicitly on learning, reflection, and long been understood as an integral part of resilience
forward-looking decision making about feasible, thinking. For instance, Davidson-Hunt and Berkes
sustainable, and fair adaptation choices under (2003) stress learning to live with change and
various possible future climate realities, we portray uncertainty and combining different types of
vulnerable populations in Africa as active agents of knowledge as two key principles for building
change with particular skills, knowledges, and adaptive capacity in social–ecological systems. A
visions, rather than passive victims. resilience perspective on adaptation emphasizes
learning, self-organization, and flexibility as crucial
ingredients for navigating complex feedbacks,
LEARNING PROCESSES TO MANAGE thresholds, and system changes (Berkes et al. 2003).
FOR RESILIENCE: FROM THEORY TO Social–ecological resilience, also in the context of
PRACTICE climate change, highlights innovation and the
capacity to learn and transform (Folke 2006). We
Forward-looking learning and decision-support focus on learning processes with special reference
tools in the face of climatic and other complex to adaptive cycles and managing for resilience.
changes that involve high uncertainty are needed
more than ever. The challenge is to assess how and Much of the current understanding of resilience and
when people learn to manage change, absorb the embedded conception of learning expands on
shocks, take advantage of new opportunities, adjust, Holling’s (1973, 1986) original notion of the term,
or completely alter their lives and livelihoods. This which focuses on the maintenance of structure and
section examines two theoretical frameworks— functioning of complex systems that undergo
resilience thinking and action research/learning disturbance. In his heuristic model of complex
(AR/AL)—to tease out key learning elements from adaptive cycles, Holling (1986, 2004) suggests
a dynamic systems perspective that may bolster distinct types of learning: incremental front-loop
adaptation as a process. The end of the section learning, spasmodic or profound back-loop
examines the role of critical reflection, learning learning, and transformational learning that can lead
spaces, and power. to innovative processes with high potential for
transformability. Within nested cross-level and
The rationale for this comparison is threefold: (a) cross-scale system dynamics where transformations
There is an urgent need to bring together resilience happen, often unpredictably and abruptly
and development theories (including action theory) (Gunderson and Holling 2002), learning can
and their mutual concerns for self-organization, essentially take on two forms: (1) small and fast
buffering against shocks, and enhancing adaptive cycles “revolt” and affect larger and slower cycles;
capacity to better inform practice and more an example is successful local innovations that
explicitly take into account issues of equity and create opportunities for change at regional or
power (Osbahr et al. 2007). (b) Although resilience international levels; (2) larger and slower cycles,
thinking and AR/AL have substantially built off through system “memory,” shape dynamics at other
each other, similarities with respect to learning scales by drawing upon accumulated knowledge
processes have never been consciously made and potential for renewal or reorganization (Fig. 1).
explicit. Our aim is to explore interesting parallels
by illustrating when and how cyclical (loop) Recently, learning has been a prominent component
learning occurs. (c) Given the urgency and the scale in discussions on managing for resilience. This
of the problematic of managing for resilience under notion builds on Walker et al.’s (2002) idea of
climatic uncertainty, particularly among the poor, resilience management in which the main intent is
we draw upon key facets of iterative learning and to prevent social–ecological systems from sliding
reflection that may facilitate anticipation and into undesirable states. Learning, memory,
experimentation in practice. creativity, and the need to move forward in spite of
imperfect knowledge and vast uncertainties are
imperative to avoid unfavorable thresholds.
Today’s notion of managing for resilience entails
both building and eroding resilience, the latter in the
5. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Fig. 1. Nested adaptive cycles (Folke 2006, after Gunderson and Holling 2002)
case of adverse system configurations (Lebel et al. poverty contexts is by no means a straightforward
2006). Learning to cope with non-linearities and exercise. It involves fundamental methodological
other types of uncertainties and surprises as well as and ethical decisions such as: Managing resilience
flexible experiments for innovation are seen as key for whom? When to change from adaptation to
elements in this process. Most importantly, learning transformation? How to shift from post hoc analyses
and the willingness to experiment play a central role to anticipatory thinking? Is continuing building
for system transformation. Olsson et al. (2006) adaptive capacity in low-income/high-vulnerability
describe transformative capacity as the ability to environments a waste of time? Despite these
create a radically new system when adaptation and challenges, a resilience lens highlights learning as
adjustments are no longer possible or desirable and part of dynamic and flexible capacities that are
the existing system becomes untenable. To prepare critical when dealing with irreducible uncertainties.
for change, take advantage of windows of It allows a glimpse into how anticipation for climate
opportunity, and successfully navigate transitions, change adaptation may shape resilient livelihood
social actors ought to be aware of a problem, build pathways in practice. The next section provides
knowledge, diversify their ideas, reflect, communicate, useful input from action research and learning.
develop a shared vision, and act.
Albeit methodologically intriguing, managing for
resilience under climatic uncertainties and in high
6. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Anticipatory learning within (participatory) Levin 1998, Reason and Bradbury 2001). Its aim is
action research and action learning to further reciprocal and transformational learning
that results in future-oriented practical action
Anticipatory or forward-looking learning is the key (McTaggert 1991, Chandler and Torbert 2003).
pillar of an approach known as anticipatory action
learning (AAL), which falls under the larger Although AR rejects restricting itself to one
umbrella of action learning (AL), a field of inquiry theoretical perspective (Reason and Bradbury
and practice that has converged with action research 2001), “action science” is seen as a grounding
(AR) and future studies (Ramos 2006a). It is a theory/practice. The key distinguishing features or
collaborative, democratic, and heuristic-reflexive dimensions of action science, described by
process that links iterative questioning, anticipation, Friedman (2001) and Reason and Torbert (2001),
learning, and creation with the ultimate purpose of drawing upon Argyris and Schön (1974, 1978),
crafting a different world (Stevenson 2002, Heron (1992), and Torbert (1983, 1991), are the
Inayatullah 2002, 2006, Ramos 2006a). Kelleher following five: (a) creation of communities of
(2005:85, 87) describes AAL as a “process of co- inquiry where “theories of/in practice” are built and
creating the future” based on a “theory of tested for learning; (b) centrality of participation;
participative human agency.” As core values, she (c) experiential grounding, through critical
stresses questioning of assumptions through subjectivity, multiple ways of knowing, and
reflection, creativity, systems thinking, and territories of experience; (d) normative, analogical,
emergence of novel patterns through self- and implementable theory that seeks surprise and
organization. Anticipatory action learning constitutes conditions for change; and (e) creation of
a process of foresight that is inherently diachronous; alternatives to the status quo through experimentation
the outcomes emerge during the practice and are and transformation.
negotiated by those who participate, resulting in
futures that are constantly revisited through The quintessential characteristic of these strands of
envisioning, backcasting, experimenting, and action and learning schools is their focus on
reflection (Stevenson 2002, 2006, Ramos 2006b). iterative, cyclical learning. Iterative cycles of
As AAL does not subscribe to any particular acting, reflecting, and determining “windows” for
(critical) theory, we review its main theoretical and solving emergent questions allow researchers and
methodological origins and underpinnings, with participants alike to develop and test theories
particular attention to action research. through action and facilitate learning about complex
situations. There are numerous, partially overlapping
Although AL has its roots in organizational learning manifestations of this cyclical type of learning. They
and leadership development going back to Reginald include Lewin’s (1946) series of spirals of steps in
Revans in the 1940s, AR—including participatory AR, as well as various forms of single, double, and
action research—stems from largely academic and triple feedback and loop learning (e.g., Kolb and
development circles. It traces its origin to Kurt Fry 1975, Argyris and Schön 1974, 1978, 1996,
Lewin’s work in social psychology from the early Keen et al. 2005, List 2006, Armitage et al. 2008).
1900s. Later, AR gained ground as a critique of Single-loop learning allows correcting errors or
positivist research approaches in the social sciences improving the outcomes in standard management
and mirrored academic disenchantment with the practices, for instance with respect to cropping
lack of action and concrete answers to persistent techniques. Double-loop learning, by contrast,
social and environmental problems resulting from enables actors to learn about learning and question
poststructuralist thought (Greenwood and Levin the assumptions behind inquiry, which enables
1998, Pain 2003, Kindon 2005). Action research can shifts in understanding and behavior, whereas
be described as a theory of and an approach to triple-loop learning can trigger changes in
learning with a well-defined set of principles or underlying norms and governance structures.
dimensions of inquiry, embedded in a “meta- Iterative cycles of single-, double-, and triple-loop
methodology” (Reason and Torbert 2001, Dick feedback also enhance the sophistication and
2002). Grounded in a participatory worldview, it effectiveness of the four AR territories (vision,
explores the interaction of power relations across strategy, action, and outcomes) as depicted in the
multiple scales and with particular emphasis on space–time–voice dimensions of transformational
representing or giving voice to the marginalized science (Torbert 1983, 1991, Chandler and Torbert
(Maguire 1987, Park et al. 1993, Greenwood and 2003) (Fig. 2).
7. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
These theoretical and methodological dimensions Although AR/AL processes can build the capacity
of AR/AL stress two other key elements: the of participants to challenge the underlying causes
element of reflection and that of anticipation. of their marginalization and vulnerability through
Critical reflection constitutes the backbone of an iterative and collective process of action-
iterative (loop) learning. Kolb and Fry (1975), for reflection, the spatiality of these processes remains
instance, argue that possibilities for “double-loop under-researched. In the context of climate change
learning” emerge through reflection on experiences adaptation, Thomas and Twyman (2005:121) called
(what works and why) (Fig. 3). Such for the “need to create space, and the right kind of
transformational learning happens at decisive nodes space, and to facilitate appropriate innovative and
of reflection as they are likely to trigger new loops creative adaptation.” But what is the right kind of
of learning, critical engagement, and the willingness learning space that encourages anticipatory learning
to take risks (Fig. 4). They embody possibilities for and how do we build it?
unexpected connections and surprise. The role of
anticipation in this learning process is to focus We argue that such spaces need to have both an
explicitly on possible futures by giving meaning to abstract and a material dimension. Kesby (2005)
images, trends, and memory that can be views such learning spaces as arenas in which
qualitatively envisioned, tested, and revisited people assess their own knowledge and its limits,
(Inayatullah 2006). renegotiate behavior, and improve communication.
Empowerment and positive transformations in
people’s lives require “temporary time–space
arenas” (Kesby 2005:2055). Within these arenas,
Loop learning in practice: learning spaces and empowered agency—the ability to act and change
power reality—can be reproduced, sustained, and scaled
up within everyday spaces to facilitate
Numerous practical applications of loop learning transformation, something Kesby (2005:2039) calls
processes exist that build upon resilience theory and “rehearsing for reality.” Yet, such rehearsal requires
AR/AL, with prominent examples in the field of sufficient ontological depth (Inayatullah 2006) to
adaptive (co-) management (e.g., Olsson et al. 2004, challenge and transform social reality. In other
Lebel et al. 2005, Armitage et al. 2007). Berkes words, it is not sufficient to introduce small-scale
(2009), among others, stresses the role co- revolts, perturbations, and learning probes in one
production of knowledge, power sharing, joint sub-loop of the system (Lynam et al. 2002,
problem solving, bridging organizations, and Karkkainen 2006) if they cannot be sustained to alter
reflection play. The adaptive facet of co- awareness and behavior at larger scales.
management is captured in the incremental and
iterative learning-by-doing process where system However, such arenas for iterative, anticipatory, and
understanding, action, and evaluation are updated transformative learning and reflection are rarely
and refined every time new information is available. neatly structured. They require high creativity and
flexibility, adjustments by “muddling through,” and
We identify some overlapping key elements of spontaneous constellations of cooperation, particularly
resilience theory and AR/AL, distill implications in weak, unstable, and messy institutional and
for learning, and indicate how they may apply to political settings (Wollenberg et al. 2007). It may
climate change adaptation in practice (Table 1). be through this “messy” approach, mediated by
Several of these reflect recent lessons from adaptive bridging/boundary organizations, that windows of
management and adaptation under climate change, opportunity for experimentation and action can be
for instance in the European ADAM Project, detected and utilized. Referring specifically to
highlighting the need for processes that connect adaptation, Pelling and High (2005) advocate for
inquiry with experimentation and reflection to the opening of informal spaces (places of “bounded
overcome incomplete knowledge about driving instability” or shadow systems/networks) outside of
forces and uncertainties (Lonsdale 2009a). Two but connected to formal institutions to allow for
main questions merit further attention: (a) how can novelty to emerge out of free experimentation,
spaces for learning be created?, and (b) how to deal learning, and reflection.
with power inequalities?
8. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Fig. 2. The span of research/practice with four territories of experience (Chandler and Torbert 2003).
Finally, we do not want to suggest that such learning benefits, the typology of AR practices, as presented
spaces are inherently harmonious. Much has been by Reason and Torbert (2001), seems particularly
said about the “tyranny” of participation and useful. First-person research allows the researcher
participatory spaces of power and domination (e.g., to learn through self-reflexive action and critical
Lefebvre 1991, Cooke and Kothari 2001). Yet, subjectivity. Second-person research pursues
inequalities of power simply cannot be avoided. cooperative inquiry and a consensus-seeking
Acknowledging and negotiating power and process for and with research partners. Third-person
conflicts need to be seen as integral parts of learning research strives for inquiry that involves wider
processes. This should not distract from the fact that learning communities through networks of
not all participants in these time–space arenas may organizations. In practice, it is through the
benefit equally. Osbahr (2007), for instance, integration of all three levels that learning and
describes adaptation and transformation of transformation are most likely to be achieved
livelihood strategies as a competitive process that (Bradbury and Reason 2001).
produces winners and losers. To engage with the
deeply ethical question of who learns and who
9. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Fig. 3. Double-loop learning (Brockbank and McGill 1998).
ANTICIPATORY LEARNING AND through an iterative process of action-reflection
MANAGING FOR RESILIENCE UNDER (Fig. 5). Risks can be reduced, agency building
CLIMATE CHANGE: A enhanced, and resilient livelihood pathways
METHODOLOGICAL FRAMEWORK designed through the iterative re-performance
within time–space learning arenas. Participants can
Without testing in the real world, more concepts, explore ways to achieve resilient designs in practice
tools, and methods and better science solutions will by moving forward despite imperfect knowledge,
only be of academic interest unless these solutions risks, and uncertainties and taking advantage of
make sense “on the ground” and can be absorbed windows of opportunity. Through this learning
and implemented (Lonsdale 2009b:2) process, they may be able to transform undesirable
states—transitory and even chronic poverty and
What is the relevance of comparing these theoretical marginalization—into more desirable and resilient
and methodological insights from resilience futures. Managing for resilience is hard work, not
thinking and AR/AL in the context of climatic simply a twist of fate.
changes? We argue that the most significant lesson
is the recognition that the impetus for anticipatory We propose the following methodological
and transformative learning stems from AR/AL’s framework for facilitating anticipatory learning as
explicit emphasis on creating deliberative spaces for an iterative socioinstitutional process, specifically
learning; these spaces then allow participants to for high poverty/high livelihood vulnerability
challenge the very causes of their vulnerability contexts. We draw upon concrete examples from an
10. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Fig. 4. Nodes of reflection, triggering new learning loops in an ACM process for creating better
livelihood options (Hartanto et al. 2003:64).
ongoing climate change project (CCLONG) in envisioning future uncertainty and surprise.
Ghana, a country where increased frequency and Consequences of past experiences and the emotions
severity of extreme climate events result in impacts associated with them allow for learning that
that are outside the usual and experienced coping prevents the repetition of mistakes and opens future
range. The framework consists of five elements choices based on present decisions (Walker et al.
(Fig. 6): (1) lessons learned from the past (memory); 2006, Marx et al. 2007, Bohensky 2008). In practical
(2) monitoring and analysis of trends to anticipate terms, this involves an understanding of how people
future events; (3) deliberate surprises, perturbations, have responded to past climatic extremes (e.g.,
and discontinuities that distinguish anticipated floods and droughts), what concrete decisions they
change from known (and potentially also cyclical) have made in the face of slow and rapidly changing
change; (4) measures of anticipatory capacity; and conditions, and what strategies were most and least
(5) design of decision-support tools for adaptation effective and for whom.
planning.
It can be argued that people’s memory is flimsy,
especially if past experiences are quite dated. Also,
lessons from the past may no longer be meaningful
Lessons learned from the past if contexts have changed (Bohensky and Lynam
2005). Yet, people who subsist in marginal
Both resilience theory and AL/AR pay attention to environments, as in many parts of Africa, tend to
accumulated knowledge and stored or latent have surprisingly good recollection of events and
potentials for renewal and reorganization thresholds that may have pushed them into a poverty
(“memory”). Memory, also referred to as trap and attempts to get out of such lock-ins. Their
“experiential grounding,” serves as the knowledge memory, ability for self-organization, and agency
base underlying the capacity for anticipating and are of particular importance for adaptation planning
11. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Table 1. Conceptual similarities and overlaps between the resilience framework and participatory action
research/learning (AR/AL), implications for learning, and examples for climate change adaptation.
Resilience Action Research/ Implications for Learning Examples for Climate Change
Framework Learning (AR/AL) Adaptation
Complex adaptive Loop learning and Iterative, cross-level/cross- → Learning about and practicing
cycles spirals of steps scale information exchange adaptation as an action-reflection
process
Windows of Nodes of reflection Opening for unexpected → Possibility for adjustment in
opportunities connections, innovation, and agriculture or diversification out of
transformation agriculture
Memory Experiential grounding Knowledge base for → Lessons learned from past
envisioning the future droughts and floods to facilitate
foresight
Re-organization Insightful questioning Challenging assumptions and → Understanding of local and global
for action worldviews drivers of climatic changes
Experimentation Testing theories Flexible, incremental learning- → Local monitoring of climate and
through action/practice by-doing, learning from other changes and testing
mistakes adaptation options
Back-loop learning Co-production of Arena for creative knowledge → Local and scientific climate
knowledge and generation knowledge and re-abstraction of
multiple voices external information
Self-organization Spontaneous Participant-led problem solving → Agricultural innovation through
cooperation and and action farmer–extension agent
bounded instability collaboration
Revolting Challenging of power Empowerment, new dynamics → Shift from vulnerable people as
imbalances across scales passive victims of climate change
to active agents who shape change
Small disturbances Management probes Out-of-the box thinking, → Introduction of extreme climate
and surprises innovative learning events into scenario building to
explore adaptation options
exceeding current response
repertoire
Navigating Rehearsing for reality Learning spaces for → Several alternative plans for
transitions transformation managing climate uncertainties
(Twomlow et al. 2008). Methods used under the resourcefulness, and provide a sense of agency
CCLONG project for investigating memory include among the poor to feel prepared for future climate
historical matrices on extreme events, listing, shocks (Finan and Nelson 2001, Tschakert 2007,
ranking, and scoring of response strategies, and Nelson and Finan 2008).
mapping of knowledge transfer within and between
communities during times of crisis. Other studies
confirm that shared knowledge and experiences
from past climate events can raise awareness, spur
12. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Fig. 5. Elements of a deliberative learning space for building anticipatory capacity.
Monitoring and analysis of trends to anticipate effective response options. Drivers of change may
future events include external shocks and surprises such as
climatic changes, people’s hopes and fears for the
Although past and present actions inform future, and actions of policy makers, for instance
reorganization, the system is still constrained by the imposed policies (Walker et al. 2002). In a context
consequences of past response, larger and slower of high livelihood risks and vulnerabilities, many of
variables (cycles) or drivers of change, and which are likely to be further exacerbated by climate
insufficient knowledge (Walker et al. 2006, Marx change, it is particularly crucial to thoroughly
et al. 2007, Bohensky 2008). Thus, identifying and monitor ecological and socioinstitutional processes.
monitoring slowly changing variables such as The failure to do so may result in outdated and
rainfall patterns and integrating and reflecting on potentially counterproductive adaptation policies,
new knowledge allows for a better understanding projects, and strategies, even before they are
of processes that are already under way. The same implemented (Enfors et al. 2008).
is true for anticipating possible events assuming
observed trends continue. Monitoring enhances Experiences in the CCLONG project have shown
flexibility during times of disturbance and boosts that drivers of climate change remain poorly
the capacity for anticipatory action. understood, especially global drivers outside of
people’s empirical radar. True, the uncertainties of
Bohensky and Lynam (2005) and Bohensky (2008), climate variations are fairly abstract concepts that
analyzing water management in southern Africa, necessitate analytic understanding and, therefore,
stress awareness of impacts as well as drivers of often the introduction of external information such
change as key elements in learning and constructing as historic meteorological records and climate
13. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Fig. 6. Methodological framework depicting anticipatory learning for climate change adaptation with
embedded cycles of critical reflection, anticipation, and responses.
projections (Marx et al. 2007, van Aalst et al. 2008). In Ghana, we have distributed simple rain gauges
These can raise awareness, fill potential knowledge to record precipitation events and initiated
gaps, and initiate reflection on the efficiency of community-based monitoring systems for expected
current adaptation strategies under possible future timing, duration, and severity of looming heavy
conditions. Although caution is required when rains and dry spells. For instance, overabundance
adding science information to the learning process of small black ants in homes and farm plots suggest
(van Aalst et al. 2008), co-generating knowledge heavy rains and flooding will occur. Such local
between researchers and stakeholders allows for the monitoring is combined with community fora to
re-abstraction of analytical information into address certain misconceptions of climate change.
changes in memory and action. Even if subsistence Most recently, CCLONG hosted open days in two
farmers have no control over most larger-scale district capitals to complement existing knowledge
driving forces (such as emissions from cars and with a more detailed science perspective and engage
industries in the North), a better understanding of the diverse audiences (150–190 people) into
the mechanisms behind these drivers can enhance discussions on greenhouse gases, the ozone hole,
confidence in anticipating change (Biggs et al. historical climate data and trends, seasonal
2007). forecasts, and downscaled climate projections for
14. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
2065. Now, high schools request similar Scenario building is now recognized as a useful tool
information events. to examine climate risks and uncertainties and
involve decision makers in the adaptation process.
Several integrated assessment projects in Europe,
Planning for surprises, perturbations, and including VISIONS, MedAction, and ADAM, have
discontinuities through scenarios used scenario building to explore the impacts of
climate change across multiple scales (Kok et al.
The third part of the framework moves from 2003, Biggs et al. 2007, Patel et al. 2007). In Africa,
memory and relatively predictable trends to scenario building focuses mainly on managing
surprises, discontinuities, and potentially cataclysmic natural resources and ecosystem services (Lynam
events. As stated by Scoones, the “real world” is et al. 2002, Bohensky and Lynam 2005, Ochola et
shaped by “ignorance and surprise,” not just risks al. 2006, Kok et al. 2007, Bohensky 2008, Enfors
(Osbahr et al. 2007:16). The capacity to cope with et al. 2008). In fact, Biggs et al. (2007) caution that
nonlinearities and other surprises depends largely incorporating global issues such as climate change
on openness for learning, the willingness to accept into local-scale scenarios may hijack community
change as inevitable, and the ability to engage in concerns, which could result in loss of credibility
interventions/experiments (Lebel et al. 2005). and ownership over the process. Although we see
Processes of inquiry, experimentation, and the danger, we argue that there is an enormous need
reflection are essential given incomplete knowledge to tackle local-level climate change for adaptation
about climate change (van Aalst et al. 2008, planning; scenario building provides an ideal space
Lonsdale 2009a). Hence, we advocate for the use for exploring options, uncertainties, limitations, and
of participatory scenario planning/building as a trade-offs. Rather than imposing climate change as
methodological tool not only to explore a “foreign” element into one single scenario-
interconnectedness, surprises, and uncertainties but building exercise, we believe that fruitful learning
also to offer empowering learning spaces where outcomes stem from iterative experiences and
multiple voices, experiences, and constraints can be cycles of reflection. Empowered agency and
heard. Echoing AR/AL, we see it as an “exercise of managing for resilience can be sustained through
agency” (Ramos 2006b). the continuity of the learning process before and
after the scenario building.
Scenarios are stories of plausible futures and the
ways they may unfold. Scenario building is a For complex livelihood-vulnerability contexts,
participatory process that involves multiple drawing upon Biggs et al. (2007), we propose local-
stakeholders and their creative visions for assessing scale exploratory scenarios that are loosely linked
situations in which future-shaping factors are to larger-scale drivers. Typical elements in co-
uncertain and often impossible to control created storylines include local and regional
(Wollenberg et al. 2000, Swart et al. 2004, Evans et environmental change and development trajectories
al. 2006, Biggs et al. 2007, Peterson 2007). coupled with actual manifestations of poverty. We
Uncertainties may include climatic ones as well as also advocate for integrating down-scaled climate
daily life and livelihood stressors and larger-level projections. This differs from other scenario
economic, environmental, and policy disturbances exercises in Africa that use long-term projections
and risks. They are best investigated through or general descriptors of possible climatic changes
alternative storylines and different iterations (Ochola et al. 2006, Enfors et al. 2008). Our
(cycles), each focusing on subsets of driving forces experiences in the CCLONG project show that local
of change. Learning and innovative thinking are resource users, teachers, agricultural extension
expected to occur by exploring what is not known, agents, and policy makers are all interested in more
often through the use of management or learning detailed projections. For example, the available data
probes (envisioning a disturbance that exceeds for central Ghana indicate more delays in the onset
actual experiences, for instance drought and of the rainy season, an increased likelihood of more
flooding back to back), deliberating scenario frequent and more severe dry spells in the middle
outcomes, anticipating consequences, and planning of the major season (June–July), and risks of more
adaptive responses. Hence, scenario building heavy rainfall events toward the end of the season.
exemplifies communities of inquiry where “theories It is crucial that this external science information is
of/in practice” are built and tested for opening introduced and re-abstracted in prior learning cycles
“windows of opportunity” and preparing for and then reused through the storylines and
transformation. experimented with as management probes that
15. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
exceed current adaptation repertoires. To make social actors can certainly enhance their individual
alternative scenarios more plausible, facilitate forward-looking abilities, we argue that anticipatory
ownership over the stories and the characters capacity emerges and flourishes at the intersection
involved, and strengthen second- and third-person of first-person awareness, second-person conversation,
research/practice, we use visual representations and third-person organization, as depicted by
through local artists and participatory environmental Chandler and Torbert (2003); see Fig. 2). Inspired
theatre and video (see also Biggs et al. 2007, Enfors by Alexander Ballard Ltd. (2008), we propose the
et al. 2008). following broad determinants of individual and
collective anticipatory capacity for a developing
country context: awareness of climate change,
Measures of anticipatory capacity experiences with and effective responses to past
climatic extremes (“memory”), agency, leadership,
The fourth component in our methodological engagement in concrete learning activities with
learning framework is the most challenging as it external agents (researchers), collaboration,
attempts to identify and measure people’s capacity availability of wider communication networks and
for anticipation. With several learning cycles of access to climate information, visionary yet tangible
remembering, monitoring, re-abstracting knowledge, planning outcomes for dealing with future
and exploring uncertainties and surprises through conditions through consensus building (scenarios),
experimentation and reflection, possibilities for and managing change.
action should emerge that then feed into anticipatory
capacity (see Fig. 5). We define this capacity as the Given the collaborative nature of anticipatory
ability to shift from envisioning possible futures (as learning processes, it seems essential to encourage
explored through scenario planning) to the ability all participants, from community members to
to develop a dynamic plan for how to deal with researchers and policy makers, to design their own
potential uncertainties. In AAL, this is understood metrics for success. This substantially reduces the
as the capacity to “see what is not commonly seen danger of being hijacked by external agendas. The
and create what is not commonly known” only requirement is that these metrics and tools for
(Inayatullah 2006:656). Stevenson (2006) argues evaluation are based on clearly defined objectives
that people make the transition from vision to action and desired outcomes at the very beginning of the
through the integration of critical reflection into a first learning loop and continually rehearsed.
decision-action “process of foresight.” This is Practically, we can measure variables such as
similar to preparing for system change in resilience evolving awareness of climate and other changes,
thinking. the willingness and ability to engage with unknown
yet conceivable risks, and channels for information
In the context of high poverty/high vulnerability, exchange through methods such as individual and
the crucial ingredient for grasping windows of community learning baselines and network
opportunity and actively shaping change in this mapping. More challenging is to pinpoint specific
transition is empowerment. According to Bohensky nodes of reflection at particular constellations in
and Lyman (2005), effective strategies are chosen time and to evaluate—in retrospect and in
and implemented at the congruence of being aware anticipation—emerging pathways, the factors that
of the scope and drivers of a certain impact and make some pathways more resilient than others, and
feeling empowered to respond to it. As witnessed the ultimate choices people make. This is a start;
in the CCLONG project, rural stakeholders feel yet, we realize that other variables or proxies for
overwhelmingly powerless to alter the larger-scale anticipatory capacity may exist and deserve further
processes that influence these changes. Often, they exploration.
refer to Allah or God as holding the supreme power
to determine rains and periods of drought. Having
access to learning spaces where existing Design of dynamic decision-support tools for
assumptions can be questioned and alternative adaptation planning
pathways tested and reflected upon makes today’s
realities and future uncertainties less terrifying. To date, few cyclical learning and decision-support
tools exist to explore anticipatory adaptation in high
In order to measure such anticipatory capacity, we poverty/high vulnerability contexts. Interactive,
need to first understand where it resides. Although multi-media learning tools in developed countries,
16. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
including the “Winds of Change” board game from processes of action-reflection in which underlying
the European Climate Forum and Potsdam Institute causes of vulnerability can be challenged and
for Climate Impact Research, the Australian TV alternative behavior, visions, and trade-offs
show “Scorched,” and the UK Climate Impacts renegotiated and re-performed. Although such
Programme’s Adaptation Wizard, serve as learning spaces are a refreshing and long overdue
inspiration for creative approaches that involve the complement to, if not substitute for, infrastructural
public in climate change debates. The irony is that adaptation projects, there is no doubt that they can
places and populations that have low levels of be appropriated by power dynamics. Naming,
adaptive capacity and would need such empowering acknowledging, and actively engaging with power
tools most are the last to be served. International differentials implies recognizing learning outcomes
non-government organizations, such as the —in this case concrete adaptive responses—as a
International Red Cross and Red Crescent and competitive process shaped by hierarchical and
CARE International, are beginning to embrace the political control (Stevenson 2006, Osbahr 2007).
possibility of using their community-based decision Despite the participatory, democratic, and
risk reduction and development tools to facilitate pluralistic underpinnings that typify anticipatory
more active, engaged, and forward-looking learning action learning, not everybody is able to afford
(e.g., Red Cross/Red Crescent 2007). However, participation and some will benefit much more than
caution is required to capture the unique intersection others.
of slow and rapidly changing climate conditions
with complex livelihood vulnerabilities. Integrating We have presented a methodological framework
climate change information into AAL processes built around five elements for facilitating
calls for a skillful blend of a potentially top-down anticipatory learning processes as well as some
external agenda with local-level awareness and practical examples of how to implement it.
agency building. We have only started to investigate Although the individual elements are by no means
possible options. new, we believe the iterative and cyclical structure
in this reflection–decision–action process of
foresight enables poor and vulnerable communities
CONCLUDING THOUGHTS: to transform their current conditions into more
OPPORTUNITIES AND CHALLENGES desirable and resilient futures. The process
highlights their rights and skills to reduce harm and
We have shown that both resilience thinking and avoid undesirable thresholds by providing space for
AR/AL have vital contributions to make for their framings and imaginations. Yet, the real
anticipatory learning in the process of climate challenge remains “on the ground.” Carr (2008)
change adaptation. However, so far, these questions the fairness, durability, and gender
contributions have occurred in parallel rather than implications of seemingly successful local
synergistic ways, and we argue that the time is ripe adaptations. Others point to new anxieties among
to integrate these two schools of thought and “the vulnerable” that may be triggered by learning
practice much more effectively. Boyd (Osbahr et al. about climate complexities and uncertainties (van
2007) is right in noticing that issues of power, Aalst et al. 2008). Leary et al. (2008) draw attention
agency, and equity in social systems have yet to be to unexpected inability or lack of will to participate
explicitly incorporated into resilience thinking. At and adapt.
the same time, the adaptation and development
community has lots to learn from resilience Most of these obstacles need to be seen in light of
management by navigating periods of transformations multifaceted livelihood-vulnerability risks that
in high poverty and high vulnerability contexts. distinguish African contexts from those in the
North. Equally to blame are inadequate
An important opportunity to achieve this integration communication channels to connect with deprived
occurs by creating learning spaces to build adaptive populations and insufficient protection against risks
and anticipatory capacity with and for vulnerable and failures that are likely to result from innovative
populations, and to appreciate what adaptation experiments. Although agency building and
options may be most feasible, sustainable, and fair empowering learning spaces can help identify and
under possible future climate and development spread risks, it is largely the responsibility of state
realities. We have described learning spaces as and non-governmental agencies to remedy
arenas of iterative, experiential learning-by-doing structural poverty and limited asset portfolios. This
17. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
includes providing “safety nets” to help the
transitory poor over rough patches and more
substantial “cargo nets” to boost asset productivity Acknowledgments:
of the chronic poor (Little et al., unpublished
manuscript). This is where climate change We wish to thank the United States Agency for
adaptation intersects with wider development International Development (USAID) for supporting
priorities. CCLONG (Climate Change Collective Learning
and Observatory Network Ghana; #EEM-
As for improving communication, it is also time to A-00-06-00014) and the National Science
rehabilitate the role of external facilitators and Foundation for funding HSD #0826941 on
participants as useful contributors to the learning anticipatory learning under climatic uncertainty in
process, despite real dangers of tyrannical expert Ghana and Tanzania. We are grateful for conceptual
power. Their science input is essential for re- contributions from Maureen Biermann, Robert
abstracting analytical information and incorporating Crane, Christopher Hoadley, Esther Prins, and Ken
climate surprises as learning probes into scenario Tamminga and valuable input from Polly Ericksen,
building. Including their knowledge can reduce Emily Boyd, and Kamal Kapadia.
biases toward local-level driving forces of change
and false optimism in futures thinking. We advocate
for more engaged teams of practitioners and
researchers to design creative learning tools and LITERATURE CITED
means for clarifying climate facts and uncertainties.
Who else is better positioned to translate and Adger, W. N. 2003. Social capital, collective action,
communicate complex dynamics, foster learning and adaptation to climate change. Economic
communities, challenge assumptions and empirical Geography 79(4):387–404.
understandings, and maneuver between inquiry and
action? Alexander Ballard Ltd. 2008. Adaptive capacity
benchmarking: a handbook and toolkit. Project
Without a doubt, committing to a learning process carried out for Hampshire County Council on behalf
that aims to enhance anticipatory and adaptive of the European Spatial Planning: Adapting to
capacity, especially among vulnerable populations, Climate Events (ESPACE) extension project,
takes time and resources from both local Berkshire, UK.
stakeholders and external facilitators. It also
requires a clear normative stance of what resilience Argyris, C., and D. Schön. 1974. Theory in
means and for whom. Given the urgency and the practice: increasing professional effectiveness.
scale of managing for resilience under climatic Jossey Bass, San Francisco, California, USA.
uncertainty, more climate knowledge in itself is not
enough to make climate change adaptation work. Argyris, C., and D. Schön. 1978. Organizational
This knowledge needs to be accessible for those who learning: a theory of action perspective. Addison
need it most, through carefully designed yet Wesley, Reading, Massachusetts USA.
flexible, iterative learning-reflection that is tailored
to real day-to-day risks, that allows experimentation Argyris, C., and D. Schön. 1996. Organizational
in practice, and that offers tangible and short-term learning II: theory, method and practice. Addison
results. Learning by shock is neither an empowering Wesley, Reading, Massachusetts, USA.
nor an ethically defensible pathway.
Armitage, D. 2005. Adaptive capacity and
Responses to this article can be read online at: community-based natural resource management.
http://www.ecologyandsociety.org/vol15/iss2/art11/ Environmental Management 35(6):703–715.
responses/
Armitage, D., M. Marschke, and R. Plummer.
2008. Adaptive co-management and the paradox of
learning. Global Environmental Change 18:86–98.
Wesley, Reading, MA, USA.
18. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Barrett, C. B. 2010. Poverty traps and resource
dynamics in smallholder agrarian systems. Chapter Bradbury, H., and P. Reason. 2001. Conclusion:
2 in A. Ruijs and R. Dellink, editors. Economics of broadening the bandwidth of validity: issues and
poverty, environment and natural resource use. choice points for improving quality in action
Springer, Dordrecht, The Netherlands. research. Pages 467–455 in P. Reason and H.
Bradbury, editors. Handbook of action research:
Barrett, C. B., and J. G. McPeak. 2004. Poverty participative inquiry and practice. Sage Publications,
traps and safety nets. USAID Pastoral Risk London, UK; Thousand Oaks, California, USA; and
Management (PARIMA) project, Cornell University, New Delhi, India.
Ithaca, New York, USA. [online] URL: http://aem.
cornell.edu/special_programs/AFSNRM/Parima/Papers/ Brockbank, W., and I. McGill. 1998. Facilitating
BM_povertytraps.pdf. reflective learning in higher education. Open
University Press, Maidenhead, UK.
Barrett, C. B., T. Reardon, and P. Webb. 2001.
Nonfarm income diversification and household Brooks, N., and N. Grist. 2008. Development
livelihood strategies in rural Africa: concepts, futures in the light of climate change: creating new
dynamics and policy implications. Food Policy 26 insights into the past, the present and global futures.
(4):315–331. In Policy Forum: International Development in the
face of Climate Change: Beyond Mainstreaming?
Bebbington, A. 1999. Capitals and capabilities: a Background paper for Development Futures
framework for analyzing peasant viability, rural Discussion. Department for International Development
livelihoods and poverty. World Development 27 (DFID)/DSA Policy Forum, University of
(12):2012–2044. Greenwich, London, UK.
Berkes, F. 2009. Evolution of co-management: role Carr, E. 2008. Between structure and agency:
of knowledge generation, bridging livelihoods and adaptation in Ghana’s central
organizations and social learning. Journal of region. Global Environmental Change 18:689–699.
Environmental Management 90:1–11.
Chandler, D., and B. Torbert. 2003. Transforming
Berkes, F., J. Colding, and C. Folke, editors. inquiry and action: interweaving 27 flavors of action
2003. Navigating social–ecological systems: research. Action Research 1(2):133–152.
building resilience for complexity and change.
Cambridge University Press, Cambridge, UK. Cohen, S., D. Neilson, S. Smith, T. Neale, B.
Taylor, M. Barton, W. Merritt, Y. Alila, P.
Biggs, R., C. Raudsepp-Hearne, C. Atkinson- Shepherd, R. Mcneil, J. Tansey, J. Carmichael,
Palombo, E. Bohensky, E. Boyd, G. Cundill, H. and S. Langsdale. 2006. Learning with local help:
Fox, S. Ingram, K. Kok, S. Spehar, M. Tengö, D. expanding the dialogue on climate change and water
Timmer, and M. Zurek. 2007. Linking futures management in the Okanagan Region, British
across scales: a dialog on multiscale scenarios. Columbia, Canada. Climatic Change 75:331–358.
Ecology and Society 12 (1): 17. [online] URL: http
://www.ecologyandsociety.org/vol12/iss1/art17/. Cooke, B., and U. Kothari. 2001. Participation:
the new tyranny? Zed Books, Ltd., New York, New
Bohensky, E. L. 2008. Discovering resilient York, USA.
pathways for South African water management: two
frameworks for a vision. Ecology and Society 13 Davidson-Hunt, I., and F. Berkes. 2003. Learning
(1): 19. [online] URL: http://www.ecologyandsociety. as you journey: Anishinaabe perception of social–
org/vol13/iss1/art19/. ecological environments and adaptive learning.
Conservation Ecology 8(1): 5. [online] URL: http:/
Bohensky, E., and T. Lynam. 2005. Evaluating /www.ecologyandsociety.org/vol8/iss1/art5.
responses in complex adaptive systems: insights on
water management from the Southern African Davies, S. 1996. Adaptable livelihoods: coping with
Millennium Ecosystem Assessment (SAfMA). food insecurity in the Malian Sahel. St. Martin's
Ecology and Society. 10(1): 11. [online] URL: http Press, Houndmills/Basingstoke, UK.
://www.ecologyandsociety.org/vol10/iss1/art11.
19. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Dick, B. 2002. Postgraduate programs using action Friedman, V. J. 2001. Action science: creating
research. The Learning Organization 9(4):159–170. communities of inquiry in communities of practice.
Pages 159–170 in P. Reason and H. Bradbury,
Ellis, F. 2000. Rural livelihoods and diversity in editors. Handbook of action research: participative
developing countries. Oxford University Press, inquiry and practice. Sage Publications, London,
Oxford, UK. UK; Thousand Oaks, California, USA; and New
Delhi, India.
Ellis, F. 2003. A livelihoods approach to migration
and poverty reduction. Paper commissioned by the Füssel, H. M., and R. J. T. Klein. 2006. Climate
Department for International Development (DFID), change vulnerability assessments: an evolution of
Norwich, UK. conceptual thinking. Climatic Change 75:310–329.
Enfors, E. I., L. J. Gordon, G. D. Peterson, and Greenwood, D., and M. Levin. 1998. An
D. Bossio. 2008. Making investments in dryland introduction to action research: social research for
development work: participatory scenario planning social change. Sage Publications, Thousand Oaks,
in the Makanya Catchment, Tanzania. Ecology and California, USA.
Society 13 (2): 42. [online] URL: http://www.ecolo
gyandsociety.org/vol13/iss2/art42. Gunderson, L. H., and C. S. Holling, editors.
2002. Panarchy: understanding transformations in
Enne, G., and M. Yeroanni, editors. 2007. human and natural systems. Island Press,
AIDCCD—Active exchange of experience on Washington, D.C., USA.
indicators and development of perspectives in the
context of UNCCD: role of information circulation Hartanto, H., M. C. Lorenzo, C. Valmores, L.
systems in scientific and practical approaches to Arda-Minas, L. Burton, and A. Frio. 2003.
combat desertification. Centro Interdipartimentale Learning together: responding to change and
di Ateneo Nuclep Ricerca Desertificazione, complexity to improve community forests in the
Universita degli Studi di Sassari, Sassari, Italy. Philippines. CIFOR, Bogor, Indonesia.
Evans, K., S. J. Velarde, R. Prieto, S. N. Rao, S. Hellmuth, M. E., A Moorhead, M. C. Thomson,
Sertzen, K. Dávila, P. Cronkleton, and W. de and J. Williams, editors. 2007. Climate risk
Jong. 2006. Field guide to the future: four ways for management in Africa: learning from practice.
communities to think ahead. Center for International International Research Institute for Climate and
Forestry Research (CIFOR), Jakarta, Indonesia; Society (IRI), Columbia University, New York,
ASB and World Agroforestry Centre, Nairobi, New York, USA.
Kenya. [online] URL: http://www.asb.cgiar.org/PD
Fwebdocs/Evans-et-al-2006-Field-guide-to-the-future. Heron, J. 1992. Peeling and personhood:
pdf. psychology in another key. Sage Publications,
London, UK.
Fabricius, C., C. Folke, G. Cundill, and L.
Schultz. 2007. Powerless spectators, coping actors, Holling, C. S. 1973. Resilience and stability of
and adaptive co-managers: a synthesis of the role of ecological systems. Annual Review of Ecology and
communities in ecosystem management. Ecology Systematics 4:1–23.
and Society 12(1): 29. [online] URL: http://www.e
cologyandsociety.org/vol12/iss1/art29. Holling, C. S. 1986. The resilience of terrestrial
ecosystems, local surprise and global change. Pages
Finan, T. J., and D. R. Nelson. 2001. Making rain, 292–317 in W. C. Clark and R. E. Munn, editors.
making roads, making do: public and private Sustainable development of the biosphere.
adaptations to drought in Ceará, northeast Brazil. Cambridge University Press, Cambridge, UK.
Climate Research 19:97–108.
Holling, C. S. 2004. From complex regions to
Folke, C. 2006. Resilience: the emergence of a complex worlds. Ecology and Society 9(1): 11.
perspective for social–ecological systems analyses. [online] URL: http://www.ecologyandsociety.org/vol9/
Global Environmental Change 16(3):253–267. iss1/art11.
20. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Hulme, M., H. Neufeldt, H. Colyer, and A. Kok, K., D. Rothman, S. Greeuw, and M. Patel.
Ritchie, editors. 2009. Adaptation and mitigation 2003. European scenarios: from VISIONS to
strategies: supporting European climate policy. The MedAction: MedAction deliverable # 2. Report
final report from the ADAM Project. Revised June number I03-E001. ICIS, Maastricht The Netherlands.
2009. Tyndall Centre for Climate Change Research, [Online] URL: http://www.icis.unimaas.nl/medaction/
University of East Anglia, Norwich, UK. downs/Deliverable_2.pdf.
Inayatullah, S. 2002. Questioning the future. Kolb, D. A., and R. Fry. 1975. Toward an applied
Tamkang University Press, Tamsui, Taiwan. theory of experiential learning. Pages 33–57 in C.
Cooper, editor. Theories of group process. Wiley,
Inayatullah, S. 2006. Anticipatory action learning: London, UK.
theory and practice. Futures 31:656–666.
Leary, N., J. Adequwon, V. Barros, I. Burton, J.
Jäger, J., L. Bohunovsky, and J. Binder, editors. Kukarni, and R. Lasco, editors. 2008. Climate
2008. Methods and tools for integrated change and adaptation. Earthscan, London, UK.
sustainability assessment. Project summary.
Sustainable Europe Research Institute, Vienna, Lebel, L., J. H. Anderies, B. Campbell, C. Folke,
Austria. S. Hatfield-Dodds, T. P. Hughes, and J. Wilson.
2006. Governance and the capacity to manage
Karkkainen, B. C. 2006. Panarchy and adaptive resilience in regional social–ecological systems.
change: around the loop and back again. Minnesota Ecology and Society 11(1): 19. [online] ULR: http://
Journal of Science and Technology 7(1): 59–77. www.ecologyandsociety.org/vol11/iss1/art19
Keen, M., V. A. Brown, and R. Dyball. 2005. Lebel, L., P. Garden, and M. Imamura. 2005. The
Social learning in environmental management: politics of scale, positions and place in the
towards a sustainable future. Earthscan, London, management of water resources in the Mekong
UK. region. Ecology and Society 10 (2): 18. [online]
URL: http://www.ecologyandsociety.org/vol10/iss2/
Kelleher, A. 2005. A personal philosophy of art18.
anticipatory action-learning. Journal of Future
Studies 10(1):85–90. Lefebvre, H. 1991. The production of space.
Blackwell, Oxford, UK.
Kelly, P. M., and W. N. Adger. 2000. Theory and
practice in assessing vulnerability to climate change Lemos, M. C., E. Boyd, E. L. Tompkins, H.
and facilitating adaptation. Climatic Change Osbahr, and D. Liverman. 2007. Developing
47:325–352. adaptation and adapting development. Ecology and
Society 12(2): 26. [online] URL: http://www.ecolog
Kesby, M. 2005. Retheorizing empowerment- yandsociety.org/vol12/iss2/art26/.
through-participation as a performance in space:
beyond tyranny to transformation. Signs: Journal Lewin, K. 1946. Action research and minority
of Women in Culture and Society 30(4):2037–2065. problems. Journal of Social Issues 2:34–46.
Kindon, S. 2005. Participatory action research. List, D. 2006. Action research cycles for multiple
Pages 207–220 in I. Hay, editor. Qualitative futures perspectives. Futures 38:673–684.
research methods in human geography. Oxford
University Press, New York, New York, USA. Little P. D., K. Smith, B. A. Cellarius, D. L.
Coppock, and C. Barrett. 2001. Avoiding disaster:
Kok, K., R. Biggs, and M. Zurek. 2007. Methods diversification and risk management among East
for developing multiscale participatory scenarios: African herders. Development and Change 32:401–
insights from southern Africa and Europe. Ecology 433.
and Society 13(1): 8. [online] URL: http://www.eco
logyandsociety.org/vol12/iss1/art8/. Liverman, D. M. 2008. Conventions of CC:
constructions of danger and dispossession of the
21. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
atmosphere. Journal of Historical Geography Nelson, D. R., W. N. Adger, and K. Brown. 2007.
35:279–296. Adaptation to environmental change: contributions
of a resilience framework. Annual Review of
Lonsdale, K. 2009a. A background to learning Environment and Resources 32:395–419.
example approach. ADAM digital compendium,
adaptation and mitigation strategies: supporting Nelson, D. R., and T. J. Finan. 2009. Weak winters:
European climate policy (ADAM). dynamic decision making in the face of extended
[online] URL: http://adam-digital-compendium.pik- drought in Ceará, Brazil. Pages 117–132 in E. C.
potsdam.de/learning-examples/background. Jones and A. D. Murphy, editors. The political
economy of hazards and disasters. AltaMira,
Lonsdale, K. 2009b. How to do networks and Walnut Creek, California, USA.
“communities of practice” support the process of
getting action on adaptation? ADAM digital Ochola, W., M. Cheje, A. Abdelrehim, P. J. Ayugi,
compendium, adaptation and mitigation strategies: B. Ayeni, J. Asamoah, E. Gowa, and J. Roberts.
supporting European climate policy (ADAM). 2006. The future today. Pages 412–477 in J. C.
[online] URL: http://adam-digital-compendium.pik- Mohamed-Katerere and M. Sabet, editors. Africa
potsdam.de/learning-examples/lessons-learned/adaptation- environment outlook 2: our environment, our
networks/. wealth. United Nations Environment Programme,
Nairobi, Kenya.
Lynam, T., F. Bousquet, C. LePage, P. d’Aquino,
O. Barreteau, F. Chinembiri, and B. Olsson, P., C. Folke, and T. Hahn. 2004. Social–
Mombeshora. 2002. Adapting science to adaptive ecological transformation for ecosystem management:
managers: spidergrams, belief models, and multi- the development of adaptive co-management of a
agent systems modeling. Conservation Ecology 5 wetland landscape in southern Sweden. Ecology
(2): 24. [online] URL: http://www.ecologyandsociety. and Society 9(4): 2. [online] URL: http://www.ecol
org/vol5/iss2/art24/. ogyandsociety.org/vol9/iss4/art2.
Maguire, P. 1987. Doing participatory research: a Olsson, P., L. H. Gunderson, S. R. Carpenter, P.
feminist approach. The Center for International Ryan, L. Lebel, C. Folke, and C. S. Holling. 2006.
Education, School of Education, University of Shooting the rapids: navigating transitions to
Massachusetts, Amherst, Massachusetts, USA. adaptive governance of social–ecological systems.
Ecology and Society 11(1): 18. [online] URL: http:
Marx, S. M., E. U. Weber, B. S. Orlove, A. //www.ecologyandsociety.org/vol11/iss1/art18/.
Leiserowitz, D. H. Krantz, C. Roncoli, and J.
Phillips. 2007. Communication and mental Osbahr, H. 2007. Building resilience: adaptation
processes: experiential and analytic processing of mechanisms and mainstreaming for the poor.
uncertain climate information. Global Environmental Fighting climate change: human solidarity in a
Change 17:47–58. divided world. Background paper for UNDP Human
Development Report 2007/2008, New York, New
McGray, H., A. Hammill, R. Bradley with E. L. York, USA.
Schipper, and J.-E. Parry. 2007. Weathering the
storm: options for framing adaptation and Osbahr, H., with E. Boyd and P. Ericksen. 2007.
development. World Resource Institute Report, Resilience, realities and research in African
Washington, D.C., USA. environments. Report of workshop 18 June 2007.
University of Oxford, Oxford, UK.
McTaggart, R. 1991. Principles of participatory
action research. Adult Education Quarterly 43 Pain, R. 2003. Social geography: on action-oriented
(3):168–187. research. Progress in Human Geography 27
(5):649–657.
Mortimore, M., and W. M. Adams. 1999. Working
the Sahel: environment and society in northern Park, P., M. Brydon-Miller, B. Hall, and T.
Nigeria. Routledge, London, UK. Jackson, editors. 1993. Voices of change:
participatory research in the United States and
22. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
Canada. Bergin and Garvey, Westport, Connecticut, desertification and CC research: are they accessible
USA. for application to enhance AC? Global and
Planetary Change 64(3–4):236–243.
Patel, M., K. Kok, and D. S. Rothman. 2007.
Participatory scenario construction in land use Smit, B., and J. Wandel. 2006. Adaptation,
analysis: an insight into the experiences created by adaptive capacity and vulnerability. Global
stakeholder involvement in the northern Mediterranean. Environmental Change 16:282–292.
Land Use Policy 24:546–561.
Smith, K., C. Barrett, and P. Box. 2000.
Pelling, M., and C. High. 2005. Social learning Participatory risk mapping for targeting research
and adaptation to climate change. Disaster Studies and assistance: with an example from east African
Working Paper 11, Benfield Hazard Research pastoralists. World Development 28(1):1945–1959.
Centre, London, UK.
Stevenson, T. 2002. Anticipatory action learning:
Peterson, G. D. 2007. Using scenario planning to conversations about the future. Futures 34:417–
enable an adaptive co-management process in the 425.
Northern Highlands Lake District of Wisconsin.
Pages 289–307 in D. Armitage, F. Berkes, and N. Stevenson, T. 2006. From vision to action. Futures
Doubleday, editors. Adaptive co-management: 38:667–672.
collaboration, learning, and multi-level governance.
University of British Columbia Press, Vancouver, Swart, R. J., P. Raskin, J. Robinson, R. Kates,
British Columbia, Canada. and W. C. Clark. 2004. The problem of the future:
sustainability science and scenario analysis. Global
Reason, P., and H. Bradbury, editors. 2001. Environmental Change 14(2):137–146.
Handbook of action research: participative inquiry
and practice. Sage Publications, London, UK. Thomas, D. S. G., and C. Twyman. 2005. Equity
and justice in climate change adaptation amongst
Reason, P., and W. R. Torbert. 2001. The action natural-resource-dependent societies. Global
turn: toward a transformational social science. Environmental Change Part A 15(2):115–124.
Concepts and Transformations 6(1):1–37.
Tompkins, E. L., R. Few, and K. Brown. 2008.
Ramos, J. M. 2006a. Action research and futures Scenario-based stakeholder engagement: incorporating
studies Futures 31:639–641. stakeholders preferences into coastal planning for
climate change. Journal of Environmental
Ramos, J. M. 2006b. Dimensions in the Management 88:1580–1592.
confluences of futures studies and action research.
Futures 38:642–655. Torbert, W. 1983. Research cultivation executive
mind, timely action. ReVision 4:1–23.
Red Cross/ Red Crescent. 2007. Climate guide.
International Federation of Red Cross and Red Torbert, W. 1991. The power of balance:
Crescent Societies, Netherlands Red Cross, The transforming self, society, and scientific inquiry.
Hague, The Netherlands. Sage Publications, Newbury Park, California, USA.
Scoones, I. 1998. Sustainable rural livelihoods: a Tschakert, P. 2007. Views from the vulnerable:
framework for analysis. IDS Working Paper No. 72. understanding climatic and other stressors in the
IDS University of Sussex, Brighton, UK. Sahel. Global Environmental Change 7:381–396.
Schipper, E. L. F. 2007. Climate change adaptation Twomlow, S., F. T. Mugabe, M. Mwale, R. Delve,
and development: exploring the linkages. Working D. Nanja, P. Carberry, and M. Howden. 2008.
Paper 107, Tyndall Centre for Climate Change Building adaptive capacity to cope with increasing
Research, Norwich, UK. vulnerability due to climatic change in Africa—a
new approach. Physics and Chemistry of the Earth
Seely, M., E. Dirkx, C. Hager, P. Klintenberg, C. 33:780–787.
Roberts and D. von Oertzen. 2008. Advances in
23. Ecology and Society 15(2): 11
http://www.ecologyandsociety.org/vol15/iss2/art11/
van Aalst, M. K., T. Cannon, and I. Burton. 2008.
Community level adaptation to climate change: the
potential role of participatory community risk
assessment. Global Environmental Change 18:165–
179.
Walker, B., S. Carpenter, J. Anderies, N. Abel, G.
S. Cumming, M. Janssen, L. Lebel, J. Norberg,
G. D. Peterson, and R. Pritchard. 2002.
Resilience management in social–ecological
systems: a working hypothesis for a participatory
approach. Conservation Ecology 6(1): 14. [online]
URL: http://www.consecol.org/vol6/iss1/art14/.
Walker, B. H., L. H. Gunderson, A. P. Kinzig, C.
Folke, S. R. Carpenter, and L. Schultz. 2006. A
handful of heuristics and some propositions for
understanding resilience in social–ecological
systems. Ecology and Society 11(1): 13. [online]
URL: http://www.ecologyandsociety.org/vol11/iss1/
art13/.
Wollenberg, E., D. Edmunds, and L. Buck. 2000.
Using scenarios to make decisions about the future:
anticipatory learning for the adaptive co-
management of community forests. Landscape and
Urban Planning 47:65–77.
Wollenberg, E., R. Iwan, G. Limberg, M.
Moeliono, S. Rhee, and M. Sudana. 2007.
Facilitating cooperation during times of chaos:
spontaneous orders and muddling through in
Malinau District, Indonesia. Ecology and Society
12(1): 3. [online] URL: http://www.ecologyandsoc
iety.org/vol12/iss1/art3.