Our Global Water Initiative : Assess and mitigate current system risks.
Build collaborative water strategy for the system.
Design & implement solutions.
Establish platforms for leadership.
Corporate Social Responsibility Case Study: Coca Cola IndiaAsma Muhamad
Discover a case study of Coca Cola India in which how they turns their corporate social irresponsibility/issue into corporate social responsibility that give benefits to parties around where Coca Cola India operates their factories.
8 promising innovative initiatives at the 2015 World Water Forumopen_resource by SUEZ
open_resource looks back on eight innovative initiatives that generated a lot of interest at the 2015 World Water Forum in Daegu : from digital innovations to community projects and new governance models
Project-based learning (PBL) involves students designing, developing, and constructing hands-on solutions to a problem. The educational value of PBL is that it aims to build students’ creative capacity to work through difficult or ill-structured problems, commonly in small teams. Typically, PBL takes students through the following phases or steps:
Identifying a problem
Agreeing on or devising a solution and potential solution path to the problem (i.e., how to achieve the solution)
Designing and developing a prototype of the solution
Refining the solution based on feedback from experts, instructors, and/or peers
Depending on the goals of the instructor, the size and scope of the project can vary greatly. Students may complete the four phases listed above over the course of many weeks, or even several times within a single class period.
Because of its focus on creativity and collaboration, PBL is enhanced when students experience opportunities to work across disciplines, employ technologies to make communication and product realization more efficient, or to design solutions to real-world problems posed by outside organizations or corporations. Projects do not need to be highly complex for students to benefit from PBL techniques. Often times, quick and simple projects are enough to provide students with valuable opportunities to make connections across content and practice. Implementing Project-Based Learning
As a pedagogical approach, PBL entails several key processes: (1) defining problems in terms of given constraints or challenges, (2) generating multiple ideas to solve a given problem, (3) prototyping — often in rapid iteration — potential solutions to a problem, and (4) testing the developed solution products or services in a “live” or authentic setting.
Defining the Problem
PBL projects should start with students asking questions about a problem. What is the nature of problem they are trying to solve? What assumptions can they make about why the problem exists? Asking such questions will help students frame the problem in an appropriate context. If students are working on a real-world problem, it is important to consider how an end user will benefit from a solution.
Generating Ideas
Next, students should be given the opportunity to brainstorm and discuss their ideas for solving the problem. The emphasis here is not to generate necessarily good ideas, but to generate many ideas. As such, brainstorming should encourage students to think wildly, but to stay focused on the problem. Setting guidelines for brainstorming sessions, such as giving everyone a chance to voice an idea, suspending judgement of others’ ideas, and building on the ideas of others will help make brainstorming a productive and generative exercise.
Prototyping Solutions
Designing and prototyping a solution are typically the next phase of the PBL process.
The Water Imperative: New Standards in Corporate Water LeadershipCoro Strandberg
Water security is a top global issue. Virtually every product requires water at some point in its production, manufacturing or use. Water shortages and lack of access to clean, fresh water are two top global risks – and by 2030 global water consumption is expected to rise by 40%.
As water demand rises around the world it will be difficult for many businesses to operate as usual. Whole sectors, companies and corporate value chains depend on water for their success. WWF, RBC and Molson Coors present their thoughts on the risks and opportunities to business and how to manage them. Coro Strandberg, Strandberg Consulting, introduces guidelines to help companies become transformational corporate water leaders.
Corporate Social Responsibility Case Study: Coca Cola IndiaAsma Muhamad
Discover a case study of Coca Cola India in which how they turns their corporate social irresponsibility/issue into corporate social responsibility that give benefits to parties around where Coca Cola India operates their factories.
8 promising innovative initiatives at the 2015 World Water Forumopen_resource by SUEZ
open_resource looks back on eight innovative initiatives that generated a lot of interest at the 2015 World Water Forum in Daegu : from digital innovations to community projects and new governance models
Project-based learning (PBL) involves students designing, developing, and constructing hands-on solutions to a problem. The educational value of PBL is that it aims to build students’ creative capacity to work through difficult or ill-structured problems, commonly in small teams. Typically, PBL takes students through the following phases or steps:
Identifying a problem
Agreeing on or devising a solution and potential solution path to the problem (i.e., how to achieve the solution)
Designing and developing a prototype of the solution
Refining the solution based on feedback from experts, instructors, and/or peers
Depending on the goals of the instructor, the size and scope of the project can vary greatly. Students may complete the four phases listed above over the course of many weeks, or even several times within a single class period.
Because of its focus on creativity and collaboration, PBL is enhanced when students experience opportunities to work across disciplines, employ technologies to make communication and product realization more efficient, or to design solutions to real-world problems posed by outside organizations or corporations. Projects do not need to be highly complex for students to benefit from PBL techniques. Often times, quick and simple projects are enough to provide students with valuable opportunities to make connections across content and practice. Implementing Project-Based Learning
As a pedagogical approach, PBL entails several key processes: (1) defining problems in terms of given constraints or challenges, (2) generating multiple ideas to solve a given problem, (3) prototyping — often in rapid iteration — potential solutions to a problem, and (4) testing the developed solution products or services in a “live” or authentic setting.
Defining the Problem
PBL projects should start with students asking questions about a problem. What is the nature of problem they are trying to solve? What assumptions can they make about why the problem exists? Asking such questions will help students frame the problem in an appropriate context. If students are working on a real-world problem, it is important to consider how an end user will benefit from a solution.
Generating Ideas
Next, students should be given the opportunity to brainstorm and discuss their ideas for solving the problem. The emphasis here is not to generate necessarily good ideas, but to generate many ideas. As such, brainstorming should encourage students to think wildly, but to stay focused on the problem. Setting guidelines for brainstorming sessions, such as giving everyone a chance to voice an idea, suspending judgement of others’ ideas, and building on the ideas of others will help make brainstorming a productive and generative exercise.
Prototyping Solutions
Designing and prototyping a solution are typically the next phase of the PBL process.
The Water Imperative: New Standards in Corporate Water LeadershipCoro Strandberg
Water security is a top global issue. Virtually every product requires water at some point in its production, manufacturing or use. Water shortages and lack of access to clean, fresh water are two top global risks – and by 2030 global water consumption is expected to rise by 40%.
As water demand rises around the world it will be difficult for many businesses to operate as usual. Whole sectors, companies and corporate value chains depend on water for their success. WWF, RBC and Molson Coors present their thoughts on the risks and opportunities to business and how to manage them. Coro Strandberg, Strandberg Consulting, introduces guidelines to help companies become transformational corporate water leaders.
Thank you, Joshua Engelking, Charlene Viger and Deb Rizzi for all your efforts in putting together such a great Lynk and Learn presentation for our employees. We had a great turn out for the event and many positive comments afterwards. I think this was one of the biggest turnouts we've had for a Lynk and Learn.
Generation Lynk will look into ways to provide more information on the topics that interest our members.
The drafting process the UN Sustainable Development Goals (SDGs) relating to water should resist overly rigid approaches to implementation and target setting which could limit development options for poor countries. Key challenges include realistic targets, carefully considering the local context to address the needs of the poor, and promoting sustainable water resources development in a way that values healthy ecosystems. Read IWMI’s new report here: http://www.iwmi.cgiar.org/Publications/Books/PDF/setting_and_achieving_water-related_sustainable_development_goals.pdf
Presentation by Peter G. McCornick & Julie van der Bliek at the Water for Food Conference, Seattle, October 19, 2014.
Pecha Kucha format presentation about innovative tools being developed by the GEF-UNEP Flood and Drought Management Tools project, by Raul Glotzbach in the 8th GEF Biennial International Waters Conference.
Pecha Kucha format presentation about innovative solutions being deployed by the Caribbean Wastewater Project (Revolving Fund) GEF-IADB/UNEP, by Alfredo Coelloin the 8th GEF Biennial International Waters Conference.
Large Marine Ecosystems: Megaregional Best Practices for LME Assessment and M...Iwl Pcu
Workshop convened at GEF – IWC8
Negombo, Sri Lanka
May 9, 2016
Kenneth Sherman, NOAA
LME Program
Andrew Hudson, UNDP
Water and Ocean Governance Programme
Slides used during the science to communication workshop in the 8th GEF Biennial International Waters Conference, to explain how to understand and communicate with an audience better when presenting.
Presentation by Chris O'Brien, of the Food and Agricultural Organization of the United Nations (Bay of Bengal LME project) during the science to communication workshop in the 8th GEF Biennial International Waters Conference. The presentations focuses on how to create effective powerpoint slides.
How to communicate science effectively (IWC8 Presentation)Iwl Pcu
Presentation by Professor Sevvandi Jajakody, of the Wayamba University(Bay of Bengal LME project) during the science to communication workshop in the 8th GEF Biennial International Waters Conference.
Presentation by Chris O'Brien, of the Food and Agricultural Organization of the United Nations (Bay of Bengal LME project) during the science to communication workshop in the 8th GEF Biennial International Waters Conference.
Presentation by Peter Whalley, International Nitrogen Management System GEF- UNEP project providing an introduction to the nitrogen roundtable at the 8th GEF Biennial International Waters conference
Presentation by Hugh Walton of the GEF-UNDP Pacific Fisheries project 4746 at the 8th GEF Biennial International Waters Conference.
GEF Pillar 1.2 Promoting Transformational Change in Major Global Industries
Hugh Walton – Pacific Islands Forum Fisheries Agency
PRESENTATION OVERVIEW
Background - The FFA region
GEF OFMP – 2001 – 2004 & 2005 – 2011
Evaluation in the context of transformational change
OFMP 2 – 2015 – 2019 – Setting the stage for institutional change
3. 3
Headlines to the Bottom Line
Business’ Thirst for Water Is Unsated
August 23, 2004
Nine million Chinese Face
Drinking-Water Shortage
April 3, 2005
On World Water Day, One Billion
People Still Lack a Clean Supply
March 23, 2005
-Central Coast, Australia
Bottled Water Plant
Runs into Opposition
India: Fluid State of
Water Battles
January 31, 2005 April 7, 2005