Collaborative Planning in an Uncollaborative World

The purpose of this paper is to expose the concept of collaborative planning to the reality of planning, thereby assessing its efficacy for informing and explaining what planners 'really' do and can do. In this systematic appraisal, collaborative planning is disaggregated into four elements that can enlighten such conceptual frameworks: ontology, epistemology, ideology and methodology. These four lenses help delimit and clarify collaborative planning's strengths and weaknesses. The conceptual debate is related to an empirical investigation of planning processes, ranging from region-wide to local and from statutory to visionary in an arena where special care has been invested in participatory deliberation processes. The final analysis provides a systematic gauge of collaborative planning in light of the extensive empirical evidence, deploying the four conceptual dimensions introduced in part one. This exposes a range of problems not only with the concept itself but also regarding its affinity with the uncollaborative world within which it has to operate. The former shed light on those aspects where collaborative planning as a conceptual tool for practitioners needs to be renovated, while the latter highlight inconsistencies in a political framework that struggles to accommodate both global competitiveness and local democratic collaboration.

Nationalism, Ethnicity and Self-Determination: A Paradigm Shift?

An ongoing paradigm shift is giving birth to a more multidimensional understanding of the relationship between nationalism, sovereignty, self determination and democratic governance. A common element across the various versions of the new paradigm is the dispersal of democratic governance across multiple and overlapping jurisdictions. Governmental processes are no longer seen as discrete, centralised and homogenous as in the old nation-state model, but as asymmetrical, multilayered and multicultural, with devolution into multiple jurisdictions. These changes have hardly affected the two main conceptual frameworks that dominate the study of nationalism, Modernism and Ethnosymbolism. As a result, they risk becoming irrelevant to the new forms of national self determination, asymmetrical governance and shared sovereignty. Modernism and Ethnosymbolism insist that nationalism seeks to equate the nation with a sovereign state, while in reality the overwhelming majority of nations are stateless and unable to build nation states, as they often inhabit territories shared with other nations. The paradigm shift occurs precisely with the realisation that nation state sovereignty is no longer a feasible solution to the demands of stateless nations. Ethnosymbolism is in a much better position to adapt to the paradigm shift provided it abandons the claim that the nation state is the best shell for the nation.

Constructing a global understanding of the social ecology of leaving out of home care

Engagement with globalisation is growing in the field of youth transitions from out of home care. This includes cross national exchange of research, policy and practise, regional advocacy networking and global policy development. Furthering this emerging international child welfare perspective requires extending it to countries in the developing world and building conceptual frameworks which encompass a social ecology of care leaving, including its global dimension, the latter needs to address not only the needs, expectations and rights of care leavers but also the theories of change underpinning service design and delivery. Such a model is presented combining resilience and social capital as personal assets situated within a social ecology of support. To illustrate how this provides a means to help engage with the experience of countries where there appears to be very little information available on care leaving, a small scale South African initiative is considered. SA-YES is a youth mentoring project for young people leaving a variety of out of home placements. Planned as a three-year pilot, initial results are encouraging but require more rigorous evaluation focusing on program process and outcomes, quality of interpersonal relationships and synchronisation with cultural expectations and policy environment.

Distinguishing between direct and indirect effects of predators in complex ecosystems

1. Global declines in biodiversity have stimulated much research into the consequences of species loss for ecosystems and the goods and services they provide. Species at higher trophic levels are at greater risk of human-induced extinction yet remarkably little is known about the effects of consumer species loss across multiple trophic levels in natural complex ecosystems. Previous studies have been criticized for lacking experimental realism and appropriate temporal scale, running for short periods that are not sufficient to detect many of the mechanisms operating in the field.
2. We manipulated the presence of two predator species and two groups of their prey (primary consumers) and measured their independent and interactive effects on primary producers in a natural marine benthic system. The presence of predators and their prey was manipulated in the field for 14 months to distinguish clearly the direct and indirect effects of predators on primary producers and to identify mechanisms driving responses.
3. We found that the loss of either predator species had indirect negative effects on species diversity and total cover of primary producers. These cascading effects of predator species loss were mediated by the presence of intermediate consumers. Moreover, the presence of different intermediate consumers, irrespective of the presence or absence of their predators, determined primary producer assemblage structure. We identified direct negative effects of predators on their prey and several indirect effects of predators on primary producers but not all interactions could have been predicted based on trophic level.
4. Our findings demonstrate the importance of trophic cascade effects coupled with non-trophic interactions when predicting the effects of loss of predator species on primary producers and consequently for ecosystem functioning. There is a pressing need for improved understanding of the effects of loss of consumers, based on realistic scenarios of diversity loss, to test conceptual frameworks linking predator diversity to variation in ecosystem functioning and for the protection of biodiversity, ecosystem functioning and related services.

Understanding and Supporting Young Children’s Transitions into State Care: Schlossberg’s Transition Framework and Child-Centred Practice

There is a growing body of research regarding children and young people in state care that is organised around the concept of transition. Focusing mainly on young people leaving care, the research highlights their experiences of multiple transitions that can contribute to poor long-term outcomes in terms of emotional and psychological well-being, educational attainment and employment prospects. The smaller body of research that focuses on young children shows that their journeys before and when in state care are also marked by multiple and fragmented transitions. Despite the growing knowledge base, there are two areas that remain under-developed—research that draws attention to the lived experiences of young children regarding their transitions into state care; and the development of conceptual frameworks that centralise young children's perspectives to support the development of practice. This article begins to address these gaps by applying Schlossberg's transition framework to a case study of a young child regarding their transition into state care. The article highlights, through the child's perspectives, the multiple impacts of the transition and considers the implications for the development of better child-centred practice.

Mapping patterns of multiple deprivation using self-organising maps: An application to EU-SILC data for Ireland

The development of conceptual frameworks for the analysis of social exclusion has somewhat out-stripped related methodological developments. This paper seeks to contribute to filling this gap through the application of self-organising maps (SOMs) to the analysis of a detailed set of material deprivation indicators relating to the Irish case. The SOM approach allows us to offer a differentiated and interpretable picture of the structure of multiple deprivation in contemporary Ireland. Employing this approach, we identify 16 clusters characterised by distinct profiles across 42 deprivation indicators. Exploratory analyses demonstrate that, controlling for equivalised household income, SOM cluster membership adds substantially to our ability to predict subjective economic stress. Moreover, in comparison with an analogous latent class approach, the SOM analysis offers considerable additional discriminatory power in relation to individuals' experience of their economic circumstances. The results suggest that the SOM approach could prove a valuable addition to a 'methodological platform' for analysing the shape and form of social exclusion. (c) 2009 Elsevier Inc. All rights reserved.

Appropriate complexity for the prediction of coastal and estuarine geomorphic behaviour at decadal to centennial scales

Coastal and estuarine landforms provide a physical template that not only accommodates diverse ecosystem functions and human activities, but also mediates flood and erosion risks that are expected to increase with climate change. In this paper, we explore some of the issues associated with the conceptualisation and modelling of coastal morphological change at time and space scales relevant to managers and policy makers. Firstly, we revisit the question of how to define the most appropriate scales at which to seek quantitative predictions of landform change within an age defined by human interference with natural sediment systems and by the prospect of significant changes in climate and ocean forcing. Secondly, we consider the theoretical bases and conceptual frameworks for determining which processes are most important at a given scale of interest and the related problem of how to translate this understanding into models that are computationally feasible, retain a sound physical basis and demonstrate useful predictive skill. In particular, we explore the limitations of a primary scale approach and the extent to which these can be resolved with reference to the concept of the coastal tract and application of systems theory. Thirdly, we consider the importance of different styles of landform change and the need to resolve not only incremental evolution of morphology but also changes in the qualitative dynamics of a system and/or its gross morphological configuration. The extreme complexity and spatially distributed nature of landform systems means that quantitative prediction of future changes must necessarily be approached through mechanistic modelling of some form or another. Geomorphology has increasingly embraced so-called ‘reduced complexity’ models as a means of moving from an essentially reductionist focus on the mechanics of sediment transport towards a more synthesist view of landform evolution. However, there is little consensus on exactly what constitutes a reduced complexity model and the term itself is both misleading and, arguably, unhelpful. Accordingly, we synthesise a set of requirements for what might be termed ‘appropriate complexity modelling’ of quantitative coastal morphological change at scales commensurate with contemporary management and policy-making requirements: 1) The system being studied must be bounded with reference to the time and space scales at which behaviours of interest emerge and/or scientific or management problems arise; 2) model complexity and comprehensiveness must be appropriate to the problem at hand; 3) modellers should seek a priori insights into what kind of behaviours are likely to be evident at the scale of interest and the extent to which the behavioural validity of a model may be constrained by its underlying assumptions and its comprehensiveness; 4) informed by qualitative insights into likely dynamic behaviour, models should then be formulated with a view to resolving critical state changes; and 5) meso-scale modelling of coastal morphological change should reflect critically on the role of modelling and its relation to the observable world.

Sustainability indicators and local governance in Portugal

Esta tese tem como principal objectivo compreender o papel dos indicadores de sustentabilidade na governação local em Portugal, bem como perceber o seu potencial para transformar práticas institucionais correntes para o desenvolvimento sustentável. As duas últimas décadas têm testemunhado um crescente debate em torno dos indicadores de sustentabilidade e três abordagens específicas da literatura ganharam corpo: a ‘técnica’, a ‘participativa’ e a de ‘governação’. Esta tese pretende contribuir para a abordagem mais recente e menos explorada da ‘governação’, através do estudo da realidade local portuguesa. Considera crucial perceber como e em que circunstâncias e contextos o papel destes indicadores pode ser diminuído ou potenciado. Desta forma, pretende avaliar se e de que forma é que os indicadores de sustentabilidade têm contribuído para alterar e desafiar contextos de governação locais para o desenvolvimento sustentável no nosso país e se e de que forma estes indicadores têm sido usados. Foram seleccionados e analisados em detalhe sete casos-de-estudo na tentativa de compreender cada um e de construir uma grelha comparativa entre eles utilizando como suporte normativo um conjunto de critérios ‘ideais’ de boa governação. Assim, a tese identifica os principais obstáculos da construção destes indicadores em Portugal, bem como os seus principais contributos positivos e usos. Enquadra igualmente as suas conclusões no contexto de outras experiências locais Europeias e tenta formular algumas recomendações para reforçar o potencial contributo e a utilização destes indicadores. Através dos casos-de-estudo, foi possível verificar que a sua implementação não tem contribuído para fortalecer o diálogo entre os diferentes níveis de governo, para promover a participação de mais actores nas redes de governação, ou mesmo para melhorar mecanismos de participação e comunicação entre governos, cidadãos e actores locais. De qualquer forma, é importante acrescentar que as experiências mais bem sucedidas permitiram efectivamente mudar as capacidades dos governos locais na coordenação horizontal de políticas sectoriais, nomeadamente através de novas relações entre departamentos, novas rotinas de trabalho, novas culturas de recolha e tratamento de dados locais, novos estímulos de aprendizagem, entre muitas outras. O maior desafio coloca-se agora na transposição destes efeitos positivos para fora da esfera governamental. Esperamos que a tese possa contribuir para que decisores políticos, técnicos, académicos e comunidades locais encarem os indicadores de sustentabilidade como processos de aprendizagem que melhoram a capacidade das cidades enfrentarem os complexos desafios e as incertezas do desenvolvimento sustentável.

The New Instantaneity: How Social Media are Helping us Privilege the (Politically) Correct over the True

The recent sacking of the eminent scientist Tim Hunt from one of the UK’s leading research institutions is only the latest in a series of cases where public individuals have been derided for comments made in jest on social media, with serious consequences for their professional and personal lives. This article discusses the case of Tim Hunt as an example of the extent to which the privileging of the correct over the true which has long pervaded media discourse is taken to the extreme by the instant-response culture of social media. It points to the emergence of a new form of instantaneity enabled by these networked forms of communication that serves to reinforce systemic inaction rather than the change widely associated with these technologies. It draws on philosophy and Critical Theory as useful conceptual frameworks for highlighting the ways in which Twitter & co. increasingly call us to action but crowd out thought, thereby passing over opportunities for real social change.

Relatório de estágio em educação pré-escolar e ensino do 1º ciclo do ensino básico

O presente relatório – requisito parcial para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico – reflete as experiências e conhecimentos desenvolvidos, resultantes da prática pedagógica supervisionada desenvolvida em dois contextos de estágio: Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. Com efeito, a estudante teve como objetivo descrever, compreender e refletir acerca do processo de prática segundo o desenvolvimento de capacidades e competências substanciais à prática docente. Enquanto (futura) profissional de educação, verifica-se pertinente a mobilização de saberes científicos, pedagógicos e culturais, adquiridos ao longo da formação inicial para que se torne exequível uma prática sustentada. Similarmente, o docente, baseando-se em quadros teóricos e concetuais (amplificados de forma subjetiva e continuada), desenvolverá a sua forma pessoal de pensar e agir nos contextos de práticas reais visando a inclusão e equidade educativas, e a colaboração profissional e reflexiva. Conforme a metodologia de investigação-ação (constituída por várias etapas interligadas – observação, planificação, ação e avaliação, reflexão), a ação da mestranda desenvolveu-se de forma cíclica e articulada, numa perspetiva construtivista – e holística – do conhecimento a erigir pelas crianças (atores centrais do processo) ressalvando-se, igualmente, a pertinência dos demais instrumentos orientadores elaborados no decorrer da ação. Concludentemente, os estágios desenvolvidos nos dois contextos facultaram a edificação de uma postura profissional, reflexiva e investigativa, promotora da tomada de decisões em contexto de prática reafirmando-se competências profissionais e pessoais e valorando-se, efetivamente, a formação ao longo da vida para aquele que se constitui um docente generalista.

Relatório de estágio em 1º ciclo do ensino básico

No âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, desenvolveu-se o presente relatório de caráter formativo, no qual foi analisada sob uma holística crítica e reflexiva, a Prática Pedagógica Supervisionada da mestranda, nos dois níveis educativos aos quais se propõe a uma profissionalidade futura – Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Sendo que o estágio em Educação Pré-Escolar decorreu com um grupo de crianças com idades compreendidas entre os quatro e os cinco anos de idade e o estágio em 1.º Ciclo do Ensino Básico com uma turma do 3.º ano de escolaridade, no Colégio Novo da Maia. Neste documento foi desenvolvida uma descrição, análise e reflexão das competências profissionais e pessoais que a estudante desenvolveu ao longo das suas intervenções decorrentes num processo de formação profissional. Para isto, foi exposta a ação educativa da estudante, sustentada em quadros teórico e conceptuais já desenvolvidos; nos normativos legais; e características dos contextos educativos, ambiente educativo e respetivas crianças/alunos. Neste sentido, a mestranda fundamentou as suas práxis desenvolvidas em dois contextos de estágio diferentes, na metodologia de investigação-ação, numa constante postura crítica, reflexiva, investigativa e indagatória, nas diferentes fases que caraterizam esta metodologia. Ao longo da realização dos dois estágios procurou-se uma construção e reconstrução contínua de aprendizagens potenciadoras de um crescimento profissional enquanto docente generalista e de práticas geradoras de aprendizagens mais significativas por parte das crianças e alunos dos diferentes contextos

Relatório de estágio

O presente relatório tem como intuito refletir sobre o desenvolvimento pessoal e profissional da mestranda, a sua experiência e os conhecimentos adquiridos em resultado da prática pedagógica supervisionada desenvolvida ao nível da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico ao longo deste mestrado. Ao longo da prática, a ação da mestranda foi orientada pela metodologia de investigação-ação, constituída por várias etapas cíclicas e articuladas (observação, planificação, ação, reflexão e avaliação) numa perspetiva socio construtivista. Esta estratégia possibilitou a planificação de atividades adequadas às caraterísticas específicas de cada grupo. Para isso foi indispensável adotar uma atitude profissional indagadora, de caráter investigativo e crítico-reflexivo, que permitiu agir intencionalmente em cada situação, procurando atender às necessidades e interesses de cada criança. A mestranda desenvolveu a sua forma pessoal de pensar e agir no decorrer da sua prática baseando-se em quadros teóricos e concetuais, visando uma diferenciação educativa e uma colaboração profissional e reflexiva. Em suma, os estágios desenvolvidos nos dois níveis educativos promoveram a edificação de uma postura profissional reflexiva e investigativa que favoreceu a tomada de decisões em contexto de prática. Neste contexto, foram reafirmadas competências profissionais e pessoais e abriu-se caminho para uma formação ao longo da vida, essencial para um docente generalista.

Gallo Worldwide: Sustainability of competitive position in Brazil

Case Study

"Canada's toughest neighbourhood" : surveillance, myth and orientalism in Jane-Finch

This study examines coverage of lane-Finch in popular Canadian newspapers in 2007. It explores the often-negative representations of the community through conceptual frameworks based on the work of Michel Foucault, Roland Barthes and Edward Said. The question it attempts to answer is: What knowledge and power relationships are embedded within depictions of lane-Finch in popular Canadian newspapers in 2007? The methodology is a version of critical discourse analysis based on Foucault's The Archaeology of Knowledge. It finds that predominantly-negative connotations of the neighbourhood are reinforced through the perpetuation of dominant discourses, the use of "expert" knowledge sources, and the discounting of subjugated knowledges or livedexperiences of residents. The study concludes by suggesting where further research within the realm of popular culture and community identity can be directed.

The Impact of Mindfulness Meditation on Educator Growth and Professional Development: A Personal Account

This study examined the use of mindfulness meditation in educator growth and professional development. The purpose was to create recommendations for an effective mindfulness meditation practice for educators. To this end, as the researcher is an educator as well as an experienced mindfulness meditation practitioner, the research methodology was self-study through narrative inquiry. The exploration of mindfulness meditation on the researcher’s personal and professional development was viewed through the lenses of Maslow’s hierarchy of needs and Mezirow’s transformational learning theory. These theories provided an analytical framework that guided this research. Themes were drawn from the exploration and connected with academic literature. The results were a mindfulness meditation framework for educators that is based on the Socratic Method, and utilizes the conceptual frameworks of Maslow’s hierarchy of needs and Mezirow’s transformational learning theory.