Airborne transport of Saharan dust to the Mediterranean and to the Atlantic

The Sahara desert is a significant source of particulate pollution not only to the Mediterranean region, but also to the Atlantic and beyond. In this paper, PM 10 exceedences recorded in the UK and the island of Crete are studied and their source investigated, using Lagrangian Particle Dispersion (LPD) methods. Forward and inverse simulations identify Saharan dust storms as the primary source of these episodes. The methodology used allows comparison between this primary source and other possible candidates, for example large forest fires or volcanic eruptions. Two LPD models are used in the simulations, namely the open source code FLEXPART and the proprietary code HYSPLIT. Driven by the same meteorological fields (the ECMWF MARS archive and the PSU/NCAR Mesoscale model, known as MM5) the codes produce similar, but not identical predictions. This inter-model comparison enables a critical assessment of the physical modelling assumptions employed in each code, plus the influence of boundary conditions and solution grid density. The outputs, in the form of particle concentrations evolving in time, are compared against satellite images and receptor data from multiple ground-based sites. Quantitative comparisons are good, especially in predicting the time of arrival of the dust plume in a particular location.

From Lomé to economic partnership agreements in Africa

The development of coherent and effective relations with other regions and countries is one of the most challenging tasks faced by the European Union. This original volume explores the EU’s engagement with the global South, focusing on three controversial policy areas: economic cooperation, development cooperation, and conflict management. A discussion of the EU’s interregional model—which promotes interaction with regions rather than nation-states—provides a backdrop for case studies of EU policies with regard to Africa, Asia, and Latin America. While disclosing the tensions and overlaps between the EU’s foreign policies and those of its member states, the authors also highlight an increasing trend toward successful policy coordination.

The eLIDA CAMEL nomadic model of collaborative partnership for a community of practice in design for learning

A nomadic collaborative partnership model for a community of practice (CoP) in Design for Learning (D4L) can facilitate successful innovation and continuing appraisals of effective professional practice, stimulated by a 'critical friend' assigned to the project. This paper reports on e-learning case studies collected by the JISC-funded UK eLIDA CAMEL Design for Learning Project. The project implemented and evaluated learning design (LD) tools in higher and further education within the JISC Design for Learning pedagogic programme (2006-07). Project partners trialled professional user evaluations of innovative e-learning tools with learning design function, collecting D4L case studies and LD sequences in post-16/HE contexts using LAMS and Moodle. The project brought together learning activity sequences within a collaborative e-learning community of practice based on the CAMEL (Collaborative Approaches to the Management of e-Learning) model, contributing to international D4L developments. This paper provides an overview of project outputs in e-learning innovations, including evaluations from teachers and students. The paper explores intentionality in the development of a CoP in design for learning, reporting on trials of LD and social software that bridged tensions between formalised intra-institutional e-learning relationships and inter-institutional professional project team dynamic D4L practitioner interactions. Following a brief report of D4L case studies and feedback, the catalytic role of the 'critical friend' is highlighted and recommended as a key ingredient in the successful development of a nomadic model of communities of practice for managing professional e-learning projects. eLIDA CAMEL Partners included the Association of Learning Technology (ALT), JISC infoNet, three universities and five FE/Sixth Form Colleges. Results reported to JISC demonstrated D4L e-learning innovations by practitioners, illuminated by the role of the 'critical friend'. The project also benefited from formal case study evaluations and the leading work of ALT and JISC infoNet in the development of the CAMEL model.