Drinking water issues in Rural India: Need for stakeholders’ participation in Water resources management

Water is the very essential livelihood for mankind. The United Nations suggest that each person needs 20-50 litres of water a day to ensure basic needs of drinking, cooking and cleaning. It was also endorsed by the Indian National Water Policy 2002, with the provision that adequate safe drinking water facilities should be provided to the entire population both in urban and in rural areas. About 1.42 million rural habitations in India are affected by chemical contamination. The provision of clean drinking water has been given priority in the Constitution of India, in Article 47 conferring the duty of providing clean drinking water and improving public health standards to the State. Excessive dependence of ground water results in depletion of ground water, water contamination and water borne diseases. Thus, access to safe and reliable water supply is one of the serious concerns in rural water supply programme. Though government takes certain serious steps in addressing the drinking water issues in rural areas, still there is a huge gap between demand and supply. The Draft National Water Policy 2012 also states that Water quality and quantity are interlinked and need to be managed in an integrated manner and with Stakeholder participation. Water Resources Management aims at optimizing the available natural water flows, including surface water and groundwater, to satisfy competing needs. The World Bank also emphasizes on managing water resources, strengthening institutions, identifying and implementing measures of improving water governance and increasing the efficiency of water use. Therefore stakeholders’ participation is viewed important in managing water resources at different levels and range. This paper attempts to reflect up on portray the drinking water issues in rural India, and highlights the significance of Integrated Water Resource Management as the significant part of Millennium Development Goals, and Stakeholders’ participation in water resources management.

The Human in the Loop: User Participation in Self-Adaptive Software

Self-adaptive software provides a profound solution for adapting applications to changing contexts in dynamic and heterogeneous environments. Having emerged from Autonomic Computing, it incorporates fully autonomous decision making based on predefined structural and behavioural models. The most common approach for architectural runtime adaptation is the MAPE-K adaptation loop implementing an external adaptation manager without manual user control. However, it has turned out that adaptation behaviour lacks acceptance if it does not correspond to a user’s expectations – particularly for Ubiquitous Computing scenarios with user interaction. Adaptations can be irritating and distracting if they are not appropriate for a certain situation. In general, uncertainty during development and at run-time causes problems with users being outside the adaptation loop. In a literature study, we analyse publications about self-adaptive software research. The results show a discrepancy between the motivated application domains, the maturity of examples, and the quality of evaluations on the one hand and the provided solutions on the other hand. Only few publications analysed the impact of their work on the user, but many employ user-oriented examples for motivation and demonstration. To incorporate the user within the adaptation loop and to deal with uncertainty, our proposed solutions enable user participation for interactive selfadaptive software while at the same time maintaining the benefits of intelligent autonomous behaviour. We define three dimensions of user participation, namely temporal, behavioural, and structural user participation. This dissertation contributes solutions for user participation in the temporal and behavioural dimension. The temporal dimension addresses the moment of adaptation which is classically determined by the self-adaptive system. We provide mechanisms allowing users to influence or to define the moment of adaptation. With our solution, users can have full control over the moment of adaptation or the self-adaptive software considers the user’s situation more appropriately. The behavioural dimension addresses the actual adaptation logic and the resulting run-time behaviour. Application behaviour is established during development and does not necessarily match the run-time expectations. Our contributions are three distinct solutions which allow users to make changes to the application’s runtime behaviour: dynamic utility functions, fuzzy-based reasoning, and learning-based reasoning. The foundation of our work is a notification and feedback solution that improves intelligibility and controllability of self-adaptive applications by implementing a bi-directional communication between self-adaptive software and the user. The different mechanisms from the temporal and behavioural participation dimension require the notification and feedback solution to inform users on adaptation actions and to provide a mechanism to influence adaptations. Case studies show the feasibility of the developed solutions. Moreover, an extensive user study with 62 participants was conducted to evaluate the impact of notifications before and after adaptations. Although the study revealed that there is no preference for a particular notification design, participants clearly appreciated intelligibility and controllability over autonomous adaptations.

Transaction costs of farmers’ participation in forest management: Policy implications of payments for environmental services schemes in Vietnam

Recent research on payments for environmental services (PES) has observed that high transaction costs (TCs) are incurred through the implementation of PES schemes and farmer participation. TCs incurred by households are considered to be an obstacle to the participation in and efficiency of PES policies. This study aims to understand transactions related to previous forest plantation programmes and to estimate the actual TCs incurred by farmers who participated in these programmes in a mountainous area of northwestern Vietnam. In addition, this study examines determinants of households’ TCs to test the hypothesis of whether the amount of TCs varies according to household characteristics. Results show that average TCs are not likely to be a constraint for participation since they are about 200,000 VND (USD 10) per household per contract, which is equivalent to one person’s average earnings for about two days of labour. However, TCs amount to more than one-third of the programmes’ benefits, which is relatively high compared to PES programmes in developed countries. This implies that rather than aiming to reduce TCs, an appropriate agenda for policy improvement is to balance the level of TCs with PES programme benefits to enhance the overall attractiveness of afforestation programmes for smallholder farmers. Regression analysis reveals that education, gender and perception towards PES programmes have significant effects on the magnitude of TCs. The analyses also points out the importance of local conditions on the level of TCs, with some unexpected results.

Guia per a l'adaptació a l'espai europeu d'educació superior: 3. El vostre paper, estudiants = Guía para la adaptación al espacio europeo de educación superior: 3. Vuestro papel, estudiantes = Guide to adaptation to the European Higher Education Area: 3. Your role as a student

Aquest quadern forma part de la Guia per a l'adaptació a l'espai europeu d'educació superior

Public and student awareness science: recreational science as a catalyst

When discussing the traditional and new missions of higher education (1996 Report to UNESCO of the International Commission on Education for the 21st Century) Jacques Delors stated that "Excessive attraction to social sciences has broken equilibrium of available graduates for workforce, thus causing doubts of graduates and employers on the quality of knowledge provided by higher education". Likewise, when discussing the progress of science and technology, the 1998 UNESCO World Conference on Higher Education concluded that "Another challenge concerts the latest advancements of Science, the sine qua non of sustainable development"; and that “with Information Technology, the unavoidable invasion of virtual reality has increased the distance between industrial and developing countries". Recreational Science has a long tradition all over the Educational World; it aims to show the basic aspects of Science, aims to entertain, and aims to induce thinking. Until a few years ago, this field of knowledge consisted of a few books, a few kits and other classical (yet innovative) ways to popularize the knowledge of Nature and the laws governing it. In Spain, the interest for recreational science has increased in the last years. First, new recreational books are being published and found in bookstores. Second the number of Science-related museums and exhibits is increasing. And third, new television shows are produced and new short science-based, superficial sketches are found in variety programs. However, actual programs in Spanish television dealing seriously with Science are scarce. Recreational Science, especially that related to physical phenomena like light or motion, is generally found at Science Museums because special equipment is required. On the contrary, Science related mathematics, quizzes and puzzles use to gather into books, e.g. the extensive collections by Martin Gardner. However, lately Science podcasts have entered the field of science communication. Not only traditional science journals and television channels are providing audio and video podcasts, but new websites deal exclusively with science podcasts, in particular on Recreational Science. In this communication we discuss the above mentioned trends and show our experience in the last two years in participating at Science Fairs and university-sponsored events to attract students to science and technology careers. We show a combination of real examples (e.g., mathemagic), imagination, use of information technology, and use of social networks. We present as well an experience on designing a computational, interactive tool to promote chemistry among high school, prospective students using computers ("Dancing with Bionanomolecules"). Like the concepts related to Web 2.0, it has been already proposed that a new framework for communication of science is emerging, i.e., Science Communication 2.0, where people and institutions develop new innovative ways to explain science topics to diverse publics – and where Recreational Science is likely to play a leading role

Student self-assessment a feedback seeking strategy through competence evaluation

There is a body of literature that suggests that student self-assessment is a main goal in higher education (Boud et al., 1995; Tan, 2008); moreover new forms of work organization require a high level of skills and competences. The efforts to deal with competence gaps could be developed at many levels, such as employers, educational institutions, individuals and public agents. Employers could put into practice competence development programs to moderate these gaps. Educational institutions can restructure the curriculum to support students in attaining the competences that are essential in the labour market. Individuals themselves may deploy their resources (time and money) in general or specific competence training. Further, government agencies could fund competence promotion programs. Such challenges for education drive change in learning curricula and method, to properly include the competences required for developing global workers who can move beyond basic competence, to enhanced flexibility and adaptability. In performance assessment methods, there is a shift from the traditional exam-based assessments to more innovative task assessment, which considers performance in multiple different tasks carry out by students. ICTs make it technologically feasible to carry out a complete and complex selfassessment of competences, which provides immediate results to students or other recipients. In the case of students, the evaluation of competences is relevant as developing competences is part - if not all - of the objectives of education. Therefore, it is an important element of the quality of educational organizations (e.g., universities), and of their organizational success. Further, educational organizations may put special emphasis on some differentiating competences, which can be a means of positioning and differentiation from competitors. Competence assessment is an instrument to make students conscious of their strengths and weaknesses, leading to higher motivation to develop their own learning career

Gestión de la actividad no presencial y autoevaluación de competencias = Management of student learning outside the classroom and the self-evaluation of competences

La asignatura troncal “Evaluación Psicológica” de los estudios de Psicología y del estudio de grado “Desarrollo humano en la sociedad de la información” de la Universidad de Girona consta de 12 créditos según la Ley Orgánica de Universidades. Hasta el año académico 2004-05 el trabajo no presencial del alumno consistía en la realización de una evaluación psicológica que se entregaba por escrito a final de curso y de la cual el estudiante obtenía una calificación y revisión si se solicitaba. En el camino hacia el Espacio Europeo de Educación Superior, esta asignatura consta de 9 créditos que equivalen a un total de 255 horas de trabajo presencial y no presencial del estudiante. En los años académicos 2005-06 y 2006-07 se ha creado una guía de trabajo para la gestión de la actividad no presencial con el objetivo de alcanzar aprendizajes a nivel de aplicación y solución de problemas/pensamiento crítico (Bloom, 1975) siguiendo las recomendaciones de la Agencia para la Calidad del Sistema Universitario de Cataluña (2005). La guía incorpora: los objetivos de aprendizaje, los criterios de evaluación, la descripción de las actividades, el cronograma semanal de trabajos para todo el curso, la especificación de las tutorías programadas para la revisión de los diversos pasos del proceso de evaluación psicológica y el uso del foro para el conocimiento, análisis y crítica constructiva de las evaluaciones realizadas por los compañeros

Adaptaci??n espa??ola de la escala de manifestaciones de estr??s del Student Stress Inventory (SSI-SM)

Resumen tomado de la publicaci??n

Market trends and the dilemmas of parental participation in schools

Resumen tomado de la publicaci??n

Innovaci??n educativa para el fomento de la alfabetizaci??n informacional en la educaci??n superior : los portales e-COMS, ALFIN-EEES, ALFAMEDIA e IMATEC

Se describen, diversos portales educativos sobre alfabetizaci??n informacional (ALFIN) elaborados desde la Universidad de Granada: e-COMS y ALFIN-EEES, de car??cter gen??rico y transversal, y ALFAMEDIA e IMATEC, de naturaleza espec??fica y aplicada. Enmarcadas en el Espacio Europeo de Educaci??n Superior, son iniciativas pioneras en el ??mbito de las ciencias de la biblioteconom??a y la documentaci??n en Espa??a. Los portales han sido elaborados teniendo en cuenta las premisas metodol??gicas propulsadas desde la convergencia europea en cuanto al aprendizaje por competencias centrado en el estudiantado. Al mismo tiempo se alinean con el compromiso de la Red Espa??ola de Bibliotecas Universitarias (REBIUN) para promocionar la creaci??n de integraci??n de materiales docentes ??tiles, para promocionar la ALFIN en el estudiantado y participar en el aprendizaje aut??nomo.

The International Student Experience at the University of Southampton

This video highlights aspects of the lives of international students at UG, PGT and PGR levels from all 3 faculties. It shows them responding to a range of authentic scenarios about the experiences and challenges of being an international student at the University of Southampton in the early 21st century from their perspective. The overall objective of this short film therefore is to capture experiences and viewpoints of international students currently at the University. By viewing this video, it is hoped that staff will be able to gain a better understanding and appreciation of what their international students are feeling and facing at various points along their student life cycle.

A Day in the Life of a Student (2006)

This is self playing Powerpoint with sound, which was made by researchers in Learning Technology, in 2001, suggesting what the life of a student in 2006 might look like. It is interesting to see how far we have come (or not come) in the time since.