A briefing on building concensus

(PDF contains 2 pages)

Building digital capability: Being an effective digital leader

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically to support Jisc’s members in the area of Digital Leadership. It is one example of the base model being used in a particular context and is not meant to be definitive.

Building digital capability: Example learner profile

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically for learners. It is an update on the earlier ‘7 elements of digital literacy’ model (2009) and has many continuities with this framework. This version was produced in response to feedback that the base model alone does not provide enough detail to support embedding into practice. However, it is an example of how the base model could be used to define the digital capabilities of learners and is meant to be adapted to suit specific settings.

Building digital capability: Leading and managing an effective digital organisation (team, service, department)

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically to support Jisc’s members in the area of Digital Leadership. It is one example of the base model being used in a particular context and is not meant to be definitive.

Building digital capability: Example researcher profile

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically for research students and research sta . It is an update on the earlier ‘7 elements of digital literacy’ model (2009) and has many continuities with this framework. It is one example of how the base model is being used.

Building digital capability: the six elements defined

A digital capability framework which describes the skills needed by staff in a wide range of academic, administrative and professional roles to thrive in a digital environment. This will provide a structure to help managers and individuals understand what is needed and supports the development of tools. We have produced an initial model of the framework which describes digital capability as six overlapping elements.

Building digital capability: Example teacher profile

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically for teaching sta or for academic sta in their teaching role. It is an update on the earlier ‘7 elements of digital literacy’ model (2009) and has many continuities with this framework. This version was produced in response to feedback that the base model alone does not provide enough detail to support embedding into practice. However, it is an example of how the base model could be used to define the digital capabilities of teaching sta and is meant to be adapted to suit specific settings.

Deepening digital know-how: building digital talent

This report covers findings from a project funded by Jisc to review how the digital capabilities of teaching and professional sta are currently framed in UK HE and FE. The project also reported on the learning, technology and organisational landscape for UK HE and FE as this influences future requirements for sta digital capability.

Investigation of unusual mortalities of bottlenose dolphins along the mid-Texas coastal bay ecosystem during 1992

An investigation was conducted into the deaths of more than 220 bottlenose dolphins (Tursiops truncatus) that occurred within the coastal bay ecosystem of mid-Texas between January and May 1992. The high mortality rate was unusual in that it was limited to a relatively small geographical area, occurred primarily within an inshore bay system separated from the Gulf of Mexico by barrier islands, and coincided with deaths of other taxa including birds and fish. Factors examined to determine the potential causes of the dolphin mortalities included microbial pathogens, natural biotoxins, industrial pollutants, other environmental contaminants, and direct human interactions. Emphasis was placed on nonpoint source pesticide runoff from agricultural areas, which had resulted from record rainfall that occurred during the period of increased mortality. Analytical results from sediment, water, and biota indicated that biotoxins, trace metals, and industrial chemical contamination were not likely causative factors in this mortality event. Elevated concentrations of pesticides (atrazine and aldicarb) were detected in surface water samples from bays within the region, and bay salinities were reduced to <10 ppt from December 1991 through April 1992 due to record rainfall and freshwater runoff exceeding any levels since 1939. Prolonged exposure to low salinity could have played a significant role in the unusual mortalities because low salinity exposure may cause disruption of the permeability barrier in dolphin skin. The lack of established toxicity data for marine mammals, particularly dermal absorption and bioaccumulation, precludes accurate toxicological interpretation of results beyond a simple comparison to terrestrial mammalian models. Results clearly indicated that significant periods of agricultural runoff and accompanying low salinities co-occurred with the unusual mortality event in Texas, but no definitive cause of the mortalities was determined. (PDF file contains 25 pages.)

Building fish enclosure in Lake Nasser

This document is part of a series of 5 technical manuals produced by the Challenge Program Project CP34 “Improved fisheries productivity and management in tropical reservoirs”. This manual is based on the experience gained by the partners of the project “Improved Fisheries Productivity and Management in Tropical Reservoirs” (CP34) funded by the Challenge Program on Water and Food. As part of this project, the partners designed, developed and tested in the field three enclosures in Lake Nasser in Egypt. The objective of the manual is to document for practitioners the main technical lessons gained from these experiments. (Document contains 16 pages)