What are the training seminars?
Proposal Development Training Workshop (Linda STEVENSON)
The training workshop is composed of the following:
Pre‐Workshop Assignment (2‐4 weeks prior to the YLF): There will be a pre‐workshop group assign‐ment and 4 groups consisting of 5 trainees and one mentor will be assigned a proposal‐writing task before arriving in Yantai, China.
Overview and discussion of the APN and its Proposals Process with detailed guidelines and advice on submitting proposals to the APN for funding. Speakers will include members from APN’s proposal review panel, membership, and successful project leaders. (180 min.)
Proposal‐writing session where the 4 groups will gather together with their mentors and develop their proposal further and then present (oral presentation by PPT) to the workshop. (180 min.)
Proposal review session where each group will have the opportunity to review their peer groups’ proposals according to specific criteria and present their findings via oral presentation. (180 min.)
Discussion and feedback session on general strengths and weaknesses of the group proposals and opportunities for future collaboration (60 min.). 3
- Have a raised awareness of the APN and an increased capacity to write a proposal to the APN and compete effectively in its competitive annual calls for proposals (for research and capacity development) in the Asia‐Pacific region.
- Understand that effective regional project management requires a great deal more than “just doing the science” to succeed.
- Have increased capacity to work in groups and understand effective communication is crucial to a successful research team working at the regional or international levels.
Economic Valuation of Coastal Ecosystems: A Fad or Reality? (Joyashree ROY)
This training seminar focuses on interaction in a learning mode: YLF participants are encouraged to learn together how to identify, correctly value and aggregate coastal ecosystem services. All selected participants will be provided an information checklist prior to the YLF in order to prepare specific information of their local environment. The aimed output of the training (take home knowledge) is that all participants will have carried out a local coastal ecosystem valuation on the basis of current methods (baseline).
Coastal Challenges: Monitoring Human Impacts on Coastal Zones (Franciscus COLIJN)
- The impact of the construction of a new harbour, long‐term and spatial elements as well as conse‐quences of linked environmental issues (contaminants, turbidity changes, risk of ship collisions) 5
- Installation of an offshore wind park with many single wind turbines
- Use of marine resources and potential drawbacks for other users and stakeholders
- Marine protected areas or nature reserves in coastal regions
- Need for coastal observations and monitoring research.
After intensive discussions in groups, the students should present their findings in a logical way: problem description, environmental issues, suggestions to solve problems, interaction with stakeholders, and final conclusions. The students are asked to present their findings in a short PPT presentation in an understandable way to the plenary. Printed and written documentation will be available for the five cases.
Integrated Coastal Management: Learning from Practice (Ramachandran RAMESH)
Basics of ICM: Background to ICM – Sustainability and Sustainable ICM – ICM and Social Nature – Competing Claims and Visions of the Coast – ICM and Interdisciplinarity
Practice oriented learning: Case studies (examples will be provided) – Resource survey – Learning through observation – Observing in practice – Participatory observation – Interpreting observations
Integrating disciplinary perspectives: Social science insights – Natural science insights
At the end of this training programme, the participants have
- Gained an appreciation of the wide range of environmental, social and economic dimensions to coastal areas and the associated conflicts and problems
- Experienced the complexity of the process of ICZM through a case study
- Engaged with and appreciate the ICZM process through a training framework and matrix‐based decision making technique to identifying potential management solutions for a coastal area
- Experienced a process of negotiation to arrive at consensus approach to management issues identified from a case study area, and
- Demonstrated their capability and capacity for ICZM through exercises to prepare an ICZM plan.
How to do Integrative Science? Addressing Environmental Challenges (Ada IGNACIUK)
In particular, they will discuss three major dimensions of integration (co‐mutuality):
- Across‐fields (multi‐, and interdisciplinary)
Possible outcomes: More frequent co‐production of agenda’s and knowledge of GEC and develop‐mental challenges at all levels.
- Co‐production (stakeholders, thrust, transdisciplinary)
Possible outcomes: Increase in participate of various stakeholders in the co‐designing and production of agenda’s and knowledge of GEC and developmental challenges at all levels.
Possible outcomes: Increase in participation of scientists and stakeholders from the global south in the co‐design and production of agenda’s and knowledge of GEC and developmental challenges at all levels (e.g. multi theoretical / socio‐geographic / cultural).
Language and communications would cut across all three dimensions. Other issues/barriers to ‘co‐mutuality’ e.g. infrastructure, language, IT, tradition, funding, educational systems, national science‐policy will be discussed as well during this session. The outcome of this exercise will be presented at the Integrated Sciences Conference, taking place 10‐12 November, 2011, in Berlin, Germany.
Risk and Vulnerability: From Theory to Capturing Key Factors (Fabrice RENAUD)
During this training module, the YLF participants will be exposed to the most recent theory and frameworks in vulnerability and risk assessment: UNU‐EHS being currently involved in several projects which aim at developing these frameworks, the most recent findings will be made available to the participants. This will be followed by a discussion on methods to capture quantitative and qualitative data for indicator generation. Subsequently, there will be a practical unit on selecting key indicators to characterise the vulnerability of communities to different types of coastal hazards, such as storm surges/tsunamis, coastal erosion, river‐flooding in coastal cities (group exercises), and a second practical unit on questionnaire design to capture the data for these indicators (group exercise). After each group exercise, each group will share their results with the entire group to stimulate discussions and exchange of ideas.
Why not becoming an Influential Scientist? Scientific Writing and Publishing (Juergen WEICHSELGARTNER)
Science is incomplete unless the research results are effectively disseminated to the wider community. The scientist’s responsibility does not end with the completion of empirical field work, but results must also be communicated to potential users of the knowledge generated: the scientific community, funders, and decision makers in policy and practice. Only then can the scientist claim to have made a real contribution to the existing body of research‐based knowledge. Moreover, a good publication increases the chances of attracting new funding and collaborators and improves young careers since the scientific work will be seen as relevant, reliable, and good quality.
Paradoxically, academic curricula often do not support and develop the skills needed to accomplish the vital task of writing research articles is a rare endeavour at universities. To better prepare the ECS for research careers, the training seminar targets the writing skills gap and leads the YLF participants through the process of organising and writing a scientific paper. Enhanced oral and video lectures, discussions, and practice exercises are the predominant training methods in this seminar. At the end of the training, the participants will have developed their skills in organising a scientific paper, in preparing each section of a paper to communicate scientific information effectively, and in preparing a scientific abstract of their own research. The seminar follows the IMRAD (introduction, methods, results, and discussion) format, covering the following topics:
- Communicating science: talk, poster, paper
- Outlining a scientific paper
- Preparing an abstract
- Writing the introduction and materials and methods
- Presenting results: text, tables, and figures
- Writing the discussion and conclusions
- Preparing references
- Submitting to journals
- Editing: reviewer’s response
- Practical exercise: abstract preparation.
Indicating Adaptive Capacity in Urban Risk Management Systems (Mark PELLING)
This session will be used to explore the systems qualities and interactions of coastal cities and in particular explore what makes particular cities and their natural, social and physical components more or less resilient and sustainable. We will begin with some initial discussion to identify key attributes of sustainability and resilience and then consider how these might be indicated and tracked in cities. Participants will then be asked to work in small groups to conceptualise and design a checklist of qualities that can be applied across large and mega-cities to help track changes in risk and resilience over time with a particular emphasis on adaptation and mitigation actions and policy. These proposals will be discussed to produce a final group product. This will feed into the development of a monitoring tool to be used by LOICZ to track coastal adaptation in mega-cities and urban regions.
To prepare for this workshop participants are invited to read UN HABITAT’s Global Report on Human Settlements 2011: Cities and Climate Change.