Relevant bibliographies by topics / Education management development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education management development'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Education management development"

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Malipatil, Goudappa. "Development of Management Education System in India." Indian Journal of Applied Research 1, no. 9 (October 1, 2011): 157–58. http://dx.doi.org/10.15373/2249555x/jun2012/56.

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Ph.D, TamukongNdifor Mariana Ngeche,. "Educational Leadership: Implications for Quality Management in the Development of Cameroon Higher Education." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 756–68. http://dx.doi.org/10.31142/ijtsrd9534.

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Kellie, Jean. "Management education and management development." Journal of European Industrial Training 28, no. 8/9 (October 2004): 676–88. http://dx.doi.org/10.1108/03090590410566598.

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Hailey, John. "Management education for sustainable development." Sustainable Development 6, no. 1 (March 1998): 40–48. http://dx.doi.org/10.1002/(sici)1099-1719(199803)6:1<40::aid-sd80>3.0.co;2-q.

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Makinson, Geoff. "Education, training and management development." Nursing and Residential Care 4, no. 9 (September 2002): 443–45. http://dx.doi.org/10.12968/nrec.2002.4.9.10729.

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Omelyanenko, Vitaliy, Inna Semenets-Orlova, Olena Khomeriki, Lyudmyla Lyasota, and Yuliia Medviedieva. "Technology transfer management culture (education-based approach)." Problems and Perspectives in Management 16, no. 3 (September 20, 2018): 454–63. http://dx.doi.org/10.21511/ppm.16(3).2018.36.

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Research deals with the analysis of theoretical aspects of increasing the competence of scientists and experts, whose task is to work with technology as a good promotion of technology on the market with a view to its commercialization or search for technological solutions according to the tasks of the organization and to examine the startup methodology as a tool of improving the technology transfer skills efficiency. The new specifics of technology transfer management within the Education 3.0 paradigm are considered. In the paper, the authors analyze the technology transfer as important source of innovation creation and an integral part of business development. Target result of technologies introduction, implemented within limited period with limited resources as an innovative purpose of technology transfer, which is aimed at the best possible development of organization, is identified. The paper also suggests consider¬ing processes of technology development and technology transfer based on startup methodology.
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Timofeeva, R. A. "TRIAD REGIONAL DEVELOPMENT – MANAGEMENT, ADMINISTRATION, EDUCATION." Business Strategies, no. 10 (January 1, 2016): 5. http://dx.doi.org/10.17747/2311-7184-2016-10-5.

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Timofeeva, R. A. "TRIAD REGIONAL DEVELOPMENT – MANAGEMENT, ADMINISTRATION, EDUCATION." Business Strategies, no. 9 (January 1, 2016): 5. http://dx.doi.org/10.17747/2311-7184-2016-9-5.

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Ostojić, Bojana, Ivana Berić, Katarina Pavlović, and Milutin Pećić. "Management Education and Sustainable Development Projects." European Project Management Journal 10, no. 1 (2020): 69–77. http://dx.doi.org/10.18485/epmj.2020.10.1.8.

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Hodge, Ralph. "Commitment to Management Education and Development." Management Education and Development 18, no. 3 (October 1987): 194–203. http://dx.doi.org/10.1177/135050768701800305.

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Dissertations / Theses on the topic "Education management development"

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Rahman, A. S. M. Moshadidur. "Management education and development strategies in Bangladesh." Thesis, Brunel University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260512.

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Martin, Vivien. "Diversity and integration in management education and development." Thesis, University of Surrey, 1998. http://epubs.surrey.ac.uk/804478/.

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Young, B. A. "Career development in construction management." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335722.

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Van, der Bank Anna Johanna. "Conditions determining the selection of education management styles." Diss., University of Pretoria, 1986. http://hdl.handle.net/2263/33034.

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The current technological development has led to an increase in the complexity of reality which in turn has complicated the task of the education leader as manager. The education leader has become a personnel manager responsible for the management of both staff and pupil activities in order to realize the school's objectives effectively. These tendencies indicate that the education leader must be capable of adapting his management style to the needs of his staff in order to be able to increase the producti= vity of his staff. The education leader must also have the necessary flexibility to select from a variety of management styles according to the demands of the specific situation. Situational Leadership is ideally suited to meet the demands of the task of the education leader, because it accommodates the level of task maturity of each staff member. The emphasis is placed on the relationship between the leader and the follower with the needs of the follower as the most crucial factor in the relationship. Three aspects are essential for successful Situational Leadership, viz., the correct amount of task behaviour or direction by the leader; the correct amount of relationship behaviour or support by the leader cor= relating with the level of task maturity of the followers. However, other situational variables, such as superiors, the organization and time must also be taken into consideration. Situational Leadership also makes prov1s1on for contracting for a leadership style whereby the education leader and the teacher come to an agreement about the appropriate leadership style to be used to help the teacher accomplish his/her objectives. The developmental aspect of Situational Leadership provides the means by which the education leader can contribute meaningfully to the development of his staff, e.g. leadership potential, motivation, morale, commitment to objectives, decision-makirrg, communication and problem solving.
Dissertation (MEd)--University of Pretoria, 1986.
gm2013
Education Management and Policy Studies
unrestricted
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Xaba, Mgadla Isaac. "Management development as a task of school managers at institutional level / Mgadla Isaac Xaba." Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/8995.

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This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development.
Thesis (PhD)--PU for CHE, 1999
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Hewitt, Julie E. "Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.

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Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom. While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms. The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators. The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.
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Alhashemi, Ibrahim S. J. "The application of Western management to the development of a management education programme in Bahrain." Thesis, Sheffield Hallam University, 1987. http://shura.shu.ac.uk/3085/.

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Management education and development are recognised as highly problematic in advanced industrial societies that have a relatively long tradition of management theory and practice. Problems of developing managerial competence become all the more acute in non-Western societies that require the transfer of managerial know-how from external, mainly Western sources. The focus of this thesis is Continuing Management Education as a vehicle for Management Development with special reference to Bahrain as a transitional society. The investigation serves as a context for evaluating the transferability of selected Western Management theories to non-Western *environments. Special emphasis is placed on the concepts of leadership, motivation and managerial professionalism, following a detailed empirical investigation of the Bahrain management culture at the macro, intermediate and micro levels. A strategy for Continuing Management Education is designed within the broader context of scanning four major management development options available to Bahrain, namely Westernisation, Bahrainisation, Japanisation and Pragmatisation. The latter option is recommended in the light of evidence generated through a collaborative approach involving an extensive survey of the management community. The strategy is applied to Bahrain through evaluating Gulf Polytechnic's Continuing Management Education Programme (COMEP) against it and identifying areas where specific correctives are needed. An explicit attempt is made to develop some guidelines pertinent to cross-cultural management theory transfer with special reference to such variables as specificity of a particular theory, its level of analysis and its methodological structure. At a parallel level, an effort is made to derive pertinent lessons of experience; both in policy terms and on theoretical grounds, out of the Bahrain case by way of a series of tentative generalizations whose applicability extends beyond Bahrain to the Gulf region, the Middle East and possibly other transitional societies. The research is based on a processual-developmental qualitative methodology and amounts to a managerial evaluation of a particular body of management theory and practice. This choice was partly influenced by the author's duality of roles as researcher and director of a major institution of higher learning. A future research agenda is also charted out.
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Costea, Bogdan. "Representations of human diversity in mainstream management education : critique and development." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369662.

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Gregory, Michael. "The education, training and personal development needs of sole-practitioner management consultants." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319018.

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Shah, Saeeda. "Educational management : an exploratory study of management roles and possibilities of management development at college level in AJK, Pakistan." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/10922/.

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This study explores college management in the context of a Muslim, post-colonial, LDC (low developing country) situation. The thesis focuses on institutional heads, both male and female, to investigate their roles, practices and the possibilities of management development. It examines the interplay of the discourses of religion, education, management, leadership, and gender, as expressed through the participants’ experiences. Moreover, professional, socio-economic, political, and ideological forces are critically examined as contributive to shaping the discourses and subjectivities, and being shaped in the process. The qualitative study is conducted from a poststructuralist theoretical perspective, but is underpinned by Islamic philosophical thought. This encourages an exploration of the related discourses, their fluid boundaries and an inherent power-play, and points to the movements from margins to centres and vice versa. It allows for a critical exploration of the 'political technologies' aiming at decentring or accessing the 'centre', with particular reference to education, gender and Islam. The thesis begins by providing a background to the research and positions the researcher. Relevant international literature is reviewed as a backdrop for later discussions, to highlight differences and commonalties. The broad framework of the research is detailed next to explain theoretical and methodological choices, followed by a discussion of the research design and its emergent multifaceted nature. Research findings, collected mainly through two diverse methods, postal surveys and in-depth interviewing, are presented and analysed separately in response to the theoretical inclines. The analysis unveils the practices involved in construction, validation and dissemination of 'discourses' and 'regimes of truth'. The concluding discussion unmasks the patriarchal power-play exploiting various modes of ordering practices and relationships on a specific educational site, and how these aim at depowering and/or empowerment through institutionalised boundaries. The study also highlights areas of management development for the college heads, and argues for context-specific programs for improved effectiveness.
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Books on the topic "Education management development"

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Leadership and management development in education. Los Angeles, CA: SAGE Publications, 2008.

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Mark, Easterby-Smith, ed. Evaluating management development, training, and education. 2nd ed. Aldershot, Hampshire, England: Gower, 1993.

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Education management in early childhood development. Hatfield, Pretoria: Van Schaik, 2007.

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Easterby-Smith, Mark. Evaluating management development, training and education. 2nd ed. Aldershot: Gower, 1994.

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Symons, John. Managing outdoor management development. Henley-on-Thames: Henley Management College, 1996.

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Evaluation of management education, training, and development. Aldershot, Hants, England: Gower, 1986.

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Sheth, Narayan R. Management education and development in South Asia. Geneva: INTERMAN, 1990.

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Hildebrand, Verna. Management of child development centers. 2nd ed. New York: Macmillan, 1990.

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Hildebrand, Verna. Management of child development centers. 3rd ed. New York: Macmillan Pub. Co., 1993.

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Hildebrand, Verna. Management of child development centers. 4th ed. Upper Saddle River, N.J: Merrill, 1997.

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Book chapters on the topic "Education management development"

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Llorens, Jared J., Donald E. Klingner, and John Nalbandian. "Training, Education, and Staff Development." In Public Personnel Management, 224–44. Seventh Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315271255-10.

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Zuber-Skerritt, Ortrun. "Management Education for Organization Development." In Action Leadership, 139–86. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3935-4_6.

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Cheng, Eric C. K. "Knowledge Management for School Development." In Knowledge Management for School Education, 11–23. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-233-3_2.

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Nasibulina, Anastasia. "Education for Sustainable Development." In Advances in Human Factors, Business Management, Training and Education, 947–54. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_87.

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Parkyn, Matthew, and Tony Wall. "Stress Management Training and Education." In Encyclopedia of the UN Sustainable Development Goals, 1–10. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69627-0_28-2.

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Parkyn, Matthew, and Tony Wall. "Stress Management Training and Education." In Encyclopedia of the UN Sustainable Development Goals, 668–78. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95681-7_28.

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Wall, Tony, Langton Mburayi, and Nerise Johnson. "Principles of Responsible Management Education." In Encyclopedia of the UN Sustainable Development Goals, 1–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69902-8_52-1.

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Wall, Tony, Langton Mburayi, and Nerise Johnson. "Principles of Responsible Management Education." In Encyclopedia of the UN Sustainable Development Goals, 640–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-95870-5_52.

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Wu, Jack, Man Fung Lo, and Artie W. Ng. "Knowledge Management and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–9. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_175-1.

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Renk, Michelle, and Sônia Regina da Cal Seixas. "Risk Management for Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–4. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_185-1.

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Conference papers on the topic "Education management development"

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Muste, Delia. "Time Management Applied In Education." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.10.

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Manwani, Sharm, and Peter Hagedoorn. "EUROPEAN MANAGEMENT EDUCATION: CASE INSIGHTS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2506.

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Katerina, Legnerova. "MANAGEMENT DEVELOPMENT." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.102.

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Baran, Grzegorz. "DESIGN SCIENCE APPROACH IN EDUCATION MANAGEMENT." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2375.

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Nasulea, Diana Florentina, Cristiana Mic-Soare, Christian Nasulea, Stelian Mihai Mic, and Beatrice Nicolle Cretu. "SUSTAINABLE WATER RESOURCE MANAGEMENT THROUGH EDUCATION." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1501.

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Sciarelli, Fabiana, and Azzurra Rinaldi. "EDUCATION MANAGEMENT PROCESS IN EMERGING COUNTRIES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0513.

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Tundrea, Emanuel, and Catalin Eduard Popovici. "HIGHER EDUCATION PARTNER MANAGEMENT SYSTEM IMPLEMENTATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0945.

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Silva, Paulino, Rui Bertuzi, and Martin Elger. "USING A CHANGE MANAGEMENT GAME TO IMPROVE HUMAN RESOURCES MANAGEMENT SKILLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1518.

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Silva-López, Rafaela Blanca, Hugo Pablo Leyva, and Iris Iddaly Méndez-Gurrola. "DIGITAL MANAGEMENT SYSTEM, APPLICATION CASE: SERVICE MANAGEMENT IN HIGHER EDUCATION INSTITUTIONS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2435.

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Garcia-de-Frutos, Nieves, and Raquel Antolin-Lopez. "SUSTAINABILITY MANAGEMENT EDUCATION IN HIGHER EDUCATION: EXPLORING STUDENTS’ WILLINGNESS TO LEARN." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0281.

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Reports on the topic "Education management development"

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Nayn, A. Y. Pedagogical Management of Teachers Educational-Cognitive Orientation Development Process in he System of an Additional Professional Education. Prof. Dr Kuznetsov Alexandre Semenovich, March 2015. http://dx.doi.org/10.14526/18_2015_18.

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Pepper, Susan E., and Katherine M. Bachner. International Conference on Human Resource Development for Nuclear Power Programmes: Strategies for Education and Training, Networking and Knowledge Management. Office of Scientific and Technical Information (OSTI), June 2014. http://dx.doi.org/10.2172/1148882.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
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Bedford, Philip, Alexis Long, Thomas Long, Erin Milliken, Lauren Thomas, and Alexis Yelvington. Legal Mechanisms for Mitigating Flood Impacts in Texas Coastal Communities. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, May 2019. http://dx.doi.org/10.37419/eenrs.mitigatingfloodimpactstx.

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Flooding is a major source of concern for Texas’ coastal communities. It affects the quality of infrastructure, the lives of citizens, and the ecological systems upon which coastal communities in Texas rely. To plan for and mitigate the impacts of flooding, Texas coastal communities may implement land use tools such as zoning, drainage utility systems, eminent domain, exactions, and easements. Additionally, these communities can benefit from understanding how flooding affects water quality and the tools available to restore water bodies to healthy water quality levels. Finally, implementing additional programs for education and ecotourism will help citizens develop knowledge of the impacts of flooding and ways to plan and mitigate for coastal flooding. Land use tools can help communities plan for and mitigate flooding. Section III addresses zoning, a land use tool that most municipalities already utilize to organize development. Zoning can help mitigate flooding, drainage, and water quality issues, which, Texas coastal communities continually battle. Section IV discusses municipal drainage utility systems, which are a mechanism available to municipalities to generate dedicated funds that can help offset costs associated with providing stormwater management. Section V addresses land use and revenue-building tools such as easements, eminent domain, and exactions, which are vital for maintaining existing and new developments in Texas coastal communities. Additionally, Section VI addresses conservation easements, which are a flexible tool that can enhance community resilience through increasing purchase power, establishing protected legal rights, and minimizing hazardous flood impacts. Maintaining good water quality is important for sustaining the diverse ecosystems located within and around Texas coastal communities. Water quality is regulated at the federal level through the Clean Water Act. As discussed in Section VII, the state of Texas is authorized to implement and enforce these regulations by implementing point source and nonpoint source pollutants programs, issuing permits, implementing stormwater discharge programs, collecting water quality data, and setting water quality standards. The state of Texas also assists local communities with implementing restorative programs, such as Watershed Protection Programs, to help local stakeholders restore impaired water bodies. Section VIII addresses ecotourism and how these distinct economic initiatives can help highlight the importance of ecosystem services to local communities. Section VIX discusses the role of education in improving awareness within the community and among visitors, and how making conscious decisions can allow coastal communities to protect their ecosystem and protect against flooding.
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7

Cabrita, Maria Teresa, Ana David, and Gonçalo Vieira. Portuguese Polar Program Annual Report 2020. Centro de Estudos Geográficos, Universidade de Lisboa, 2021. http://dx.doi.org/10.33787/ceg20210001.

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The Portuguese Polar Program - PROPOLAR is funded by the Fundação para a Ciência e a Tecnologia ( based at Instituto de Geografia e Ordenamento do Território ( of the University of Lisbon ( The coordination of PROPOLAR is led by the Centro de Estudos Geográficos from Instituto de Geografia e Ordenamento do Território University of Lisbon (CEG/IGOT ULISBOA), under a Coordinating Committee that includes members from 4 other research centres, namely the Centro de Ciências do Mar University of Algarve (CCMAR UALG), the Centro de Ciências do Mar e do Ambiente University of Coimbra (MARE UC), the Centro de Química Estrutural from Instituto Superior Técnico University of Lisboa (CQE/IST ULISBOA), and the Centro Interdisciplinar de Investigação Marinha e Ambiental University of Oporto (CIIMAR U PORTO) Gonçalo Vieira (CEG/IGOT ULISBOA) is the Head of the program The remarkable effort and commitment of the Portuguese Polar scientists, within the framework of the International Polar Year ( 2007 08 were key to promote awareness of the importance of Polar science and research for Portugal A strategic plan encompassing three main objectives was then set out to i creating a Portuguese Polar Program focused on polar research and innovation and supporting the young generation of Polar scientists,scientists,( signing the Antarctic Treaty, and ( implementing a national Polar education and outreach program With the support of the FCT, PROPOLAR started in 2007 Portugal ratified the Antarctic Treaty in 2010 and the Madrid Protocol in 2014 and has established liaisons with major international Polar scientific and management organisations and networks PROPOLAR in close connection with the FCT, has ensured consolidation and sustainability of the development of Portuguese Polar science
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Inter-American Development Bank Sustainability Report 2020: Global Reporting Initiative Annex. Inter-American Development Bank, March 2021. http://dx.doi.org/10.18235/0003100.

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The Global Reporting Initiative (GRI) sets global standards for sustainability reporting, relying on best practices for reporting on a range of economic, environmental, and social impacts. This is the IDBs fifth GRI annex, prepared as a supplement to the IDB Sustainability Report. The annex reports on both corporate and operational topics using standardized indicators. The following material topics are included in the annex: active ownership, anticorruption and ethics, biodiversity, climate resilience, employment and labor relations, energy, engagement and coordination, feedback mechanisms, financial inclusion, gender equality and diversity, greenhouse gas (GHG) emissions, health and safety, human rights, indirect economic impacts, market presence, material use, monitoring and evaluation, responsible portfolio, supply chain management, training and education, waste, and water.
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Community approaches and government policy reduce HIV risk in the Dominican Republic. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1003.

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Effective programs that avert new HIV infections among sex workers and their partners, and hence the general population, are critical components of national HIV-prevention strategies. Prevention efforts have frequently relied on interventions that reach members of these vulnerable groups as individuals, such as condom promotion and STI management. Now, many researchers and program implementers are increasingly turning to “environmental-structural” interventions that address the physical, social, and political contexts in which individual behavior takes place. A recent Horizons study conducted jointly with two Dominican NGOs—Centro de Orientación e Investigación Integral and Centro de Promoción e Solidaridad Humana—and the National Program for the Control of STDs and AIDS assessed the impact of two environmental-structural models in reducing HIV-related risk among female sex workers in the Dominican Republic and compared their cost-effectiveness. As detailed in this brief, the models, built on years of experience gained from sex worker peer education programs, drew from the strengths of both community solidarity and government policy initiatives and engaged community members in both program and policy development.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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