A guidance for assessing and communicating uncertainties
|
|
- Earl York
- 6 years ago
- Views:
Transcription
1 A guidance for assessing and communicating uncertainties P.H.M. Janssen*, A.C. Petersen*, J.P. van der Sluijs**, J.S. Risbey*** and J.R. Ravetz**** *Netherlands Environmental Assessment Agency (RIVM/MNP), P.O. Box 1, 3720 BA, Bilthoven, The Netherlands ( **Copernicus Institute for Sustainable Development and Innovation, Dept. of Science Technology and Society, Utrecht University, The Netherlands ( ***School of Mathematical Sciences, Monash University, Clayton, Australia ( ****Research Methods Consultancy (RMC), London, UK ( Abstract In the daily practice of science for policy, as experienced by governmental agencies which inform the policy and the public on the state and outlook of the environment, there is a pressing need for guidance in assessing and communicating uncertainties. This need extends beyond the quantitative assessment of uncertainties in model results, and focuses on the entire process of environmental assessment, running from problem framing towards reporting the results of the study. Using the Netherlands Environmental Assessment Agency (RIVM/MNP) as a case, the development, structure and content of such a guidance system is highlighted. Conditions for a successful implementation of the guidance system are discussed, and some prospects for future work are outlined. Keywords Communication; guidance; interaction; science-policy; tool catalogue; uncertainty assessment Introduction At the onset of 1999, the Netherlands National Institute for Public Health and the Environment (RIVM) was faced with a credibility crisis due to public criticism in a Dutch quality newspaper by an employee of the RIVM. He criticized the institute for suggesting an unjustified level of certainty in reporting environmental studies, by not duly accounting for uncertainty and relying too much on the virtual reality of poorly validated models. His criticism attracted much media attention in the Netherlands and triggered extensive public and political debate on the credibility, reliability and quality of environmental statistics and model-based environmental foresight, as well as on the role and position of science in policy-making (van der Sluijs, 2002). This event can be seen as typical for the role and position of science for policy and society in a world which is becoming increasingly interlinked and complex. Now decisions are urgent, stakes are high and diverse, values are in dispute, uncertainty and ignorance involved are high, and trust is fragile (Funtowicz and Ravetz, 1999). All these problems are common for sustainability, risk and safety issues. The changing relationship between science, policy and society calls for processes and arrangements where issues such as transparency and novel forms of quality control (e.g., extended peer review), public participation, multiple perspectives, reflexivity, transdisciplinarity and accountability are at the forefront in establishing knowledge that is more socially robust (Nowotny et al., 2001). At RIVM, the above-mentioned credibility crisis was the impetus for developing a system of guidance for assisting its employees in their daily practice of performing research to advise policy-makers and the public on the state and outlook of the environment, placing special focus on the assessment and communication of uncertainties. In this Water Science & Technology Vol 52 No 6 pp Q IWA Publishing
2 paper the development of this guidance system is described, highlighting its major parts. We will end with discussing conditions for its successful implementation and outlining prospects of future work. P.H.M. Janssen et al. On the development of the guidance system After the media affair in 1999 a national and international review of the RIVM s environmental assessment activities was undertaken, leading to the development of a guidance system for uncertainty assessment and communication in environmental assessment studies. It was judged that the scope of the guidance system should extend beyond the mere quantitative assessment of uncertainties in model results per se, and should focus instead on the entire process of environmental assessment. It should explicitly address issues such as problem framing, stakeholder participation, indicator selection, appraisal of the knowledge base, mapping and assessment of relevant uncertainties, and reporting of the uncertainty information, since these are potential key aspects in identifying and communicating uncertainties. Moreover the guidance system should provide a prioritized list of uncertainty types and sources that need particular attention for the case at hand, in view of its societal context and the function of the assessment. The system is intended to give advance warnings of which bottlenecks can occur with respect to dealing with these uncertainties and what additional effort should then be made in the field of uncertainty assessment. Finally, it should offer advice on the selection of quantitative and qualitative methods and tools to adequately estimate uncertainties in the given context and to communicate them to scientific researchers, the clients (usually ministries), other actors in the policy process, and the broader public. Commissioned by RIVM, the development of the guidance system started in September 2001, under the leadership of Dr. van der Sluijs in close cooperation with RIVM and with a number of international uncertainty management specialists. In October 2001, an expert workshop was held to obtain input and feedback from the uncertainty management experts on a first sketch of the guidance system. This led to a draft version, in the form of a detailed questionnaire, which was subsequently presented to employees of the RIVM in a user workshop in November Though considered generally as a very thorough basis for uncertainty assessment, the detailed guidance document was judged by many of the users as being too comprehensive to be easily applicable in all cases. They preferred a shorter, pragmatic, easy-to-use version which could be applied at varying depths/levels, and which would offer specific hints and suggested actions on dealing with uncertainty. Therefore it was decided in 2002 to develop a concise mini-checklist covering the major points in mapping and communicating uncertainties, as well as an associated quickscan version, which includes hints and preferred actions. All this resulted in a suite of components (Figure 1), called the RIVM/MNP Guidance for Uncertainty Assessment and Communication, denoted by Guidance for short in the following. The Guidance can be consulted in various stages of the environmental assessment process by various users at a frequency and level which suits their individual needs best. For instance, at the beginning of a project, the guidance can play an important role in designing and elaborating the way uncertainty will be dealt with during the project. During a project, it can be of assistance in performing the uncertainty assessment and communicating the results. After a project, it can be of use in reviewing and evaluating the project. The group of intended users of the Guidance covers a large fraction of the employees of the Netherlands Environmental Assessment Agency 1 (RIVM/MNP) The Dutch name of the Netherlands Environmental Assessment Agency is Milieu- en Natuur Planbureau (MNP). It is part of RIVM
3 P.H.M. Janssen et al. Figure 1 Structure of the RIVM/MNP guidance for uncertainty assessment and communication (e.g. project leaders, project-team members, researchers or policy advisers), as well as others (e.g. stakeholders involved in an extended peer-review of the project). Project leaders will typically use those components of the Guidance which are at a high level of aggregation (the Mini-Checklist and the Quickscan), while project-team members, researchers and policy advisers will more often also take up parts of the more detailed Guidance. The interrelationships between the components that constitute the Guidance is as follows (Figure 1): The Mini-Checklist (Petersen et al., 2003) is a back-of-the-envelope kind of tool which can also serve as a portal to the other components of the Guidance. By concisely presenting the potentially important issues in the various stages of the environmental assessment process running from problem framing to reporting the results it functions as a reminder list and instrument for reflection on the (desired) way of dealing with uncertainties and value-loadings in providing policy advice. It renders a brief account of the way uncertainty has been dealt with, and points to the Quickscan Questionnaire (Petersen et al., 2003) if further elaboration is desired. This latter document (optionally) refers the user to the Quickscan Hints & Actions List (Janssen et al., 2003) which has an advisory function and describes possible implications of the answers given to the questions in the Quickscan Questionnaire. Some of the hints and actions point directly to parts of the Detailed Guidance (van der Sluijs et al., 2003) and the Tool Catalogue for Uncertainty Assessment (van der Sluijs et al., 2004). These documents can be considered as basic components underlying the complete Guidance System. Although the Quickscan documents are presented as autonomous components which can be used in a separate mode, they are intrinsically related to these basic components. The Detailed Guidance has been set up as an elaborate questionnaire for a deeper analysis of various aspects of dealing with uncertainty. It also contains a glossary of terms related to uncertainty assessment and communication. The associated Tool Catalogue for Uncertainty Assessment offers information on different quantitative and qualitative methods and tools that can be utilized to assess uncertainties. The above documents are freely available on the Internet ( The ultimate decision which components of the Guidance to use largely depends on the importance, the nature and the level of the uncertainties in the assessment concerned 127
4 P.H.M. Janssen et al. and on the resources available. Inevitably this decision is subjective to a certain extent and is influenced by the intentions and interests of the specific user(s): e.g. stakeholders will focus on other issues than project-team members or project leaders. In fact these different foci are brought into the open by the use of the Guidance. The mini-checklist and the quickscan components are the parts of the Guidance that will be used most frequently. If a user has the time and the mandate, then the detailed Guidance will be used to supplement and deepen the analysis. The mini-checklist and quickscan are discussed in below. Structure of mini-checklist and quickscan documents The mini-checklist concisely covers six central uncertainty-related themes in the environmental assessment process, including problem framing, stakeholder participation, selection of indicators, appraisal of the knowledge base, mapping and assessment of relevant uncertainties, reporting of the uncertainty information. It asks the user to reflect explicitly on how these issues are dealt with in the study at hand. The quickscan documents, consisting of a questionnaire and an associated hints and action list, elaborate this in more detail. In the following we will highlight point by point the six central themes addressed in these documents from the perspective of a user who is performing the environmental assessment. Problem framing In this stage, the problem and its context and history are outlined, by identifying major issues, past work, the level of contention and the (expected) role of the assessment in the policy or decision making process. The user is explicitly asked to consider various views/perspectives on the problem, and to pay attention to the problem s interconnectedness with other problems. He/she is asked to be specific on what knowledge is needed with regard to the problem, and into which research questions this is translated. Possibly relevant aspects which are not dealt with in these research questions have to be indicated. Moreover, it should be outlined what role the study is expected to play in the policy process, and what the relation is with previous studies on the subject (policy context and problem history). Involvement of stakeholders This step concerns the identification of the main parties (stakeholders/actors) and their views and roles with respect to the problem, as well as the aspects of the problem about which they disagree. The problem at hand is characterised in terms of a number of features: level of dissensus on policy goals regarding the problem, type of knowledge needed, and the decision stakes and uncertainties involved. All this information helps in deciding on an appropriate level and form of stakeholder participation for the current study. 128 Selection of indicators In environmental assessments, the relevant features of the problem under study are typically expressed in terms of indicators or target variables. Selection of indicators is therefore an important step in shaping a study, and it is important to substantiate the final choices, discussing their shortcomings and associated controversies as well. This involves judging how well the selected indicators address key aspects of the problem as it has been framed, and how much support there is among scientists and within society (including decision-makers/politicians) for the use of these indicators for the problem at hand. Moreover, there should be an examination of how to deal with a potential lack of support, giving attention to differences in views and interest, and specifying what the
5 consequences of these differences will be for the meaning and value of the study. Consider giving the stakeholders a role in defining or revising indicators. Appraisal of knowledge base This stage is concerned with answering the question of the adequacy of the available knowledge base for the assessment. It involves questions like: What quality criteria are relevant for answering the research questions? What knowledge and methods are needed to obtain answers of the required quality? What are the most important bottlenecks in the way of achieving this, in the light of existing controversies and weaknesses in the knowledge base? What will be the effect on the quality of the results, and which actions should be taken to clear these bottlenecks? In this way the user gets useful information for (re)shaping the study, in consultation with the client, and for adequately focusing the assessment and its reporting. P.H.M. Janssen et al. Mapping and assessment of the relevant uncertainties In this step, the user is asked to identify the uncertainties most relevant to the problem, and to estimate what effort will be required to map these uncertainties adequately, providing information on their extent, nature (being epistemic or stochastic) and location. Moreover the possible consequences of the uncertainties for the conclusions of the study have to be indicated, and an indication should be given on how to assess the most important uncertainties and their consequences, within the limitations of the available resources (time, money, people, expertise, etc.). The actual planning and performing of the uncertainty assessment completes this step. To support the user in these tasks various hints and tools are provided (c.f. Janssen et al. 2003, van der Sluijs et al. 2003, 2004). For identifying the most relevant uncertainties, the uncertainty matrix presented in Table 1 can be used. This heuristic device is an adapted and extended version of the matrix proposed in Walker et al. (2003) to classify and report important dimensions of uncertainty. A tool catalogue is provided (van der Sluijs et al. 2004) to assist the user in choosing appropriate methods for dealing with the identified uncertainties. In this document comprehensive information is given on various quantitative and qualitative uncertainty assessment techniques (global sensitivity analysis, NUSAP, expert elicitation, scenario analysis, model quality assessment, etc.). The presented information concerns a brief description of the specific technique and its goals, strengths and limitations, required resources, as well as guidelines for its use and warnings for typical pitfalls. It is supplemented by references to handbooks, software, example case studies, websites, experts, etc. The tool catalogue is a living document, which will be made available on the web in the future, and to which descriptions of additional tools can be added. Table 1 Uncertainty Matrix (cf. Janssen et al., 2003; Walker et al., 2003) 129
6 P.H.M. Janssen et al. Reporting of uncertainty information Reporting of uncertainty information preferably takes place during the whole environmental assessment process, not only at the final delivery of results. In this communication it is necessary to be aware of (i) the context of the reporting (why, to whom, on behalf of whom, when, where) and (ii) the robustness of the main messages for uncertainties in the knowledge base and for any deviations from the employed assumptions and choices. Reporting on the policy-relevant uncertainties and their possible consequences for policy making, politics and society should take place in a clear manner, tailored to the intended audience(s). In written reporting, the results should be presented in a balanced and consistent way, providing a traceable account and adequate backing of the presented material. For example, this can be achieved by offering the information in a step-wise fashion. Taking account of the fact that readers often scan a text selectively it is recommended to present important uncertainty information explicitly at strategic points, e.g., in the introduction, conclusions, summary, and text-boxes. 130 Conclusions The foregoing illustrates that the guidance system provides structure to the task of uncertainty management and can be employed in a flexible way. The Guidance stimulates reflection and deliberation on how uncertainties are (to be) handled and communicated effectively and helps to avoid pitfalls. Tools for uncertainty assessment are made more easily available, and can be selected in a more tailored manner, on basis of problem characteristics. Although the guidance system was initially developed in the context of environmental assessments, it can be applied in other application areas as well, with some minor adaptations as appropriate. For its success, some conditions are essential. Firstly, the commitment of higher management is crucial, since time and effort spent on dealing with uncertainties must be considered as relevant. By its primary focus on the policy-relevance of uncertainties, the Guidance puts this issue explicitly to the fore. Secondly, it would certainly help if the use of the Guidance was included as standard activity in the prevailing project management. At RIVM/MNP this has been established by including the Guidance formally in the quality assurance system. Thirdly, its further application and institutionalization will require motivating and training the potential users of the Guidance, showing them the benefits of its use. Currently training sessions in the use of the Guidance are organized for employees of the RIVM/MNP. To support the introduction in daily practice, a web-based version of the Guidance is under construction, providing quick and easy access to its various parts. We hope to stimulate this introduction process further by providing appropriate uncertainty assessment tools, and by gradually building an expertise network and a good-practice examples data-base in using the Guidance. Moreover a styleguide for uncertainty communication is in preparation. In fact, we currently are only at the start of implementing the presented systematic ideas of uncertainty management in an institutional setting. The above-mentioned activities must therefore be considered as first steps. In due time - after its fuller implementation - the use of the Guidance will be evaluated, leading possibly to further adaptations. For the time being we can already identify two major issues which will deserve future attention. The first one refers to the further deployment and development of the tool catalogue with methods for: (i) propagating and analyzing qualitative and semi-quantitative uncertainty information (e.g., concerning value-loadings, assumptions, pedigree scores), especially in expert-reasoning and model-based calculation chains ; and for (ii) synthesizing qualitative and (semi)-quantitative uncertainty information. The second issue concerns the analysis of various contexts of science, policy and society
7 interactions in order to find suitable arrangements and forms for knowledge production and uncertainty communication, thus enhancing the effective use of science for policy or society. Notwithstanding that there is still a long way to go, one can consider the Guidance - with its specific focus on problem context and socio-political embedding, accountability, transparency and reflexivity, participation and extended peer review - as a useful contribution towards new social practice of science in a postmodern era, as exemplified by e.g. the post-normal science and mode 2 science paradigms (Funtowicz and Ravetz, 1999; Nowotny et al., 2001). Acknowledgements We acknowledge the help of many colleagues from RIVM/MNP and various uncertainty experts who have aided in the development of the Guidance by written contributions or by discussions, comments and reviews. P.H.M. Janssen et al. References Funtowicz, S. and Ravetz, J. (1999). Post-Normal Science - an insight now maturing. Futures, 31, Janssen, P., Petersen, A., van der Sluijs, J., Risbey, J. and Ravetz, J. (2003). RIVM/MNP Guidance for Uncertainty Assessment and Communication: Quickscan Hints & Actions List, RIVM/MNP, Bilthoven, The Netherlands, ISBN Nowotny, H., Scott, P. and Gibbons, M. (2001). Re-Thinking Science. Knowledge and the Public in an Age of Uncertainty, Polity Press, Cambridge. Petersen, A., Janssen, P., van der Sluijs, J., Risbey, J. and Ravetz, J. (2003). RIVM/MNP Guidance for Uncertainty Assessment and Communication: Mini-Checklist & Quickscan Questionairre, RIVM/MNP, Bilthoven, The Netherlands, ISBN van der Sluijs, J. (2002). A way out of the credibility crisis of models used in integrated environmental assessment. Futures, 34, van der Sluijs, J., Risbey, J., Kloprogge, P., Ravetz, J., Funtowicz, S., Corral Quintana, S., Guimarães Pereira, Â, De Marchi, B., Petersen, A., Janssen, P., Hoppe, R. and Huijs, S.W.F. (2003). RIVM/MNP Guidance for Uncertainty Assessment and Communication: Detailed Guidance. Report nr: NWS-E Utrecht University, Utrecht, The Netherlands. van der Sluijs, J., Janssen, P., Petersen, A., Kloprogge, P., Risbey, J., Tuinstra, W. and Ravetz, J. (2004). RIVM/MNP Guidance for Uncertainty Assessment and Communication: Tool Catalogue for Uncertainty Assessment. Report nr: NWS-E Utrecht University, Utrecht, The Netherlands. Walker, W., Harremoës, P., Rotmans, J., van der Sluijs, J., van Asselt, M. Janssen, P. and Krayer von Krauss M. (2003). Defining uncertainty: a conceptual basis for uncertainty management in model-based decision support. Integrated Assessment, 4(1),
Uncertainty concepts, types, sources
Copernicus Institute SENSE Autumn School Dealing with Uncertainties Bunnik, 8 Oct 2012 Uncertainty concepts, types, sources Dr. Jeroen van der Sluijs j.p.vandersluijs@uu.nl Copernicus Institute, Utrecht
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
Geo Risk Scan Getting grips on geotechnical risks
Geo Risk Scan Getting grips on geotechnical risks T.J. Bles & M.Th. van Staveren Deltares, Delft, the Netherlands P.P.T. Litjens & P.M.C.B.M. Cools Rijkswaterstaat Competence Center for Infrastructure,
European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction
European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction The Bologna Declaration (1999) sets out the objective of increasing the international
School Inspection in Hesse/Germany
Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework
Higher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
EPA RESOURCE KIT: EPA RESEARCH Report Series No. 131 BRIDGING THE GAP BETWEEN SCIENCE AND POLICY
EPA RESOURCE KIT: BRIDGING THE GAP BETWEEN SCIENCE AND POLICY Resource 1 BRIDGE: Tools for science-policy communication EPA RESEARCH Report Series No. 131 Developed by Professor Anna Davies Dr. Joanne
Introduction. 1. Evidence-informed teaching Prelude
1. Evidence-informed teaching 1.1. Prelude A conversation between three teachers during lunch break Rik: Barbara: Rik: Cristina: Barbara: Rik: Cristina: Barbara: Rik: Barbara: Cristina: Why is it that
Davidson College Library Strategic Plan
Davidson College Library Strategic Plan 2016-2020 1 Introduction The Davidson College Library s Statement of Purpose (Appendix A) identifies three broad categories by which the library - the staff, the
COMPETENCY-BASED STATISTICS COURSES WITH FLEXIBLE LEARNING MATERIALS
COMPETENCY-BASED STATISTICS COURSES WITH FLEXIBLE LEARNING MATERIALS Martin M. A. Valcke, Open Universiteit, Educational Technology Expertise Centre, The Netherlands This paper focuses on research and
National and Regional performance and accountability: State of the Nation/Region Program Costa Rica.
National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. Miguel Gutierrez Saxe. 1 The State of the Nation Report: a method to learn and think about a country.
Developing creativity in a company whose business is creativity By Andy Wilkins
Developing creativity in a company whose business is creativity By Andy Wilkins Background and Purpose of this Article The primary purpose of this article is to outline an intervention made in one of the
Programme Specification
Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science
Delaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August
MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE
MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl
MAINTAINING CURRICULUM CONSISTENCY OF TECHNICAL AND VOCATIONAL EDUCATIONAL PROGRAMS THROUGH TEACHER DESIGN TEAMS
Man In India, 95(2015) (Special Issue: Researches in Education and Social Sciences) Serials Publications MAINTAINING CURRICULUM CONSISTENCY OF TECHNICAL AND VOCATIONAL EDUCATIONAL PROGRAMS THROUGH TEACHER
Quality in University Lifelong Learning (ULLL) and the Bologna process
Quality in University Lifelong Learning (ULLL) and the Bologna process The workshop will critique various quality models and tools as a result of EU LLL policy, such as consideration of the European Standards
Evaluation of Usage Patterns for Web-based Educational Systems using Web Mining
Evaluation of Usage Patterns for Web-based Educational Systems using Web Mining Dave Donnellan, School of Computer Applications Dublin City University Dublin 9 Ireland daviddonnellan@eircom.net Claus Pahl
Evaluation of Usage Patterns for Web-based Educational Systems using Web Mining
Evaluation of Usage Patterns for Web-based Educational Systems using Web Mining Dave Donnellan, School of Computer Applications Dublin City University Dublin 9 Ireland daviddonnellan@eircom.net Claus Pahl
A Note on Structuring Employability Skills for Accounting Students
A Note on Structuring Employability Skills for Accounting Students Jon Warwick and Anna Howard School of Business, London South Bank University Correspondence Address Jon Warwick, School of Business, London
Learning and Teaching
Learning and Teaching Set Induction and Closure: Key Teaching Skills John Dallat March 2013 The best kind of teacher is one who helps you do what you couldn t do yourself, but doesn t do it for you (Child,
Submitted to IFIP World Computer Congress Montreal 2002
Submitted to IFIP World Computer Congress Montreal 2002 Stream 3: TelE Learning Track: Lifelong learning Topic: Scenario for redesign & Learning in a real-life setting Type of content: exemplary project
A Study of Metacognitive Awareness of Non-English Majors in L2 Listening
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 4, No. 3, pp. 504-510, May 2013 Manufactured in Finland. doi:10.4304/jltr.4.3.504-510 A Study of Metacognitive Awareness of Non-English Majors
Practice Examination IREB
IREB Examination Requirements Engineering Advanced Level Elicitation and Consolidation Practice Examination Questionnaire: Set_EN_2013_Public_1.2 Syllabus: Version 1.0 Passed Failed Total number of points
Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework
Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the
M.S. in Environmental Science Graduate Program Handbook. Department of Biology, Geology, and Environmental Science
M.S. in Environmental Science Graduate Program Handbook Department of Biology, Geology, and Environmental Science Welcome Welcome to the Master of Science in Environmental Science (M.S. ESC) program offered
AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC PP. VI, 282)
B. PALTRIDGE, DISCOURSE ANALYSIS: AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC. 2012. PP. VI, 282) Review by Glenda Shopen _ This book is a revised edition of the author s 2006 introductory
UML MODELLING OF DIGITAL FORENSIC PROCESS MODELS (DFPMs)
UML MODELLING OF DIGITAL FORENSIC PROCESS MODELS (DFPMs) Michael Köhn 1, J.H.P. Eloff 2, MS Olivier 3 1,2,3 Information and Computer Security Architectures (ICSA) Research Group Department of Computer
Note: Principal version Modification Amendment Modification Amendment Modification Complete version from 1 October 2014
Note: The following curriculum is a consolidated version. It is legally non-binding and for informational purposes only. The legally binding versions are found in the University of Innsbruck Bulletins
PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title Digital Architecture 5 UCAS/Programme Code 5112 6 Programme
Swinburne University of Technology 2020 Plan
Swinburne University of Technology 2020 Plan science technology innovation Swinburne University of Technology 2020 Plan Embracing change This is an exciting time for Swinburne. Tertiary education is undergoing
Researcher Development Assessment A: Knowledge and intellectual abilities
Researcher Development Assessment A: Knowledge and intellectual abilities Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able
Date Re Our ref Attachment Direct dial nr 2 februari 2017 Discussion Paper PH
IAASB Attn. Prof. Arnold Schilder, RA Chairman 529 Fifth Avenue, 6th Floor New York, New York 10017 USA Submitted via website Date Re Our ref Attachment Direct dial nr 2 februari 2017 Discussion Paper
Tutor s Guide TARGET AUDIENCES. "Qualitative survey methods applied to natural resource management"
Tutor s Guide "Qualitative survey methods applied to natural resource management" This document is the complement to the student's guide, "Welcome to the training". It provides you, as the teacher, trainer,
Master s Programme in European Studies
Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and
TU-E2090 Research Assignment in Operations Management and Services
Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara
Accountability in the Netherlands
Accountability in the Netherlands Anton Béguin Cambridge, 19 October 2009 2 Ideal: Unobtrusive indicators of quality 3 Accountability System level international assessments National assessments School
MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION
MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION Overview of the Policy, Planning, and Administration Concentration Policy, Planning, and Administration Concentration Goals and Objectives Policy,
PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme
Higher Education Review of University of Hertfordshire
Higher Education Review of University of Hertfordshire December 2015 Contents About this review... 1 Key findings... 2 QAA's judgements about the University of Hertfordshire... 2 Good practice... 2 Affirmation
EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009
EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 Copyright 2009 by the European University Association All rights reserved. This information may be freely used and copied for
A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING
A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING Yong Sun, a * Colin Fidge b and Lin Ma a a CRC for Integrated Engineering Asset Management, School of Engineering Systems, Queensland
Lifelong Learning Programme. Implementation of the European Agenda for Adult Learning
Lifelong Learning Programme Implementation of the European Agenda for Adult Learning Peer learning activity on supporting adults into work by connecting European instruments EQF, ECVET and validation of
Developing Students Research Proposal Design through Group Investigation Method
IOSR Journal of Research & Method in Education (IOSR-JRME) e-issn: 2320 7388,p-ISSN: 2320 737X Volume 7, Issue 1 Ver. III (Jan. - Feb. 2017), PP 37-43 www.iosrjournals.org Developing Students Research
Key concepts for the insider-researcher
02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness
Concept mapping instrumental support for problem solving
40 Int. J. Cont. Engineering Education and Lifelong Learning, Vol. 18, No. 1, 2008 Concept mapping instrumental support for problem solving Slavi Stoyanov* Open University of the Netherlands, OTEC, P.O.
SURVEY RESEARCH POLICY TABLE OF CONTENTS STATEMENT OF POLICY REASON FOR THIS POLICY
SURVEY RESEARCH POLICY Volume : APP/IP Chapter : R1 Responsible Executive: Provost and Executive Vice President Responsible Office: Institutional and Community Engagement, Institutional Effectiveness Date
Stakeholder Engagement and Communication Plan (SECP)
Stakeholder Engagement and Communication Plan (SECP) Summary box REVIEW TITLE 3ie GRANT CODE AUTHORS (specify review team members who have completed this form) FOCAL POINT (specify primary contact for
Australia s tertiary education sector
Australia s tertiary education sector TOM KARMEL NHI NGUYEN NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH Paper presented to the Centre for the Economics of Education and Training 7 th National Conference
MBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits.
MBA 5652, Research Methods Course Syllabus Course Description Guides students in advancing their knowledge of different research principles used to embrace organizational opportunities and combat weaknesses
Summary results (year 1-3)
Summary results (year 1-3) Evaluation and accountability are key issues in ensuring quality provision for all (Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school
Programme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
DSTO WTOIBUT10N STATEMENT A
(^DEPARTMENT OF DEFENcT DEFENCE SCIENCE & TECHNOLOGY ORGANISATION DSTO An Approach for Identifying and Characterising Problems in the Iterative Development of C3I Capability Gina Kingston, Derek Henderson
Internship Department. Sigma + Internship. Supervisor Internship Guide
Internship Department Sigma + Internship Supervisor Internship Guide April 2016 Content The place of an internship in the university curriculum... 3 Various Tasks Expected in an Internship... 3 Competencies
Teaching and Examination Regulations Master s Degree Programme in Media Studies
Teaching and Examination Regulations 2016 Master s Degree Programme in Media Studies Erasmus School of History, Culture and Communication Erasmus Universiteit Rotterdam Table of Contents Page Section 1
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction
Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS
CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS Introduction Background 1. The Immigration Advisers Licensing Act 2007 (the Act) requires anyone giving advice
Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
DICE - Final Report. Project Information Project Acronym DICE Project Title
DICE - Final Report Project Information Project Acronym DICE Project Title Digital Communication Enhancement Start Date November 2011 End Date July 2012 Lead Institution London School of Economics and
SACS Reaffirmation of Accreditation: Process and Reports
Agenda Greetings and Overview SACS Reaffirmation of Accreditation: Process and Reports Quality Enhancement h t Plan (QEP) Discussion 2 Purpose Inform campus community about SACS Reaffirmation of Accreditation
INQUIRE: International Collaborations for Inquiry Based Science Education
INQUIRE: International Collaborations for Inquiry Based Science Education Alla Andreeva, Costantino Bonomi, Serena Dorigotti and Suzanne Kapelari M.V. Lomonosov Moscow State University Botanic Garden MUSE,
The Good Judgment Project: A large scale test of different methods of combining expert predictions
The Good Judgment Project: A large scale test of different methods of combining expert predictions Lyle Ungar, Barb Mellors, Jon Baron, Phil Tetlock, Jaime Ramos, Sam Swift The University of Pennsylvania
MULTIDISCIPLINARY TEAM COMMUNICATION THROUGH VISUAL REPRESENTATIONS
INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION SEPTEMBER 4 & 5 2008, UNIVERSITAT POLITECNICA DE CATALUNYA, BARCELONA, SPAIN MULTIDISCIPLINARY TEAM COMMUNICATION THROUGH VISUAL REPRESENTATIONS
English for Specific Purposes World ISSN Issue 34, Volume 12, 2012 TITLE:
TITLE: The English Language Needs of Computer Science Undergraduate Students at Putra University, Author: 1 Affiliation: Faculty Member Department of Languages College of Arts and Sciences International
What is beautiful is useful visual appeal and expected information quality
What is beautiful is useful visual appeal and expected information quality Thea van der Geest University of Twente T.m.vandergeest@utwente.nl Raymond van Dongelen Noordelijke Hogeschool Leeuwarden Dongelen@nhl.nl
Developing an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
Henley Business School at Univ of Reading
MSc in Corporate Real Estate For students entering in 2012/3 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme
BSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
Paper ECER Student Performance and Satisfaction in Continuous Learning Pathways in Dutch VET
Paper ECER 0 Student Performance and Satisfaction in Continuous Learning Pathways in Dutch VET Harm J.A. Biemans Education & Competence Studies Group Wageningen University & Research Centre P.O. Box 830
b) Allegation means information in any form forwarded to a Dean relating to possible Misconduct in Scholarly Activity.
University Policy University Procedure Instructions/Forms Integrity in Scholarly Activity Policy Classification Research Approval Authority General Faculties Council Implementation Authority Provost and
Deploying Agile Practices in Organizations: A Case Study
Copyright: EuroSPI 2005, Will be presented at 9-11 November, Budapest, Hungary Deploying Agile Practices in Organizations: A Case Study Minna Pikkarainen 1, Outi Salo 1, and Jari Still 2 1 VTT Technical
CHAPTER 4: RESEARCH DESIGN AND METHODOLOGY
CHAPTER 4: RESEARCH DESIGN AND METHODOLOGY 4.1. INTRODUCTION Chapter 4 outlines the research methodology for the research, which enabled the researcher to explore the impact of the IFNP in Kungwini. According
Individual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK
Individual Interdisciplinary Doctoral Program at Washington State University 2017-2018 Faculty/Student HANDBOOK Revised August 2017 For information on the Individual Interdisciplinary Doctoral Program
A cautionary note is research still caught up in an implementer approach to the teacher?
A cautionary note is research still caught up in an implementer approach to the teacher? Jeppe Skott Växjö University, Sweden & the University of Aarhus, Denmark Abstract: In this paper I outline two historically
Navigating in a sea of risks: MARISCO, a conservation planning method used in risk robust and ecosystem based adaptation strategies
Navigating in a sea of risks: MARISCO, a conservation planning method used in risk robust and ecosystem based adaptation strategies CC & Nature Conservation in Europe 25-27 June 2013, Bonn/Germany Stefan
Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse
Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse Rolf K. Baltzersen Paper submitted to the Knowledge Building Summer Institute 2013 in Puebla, Mexico Author: Rolf K.
BSc Food Marketing and Business Economics with Industrial Training For students entering Part 1 in 2015/6
BSc Food Marketing and Business Economics with Industrial Training For students entering Part 1 in 2015/6 UCAS code: DL61 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s):
Effective practices of peer mentors in an undergraduate writing intensive course
Effective practices of peer mentors in an undergraduate writing intensive course April G. Douglass and Dennie L. Smith * Department of Teaching, Learning, and Culture, Texas A&M University This article
Conceptual Framework: Presentation
Meeting: Meeting Location: International Public Sector Accounting Standards Board New York, USA Meeting Date: December 3 6, 2012 Agenda Item 2B For: Approval Discussion Information Objective(s) of Agenda
Quality assurance of Authority-registered subjects and short courses
Quality assurance of Authority-registered subjects and short courses 170133 The State of Queensland () 2017 PO Box 307 Spring Hill QLD 4004 Australia 154 Melbourne Street, South Brisbane Phone: (07) 3864
Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)
Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference
Nottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course
5 Early years providers
5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special
Scenario Design for Training Systems in Crisis Management: Training Resilience Capabilities
Scenario Design for Training Systems in Crisis Management: Training Resilience Capabilities Amy Rankin 1, Joris Field 2, William Wong 3, Henrik Eriksson 4, Jonas Lundberg 5 Chris Rooney 6 1, 4, 5 Department
CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION. Relevant QAA subject benchmarking group:
CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION Awarding Institution: The University of Reading Teaching Institution: The University of Reading Relevant QAA subject benchmarking group: Faculty
The Use of Statistical, Computational and Modelling Tools in Higher Learning Institutions: A Case Study of the University of Dodoma
International Journal of Computer Applications (975 8887) The Use of Statistical, Computational and Modelling Tools in Higher Learning Institutions: A Case Study of the University of Dodoma Gilbert M.
EQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
MODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF BOLOGNA: ECTS AND THE TUNING APPROACH
EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM (ECTS): Priorities and challenges for Lithuanian Higher Education Vilnius 27 April 2011 MODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF
Graduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS
CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS Pirjo Moen Department of Computer Science P.O. Box 68 FI-00014 University of Helsinki pirjo.moen@cs.helsinki.fi http://www.cs.helsinki.fi/pirjo.moen
HARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
Initial teacher training in vocational subjects
Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it
Education and Examination Regulations for the Bachelor's Degree Programmes
Education and Examination Regulations for the Bachelor's Degree Programmes Nijmegen School of Management 2012-2013 Business Administration Public Administration Economics and Business Economics Political
Early Warning System Implementation Guide
Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System
A Pipelined Approach for Iterative Software Process Model
A Pipelined Approach for Iterative Software Process Model Ms.Prasanthi E R, Ms.Aparna Rathi, Ms.Vardhani J P, Mr.Vivek Krishna Electronics and Radar Development Establishment C V Raman Nagar, Bangalore-560093,
Economics. Nijmegen School of Management, Radboud University Nijmegen
Economics Nijmegen School of Management, Radboud University Nijmegen QANU, October 2012 Quality Assurance Netherlands Universities (QANU) Catharijnesingel 56 PO Box 8035 3503 RA Utrecht The Netherlands
WP 2: Project Quality Assurance. Quality Manual
Ask Dad and/or Mum Parents as Key Facilitators: an Inclusive Approach to Sexual and Relationship Education on the Home Environment WP 2: Project Quality Assurance Quality Manual Country: Denmark Author:
PROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing
PROGRAMME SPECIFICATION Section 1: Basic Data Awarding institution/body Teaching institution Delivery Location(s) Faculty responsible for programme Modular Scheme title UWE UWE UWE: St Matthias campus