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| Apgar, Marina J; Policy, Economic and Social Sciences, WorldFish Center; m.apgar@cgxchange.org; Allen, Will; Learning for Sustainability; willallennz@gmail.com; Moore, Kevin; Faculty of Environment, Society and Design, Lincoln University; kevin.moore@lincoln.ac.nz; Ataria, James; Te Matapuna, Kaupapa Maori Unit, Faculty of Agriculture and Life Sciences, Lincoln University; jamie.ataria@gmail.com. |
| Resilience is emerging as a promising vehicle for improving management of social-ecological systems that can potentially lead to more sustainable arrangements between environmental and social spheres. Central to an understanding of how to support resilience is the need to understand social change and its links with adaptation and transformation. Our aim is to contribute to insights about and understanding of underlying social dynamics at play in social-ecological systems. We argue that longstanding indigenous practices provide opportunities for investigating processes of adaptation and transformation. We use in-depth analysis of adaptation and transformation through engagement in participatory action research, focusing on the role of cultural and social... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Adaptation; Cultural practice; Guna; Reflection; Resilience; Ritual; Participatory action research; Transformation. |
| Ano: 2015 |
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| Tschakert, Petra; Department of Geography; Earth and Environmental Systems Institute (EESI), Pennsylvania State University; petra@psu.edu; Dietrich, Kathleen Ann; Department of Geography, Pennsylvania State University; kad984@psu.edu. |
| This paper is a methodological contribution to emerging debates on the role of learning, particularly forward-looking (anticipatory) learning, as a key element for adaptation and resilience in the context of climate change. First, we describe two major challenges: understanding adaptation as a process and recognizing the inadequacy of existing learning tools, with a specific focus on high poverty contexts and complex livelihood-vulnerability risks. Then, the article examines learning processes from a dynamic systems perspective, comparing theoretical aspects and conceptual advances in resilience thinking and action research/learning (AR/AL). Particular attention is paid to learning loops (cycles), critical reflection, spaces for learning, and power.... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Anticipatory capacity; Action research/learning; Climatic uncertainty; Iterative learning; Reflection; Learning spaces; Scenarios; Development. |
| Ano: 2010 |
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| Bertin, Xavier; De Bakker, Anouk; Van Dongeren, Ap; Coco, Giovanni; Andre, Gael; Ardhuin, Fabrice; Bonneton, Philippe; Bouchette, Frederic; Castelle, Bruno; Crawford, Wayne C.; Davidson, Mark; Deen, Martha; Dodet, Guillaume; Guerin, Thomas; Inch, Kris; Leckler, Fabien; Mccall, Robert; Muller, Heloise; Olabarrieta, Maitane; Roelvink, Dano; Ruessink, Gerben; Sous, Damien; Stutzmann, Eleonore; Tissier, Marion. |
| Infragravity (hereafter IG) waves are surface ocean waves with frequencies below those of wind-generated "short waves" (typically be- low 0.04 Hz). Here we focus on the most common type of IG waves, those induced by the presence of groups in incident short waves. Three related mechanisms explain their generation: (1) the development, shoaling and release of waves bound to the short-wave group envelopes (2) the modulation by these envelopes of the location where short waves break, and (3) the merging of bores (breaking wave front, resembling to a hydraulic jump) inside the surfzone. When reaching shallow water (O(1-10 m)), IG waves can transfer part of their energy back to higher frequencies, a process which is highly dependent on beach slope. On gently... |
| Tipo: Text |
Palavras-chave: Infragravity waves; Bound wave; Dissipation; Reflection; Sediment transport; Barrier breaching; Seiche; Earth hum. |
| Ano: 2018 |
URL: https://archimer.ifremer.fr/doc/00417/52876/53800.pdf |
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