Can we use a complex systems framework to model community-based learning?

2003 ◽  
Vol 24 (3) ◽  
pp. 32-38
Author(s):  
Elizabeth Charles
Soil Systems ◽  
2021 ◽  
Vol 5 (3) ◽  
pp. 39
Author(s):  
Benjamin L. Turner

Due to tightly coupled physical, chemical, and biological processes that often behave in nonlinear, counterintuitive ways, it is argued that soil is an archetype of a complex system. Unfortunately, human intuition and decision making has been shown to be inadequate when dealing with complex systems. This poses significant challenges for managers or policy makers responding to environmental externalities where soil dynamics play a central role (e.g., biogeochemical cycles) and where full ranges of outcomes result from numerous feedback processes not easily captured by reductionist approaches. In order to improve interpretation of these soil feedbacks, a dynamic systems framework is outlined (capturing feedback often excluded from investigation or left to intuition) and then applied to agroecosystem management problems related to irrigation or tillage practices that drive nutrient cycling (e.g., soil water, nitrogen, carbon, and sodium). Key soil feedbacks are captured via a variety of previously developed models simulating soil processes and their interactions. Results indicated that soil system trade-offs arising from conservation adoption (drip irrigation or no-tillage) provided reasonable supporting evidence (via compensating feedbacks) to managers justifying slow adoption of conservation practices. Modeling soils on the foundation provided in the complex systems sciences remains an area for innovations useful for improving soil system management.


2005 ◽  
Vol 29 (3-4) ◽  
pp. 192-208 ◽  
Author(s):  
Christopher Dale

Author(s):  
Heba Salem

This chapter describes the my experience as the instructor for a course rooted in community based learning theory that was forced to move online in spring, 2020, due to the novel coronavirus pandemic. The course, titled ‘CASA Without Borders’, allows Arabic language students in the Center for Arabic Study Abroad (CASA) program at The American University in Cairo (AUC) to leave the university environment and serve the community, while also benefiting from the experience both linguistically and culturally. This course was disrupted by the students’ mandatory return to the US from Cairo as a result of the COVID-19 outbreak, and continued remotely in an online format. This chapter describes the CASA program and explains both the purpose of the CASA Without Borders course and its significance to CASA students and to the program. It also describes and reflects upon my experience of continuing the course remotely during the ongoing pandemic.


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