scholarly journals Soils training and research: Who's legacy?

2021 ◽  
Author(s):  
Malika Mezeli ◽  
Daniel Evans ◽  
Davey Jones ◽  
Olivia Lawrenson ◽  
Philip Haygarth
Keyword(s):  
Soil Science ◽  
Easy Access ◽  
Research Knowledge ◽  
Doctoral Research ◽  
Training And Research ◽  
Ambitious Program ◽  
Development Goals ◽  
Training Resources ◽  
Uk Higher Education ◽  
Motion Graphic

<p>Soils Training and Research Studentships (STARS) is a NERC and BBSRC funded Centre for Doctoral Training (CDT).  The consortium comprises of four universities and four research institutes from around England, Scotland and Wales who are collaborating to offer training to PhD students in soil science. The program offered forty PhD studentships over four cohorts, which started in 2016 and due to complete in 2022. The ambitious program aimed to address the under representation of soil science and graduates in UK higher education institutes.</p><p>The comprehensive CDT supports cross-institute participation which allows a sharing of resources both human and physical promoting a cross-disciplinary research environment. Students have received group training from experts across the respective establishments encouraging inter-institute collaboration and support. Centralised funding has supported a range of outside training from motion graphic skills to clowning in public to genomics and statistics and the production of video media products by students and staff communicating their research and knowledge. In addition, the managerial structure at STARS has allowed for easy access to professional and industry placements for students. By building upon the traditional PhD experience, STARS has been able to facilitate not only quality doctoral research but also graduates with the skill set and networks required by the next generation of soils scientists to help achieve the 2030 Sustainable Development Goals.</p><p>Collectively, the STARS consortium has amassed a vast range of soils research, knowledge, skills and training resources. To remain ambitious and forward focused our legacy project will bring together these resources and continue to work to build on the relationships forged under STARS and into the broader soil community.   These resources will be accessible to those outside of STARS and outside of the research community because resources that offer the tools to support healthy soils, clean water, access to healthy food is not our legacy, it is everyone’s.  The legacy we are left with will not only be comprised of our journal publications but our success in sharing our knowledge, translating our findings and being active participants in global dialogues.</p>

scholarly journals FORUM paper: The significance of soils and soil science towards realization of the UN sustainable development goals (SDGs)

2016 ◽  
Author(s):  
S. D. Keesstra ◽  
J. Bouma ◽  
J. Wallinga ◽  
P. Tittonell ◽  
P. Smith ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Ecosystem Services ◽  
Primary Schools ◽  
Sustainable Development Goals ◽  
Soil Science ◽  
Transfer Of Knowledge ◽  
Policy Cycle ◽  
Effective Manner ◽  
Development Goals ◽  
Policy Arena

Abstract. In this FORUM paper we discuss how soil scientists can help to reach the recently adopted UN Sustainable Development Goals in the most effective manner. Soil science, as a land-related discipline has important links to several of the SDGs which are demonstrated through the functions of soils and the ecosystem services that are linked to those functions. We explore and discuss how soil scientists can rise to the challenge both internally, in terms of our procedures and practices, and externally in terms of our relations with colleague scientists in other disciplines, diverse groups of stakeholders and the policy arena. To meet these goals we recommend the following steps to be taken by the soil science community as a whole: (i) Embrace the UN Sustainable Development Goals, as they provide a platform that allows soil science to demonstrate its relevance for realizing a sustainable society by 2030. (ii) Show the specific value of soil science: Research should explicitly show how using modern soil information can improve the results of inter- and trans-disciplinary studies on SDGs related to food security, water scarcity, climate change, biodiversity loss and health threats. (iii) Given the integrative nature of soils, soil scientists are in a unique position to take leadership in overarching systems-analyses of ecosystems; (iii) Raise awareness of soil organic matter as a key attribute of soils to illustrate its importance for soil functions and ecosystem services; (iv) Improve the transfer of knowledge through knowledge brokers with a soil background; (v) Start at the basis: educational programs are needed at all levels, starting in primary schools, and emphasizing practical, down-to-earth examples; (vi) Facilitate communication with the policy arena by framing research in terms that resonate with politicians in terms of the policy cycle or by considering drivers, pressures and responses affecting impacts of land use change; and finally (vii) all this is only possible if researchers, with soil scientists in the frontlines, look over the hedge towards other disciplines, to the world-at-large and to the policy arena, reaching over to listen first, as a basis for genuine collaboration.

scholarly journals Soil Security in Sustainable Development

Soil Systems ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 5 ◽  
Author(s):  
Johan Bouma
Keyword(s):  
Sustainable Development ◽  
Science Research ◽  
Soil Science ◽  
Research Progress ◽  
Future Research ◽  
Climate Mitigation ◽  
Clear Guideline ◽  
Development Goals ◽  
Five Cs ◽  
Definition Of

The United Nations (UN) Sustainable Development Goals (SDGs) provide an excellent channel to demonstrate the significance of soils when considering e.g., food production, water availability, climate mitigation and biodiversity preservation. For environmental sciences, including soil science, the SDGs provide “a point at the horizon” for future research. Progress to achieve the SDGs by 2030 will bureaucratically be monitored by targets and indicators but questions as to how effective research should be organized remain unanswered so far. The soil security concept, based on the five Cs (capability, condition, capital, connectivity and codification) can provide a clear guideline for soil science research, defining soil functions contributing to interdisciplinary ecosystem services that, in turn, can define measures to reach SDGs. A “storyline” is proposed linking the five Cs, emphasizing connectivity that becomes increasingly important in our modern “fact-free” world. The traditional linear research model does not apply when characterizing SDGs because of many conflicting interests that don’t allow definition of specific “solutions”. But different action-perspectives can be defined as a basis for decision making, creating much needed transparency in the decision process. Soil contributions are most effective when framed in the context of soil-water-atmosphere-plant models. Proper codification, including clear and candid communication with stakeholders, is essential to link science with society, a link that needs improvement.

Social Work Education: Research

2013 ◽  
Author(s):  
David E. Biegel ◽  
Susan Yoon
Keyword(s):  
Social Work ◽  
Research Training ◽  
Federally Funded ◽  
Research Knowledge ◽  
Research Education ◽  
Doctoral Level ◽  
Doctoral Research ◽  
Work Education ◽  
Interest In Research

Research education at the bachelor’s and master’s levels has attempted to address concerns related to students’ purported lack of interest in research courses and graduates’ failure to conduct research as practitioners. Research education at the doctoral level has benefitted from a significant increase in the number of faculty members with federally funded research grants, although the quality of doctoral research training across programs is uneven. A continuum of specific objectives for research curricula at the baccalaureate, master’s, and doctoral levels is needed to lead to clearer specifications of research knowledge and skills that should be taught in all schools of social work.

scholarly journals Implementation of Bioenergy Systems towards Achieving United Nations’ Sustainable Development Goals in Rural Bangladesh

2019 ◽  
Vol 11 (14) ◽  
pp. 3814 ◽  
Author(s):  
Khondokar M. Rahman ◽  
David J. Edwards ◽  
Lynsey Melville ◽  
Hatem El-Gohary
Keyword(s):  
Sustainable Development ◽  
Rural Communities ◽  
Rural Areas ◽  
Indoor Air Pollution ◽  
Sustainable Development Goals ◽  
Clean Energy ◽  
Easy Access ◽  
Time Saving ◽  
Energy Deficiency ◽  
Development Goals

This research presents a conceptual model to illustrate how people living in rural areas can harness bioenergy to create beneficial ‘community-driven’ income-generating activities. The research is contextualised within the rural developing areas of Bangladesh where people live in abject poverty and energy deficiency. The research methodology applied in this study aims to determine the basic requirements for implementing community-based anaerobic digestion (AD) facilities and illustrate how an AD facility positively impacts upon the lives of rural communities directly after its installation. The survey results demonstrate that implementing a biogas plant can save 1 h and 43 min of worktime per day for a rural family where women are generally expected to for cook (by the long-term tradition). In addition to the positive impacts on health and climate change through adoption of clean energy generation, this time saving could be utilised to improve women′s and children’s education. The research concludes that, by providing easy access to clean bioenergy, AD can change people’s quality of life, yielding major social, economic and environmental transformations; key benefits include: extending the working day; empowering women; reducing indoor air pollution; and improving people’s health and welfare. Each of these tangible benefits can positively contribute towards achievement of the UN’s Sustainable Development Goals. This work demonstrates the potential to increase the implementation of AD systems in other developing world countries that have similar geographic and socioeconomic conditions.

scholarly journals TECHNOLOGICAL ADVANCEMENT AND CHILD-FRIENDLY EDUCATION IN NIGERIA: A POST-COVID REVIEW

2021 ◽  
Author(s):  
Esther Ololade Adekunle ◽  
◽  
Olawale Yinusa Olonade ◽  
Olaniyi Trust Ayodele ◽  
Tayo Ola George
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
Easy Access ◽  
Technology In Education ◽  
Technological Advancement ◽  
Development Goals ◽  
Child Friendly ◽  
The United Nations

Over the years, education has been a source of sustainable development in many countries in the world. Unfortunately, even though it is a potent weapon for measuring a country's development, it has suffered setbacks resulting in poor quality education. Quality Education is a significant prerequisite for developing every country's one of the United Nations' sustainable development goals. According to the United Nations, every child is entitled to quality and accessible education equipped with skills useful for their future development. For a child to enjoy quality education regarding the United Nations Sustainable Development Goals, technology is necessary. Technology in education has helped solve many problems, making life-learning processes enjoyable and exciting for every child to learn. The adoption of technology in education comes with many advantages embedded in improving communication and research. However, some challenges have affected easy access to learning, which has led to low participation in educational activities. This study embraces the Modernization theory, which talks about the description and explanation of transformation processes from a simple traditional society to a more complex modern society in all spheres of life. Hence, this paper seeks to examine the challenges and impacts of technological advancement in education in Nigeria. Keywords: Technology, Education, Child friendly, Sustainable Development, UNESCO, UNICEF

scholarly journals Facing policy challenges with inter- and transdisciplinary soil research focused on the UN Sustainable Development Goals

SOIL ◽  
2016 ◽  
Vol 2 (2) ◽  
pp. 135-145 ◽  
Author(s):  
Johan Bouma ◽  
Luca Montanarella
Keyword(s):  
Land Use ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Research Effort ◽  
Interdisciplinary Studies ◽  
Sustainable Land Use ◽  
Soil Science ◽  
Design Decision ◽  
Policy Cycle ◽  
Development Goals

Abstract. Our current information society, populated by increasingly well-informed and critical stakeholders, presents a challenge to both the policy and science arenas. The introduction of the UN Sustainable Development Goals (SDGs) offers a unique and welcome opportunity to direct joint activities towards these goals. Soil science, even though it is not mentioned as such, plays an important role in realizing a number of SDGs focusing on food, water, climate, health, biodiversity, and sustainable land use. A plea is made for a systems approach to land use studies, to be initiated by soil scientists, in which these land-related SDGs are considered in an integrated manner. To connect with policy makers and stakeholders, two approaches are functional. The first of these is the policy cycle when planning and executing research, which includes signaling, design, decision making, implementation, and evaluation. Many current research projects spend little time on signaling, which may lead to disengagement of stakeholders. Also, implementation is often seen as the responsibility of others, while it is crucial to demonstrate – if successful – the relevance of soil science. The second approach is the DPSIR approach when following the policy cycle in land-related research, distinguishing external drivers, pressures, impact, and responses to land use change that affect the state of the land in the past, present, and future. Soil science cannot by itself realize SDGs, and interdisciplinary studies on ecosystem services (ESs) provide an appropriate channel to define contributions of soil science in terms of the seven soil functions. ESs, in turn, can contribute to addressing the six SDGs (2, 3, 6, 12, 13, and 15) with an environmental, land-related character. SDGs have a societal focus and future soil science research can only be successful if stakeholders are part of the research effort in transdisciplinary projects, based on the principle of time-consuming "joint learning". The internal organization of the soil science discipline is not yet well tuned to the needs of inter- and transdisciplinary approaches.

scholarly journals Invited perspectives: Building sustainable and resilient communities – recommended actions for natural hazard scientists

2021 ◽  
Vol 21 (1) ◽  
pp. 187-202
Author(s):  
Joel C. Gill ◽  
Faith E. Taylor ◽  
Melanie J. Duncan ◽  
Solmaz Mohadjer ◽  
Mirianna Budimir ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Natural Hazard ◽  
Hazard Analysis ◽  
Good Practice ◽  
Disaster Risk ◽  
The Sustainable Development ◽  
Resilient Communities ◽  
Training And Research ◽  
Science Community ◽  
Development Goals

Abstract. Reducing disaster risk is critical to securing the ambitions of the Sustainable Development Goals (SDGs), and natural hazard scientists make a key contribution to achieving this aim. Understanding Earth processes and dynamics underpins hazard analysis, which (alongside analysis of other disaster risk drivers) informs the actions required to manage and reduce disaster risk. Here we suggest how natural hazard research scientists can better contribute to the planning and development of sustainable and resilient communities through improved engagement in disaster risk reduction (DRR). Building on existing good practice, this perspective piece aims to provoke discussion in the natural hazard science community about how we can strengthen our engagement in DRR. We set out seven recommendations for enhancing the integration of natural hazard science into DRR: (i) characterise multi-hazard environments; (ii) prioritise effective, positive, long-term partnerships; (iii) understand and listen to your stakeholders; (iv) embed cultural understanding into natural hazard research; (v) ensure improved and equitable access to hazard information; (vi) champion people-centred DRR (leaving no one behind); and (vii) improve links between DRR and sustainable development. We then proceed to synthesise key actions that natural hazard scientists and research funders should consider taking to improve education, training, and research design and to strengthen institutional, financial, and policy actions. We suggest that these actions should help to strengthen the effective application of natural hazard science to reduce disaster risk. By recognising and taking steps to address the issues raised in these recommendations, we propose that the natural hazard science community can more effectively contribute to the inter-/transdisciplinary, integrated work required to improve DRR.

scholarly journals The significance of soils and soil science towards realization of the United Nations Sustainable Development Goals

SOIL ◽  
2016 ◽  
Vol 2 (2) ◽  
pp. 111-128 ◽  
Author(s):  
Saskia D. Keesstra ◽  
Johan Bouma ◽  
Jakob Wallinga ◽  
Pablo Tittonell ◽  
Pete Smith ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Ecosystem Services ◽  
Primary Schools ◽  
Sustainable Development Goals ◽  
System Analysis ◽  
Soil Science ◽  
Transfer Of Knowledge ◽  
Effective Manner ◽  
Development Goals ◽  
Policy Arena

Abstract. In this forum paper we discuss how soil scientists can help to reach the recently adopted UN Sustainable Development Goals (SDGs) in the most effective manner. Soil science, as a land-related discipline, has important links to several of the SDGs, which are demonstrated through the functions of soils and the ecosystem services that are linked to those functions (see graphical abstract in the Supplement). We explore and discuss how soil scientists can rise to the challenge both internally, in terms of our procedures and practices, and externally, in terms of our relations with colleague scientists in other disciplines, diverse groups of stakeholders and the policy arena. To meet these goals we recommend the following steps to be taken by the soil science community as a whole: (i) embrace the UN SDGs, as they provide a platform that allows soil science to demonstrate its relevance for realizing a sustainable society by 2030; (ii) show the specific value of soil science: research should explicitly show how using modern soil information can improve the results of inter- and transdisciplinary studies on SDGs related to food security, water scarcity, climate change, biodiversity loss and health threats; (iii) take leadership in overarching system analysis of ecosystems, as soils and soil scientists have an integrated nature and this places soil scientists in a unique position; (iii) raise awareness of soil organic matter as a key attribute of soils to illustrate its importance for soil functions and ecosystem services; (iv) improve the transfer of knowledge through knowledge brokers with a soil background; (v) start at the basis: educational programmes are needed at all levels, starting in primary schools, and emphasizing practical, down-to-earth examples; (vi) facilitate communication with the policy arena by framing research in terms that resonate with politicians in terms of the policy cycle or by considering drivers, pressures and responses affecting impacts of land use change; and finally (vii) all this is only possible if researchers, with soil scientists in the front lines, look over the hedge towards other disciplines, to the world at large and to the policy arena, reaching over to listen first, as a basis for genuine collaboration.

scholarly journals POSTGRADUATE SUPERVISION PRACTICES IN EDUCATION RESEARCH AND THE CREATION OF OPPORTUNITIES FOR KNOWLEDGE SHARING

2021 ◽  
Vol 79 (2) ◽  
pp. 255-272
Author(s):  
Patrick Ngulube
Keyword(s):  
Knowledge Sharing ◽  
Knowledge Society ◽  
Postgraduate Education ◽  
Research Knowledge ◽  
Doctoral Research ◽  
Research Supervision ◽  
Team Supervision ◽  
Supervision Practices ◽  
Support Team ◽  
Supervisory Practices

Supervisory practices are fundamental to the production of research in higher education, but these practices are undertheorized and poorly understood. Academia needs to understand and engage with supervisory pedagogies to reinforce their importance in knowledge production and the development of a knowledge society. Using content analysis of master’s and doctoral research outputs completed between 2010 and 2016, this case study investigated postgraduate supervision practices in education in South Africa, and their implication for knowledge sharing in context. The findings showed that supervision in education has remained rooted in the classic individualistic model, with team supervision not prevalent. The benefits of team supervision relative to the individualistic model are highlighted. Acknowledgement of the range of competencies of supervisors and the growth of interdisciplinary and multidisciplinary research signals the value of the team supervision model. In addition to improving research support, team supervision also creates communicative spaces and opportunities for knowledge sharing and the development of supervisors. Keywords: communicative spaces, higher degrees research, knowledge sharing, postgraduate education, postgraduate research supervision, research supervision styles, supervision models

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