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Article
Publication date: 8 June 2015

Julian Matzenberger, Nigel Hargreaves, Debadayita Raha and Priyan Dias

The purpose of this paper is to outline different notions of the term resilience used in scientific disciplines and consequently explore how the concept can be applied to…

Abstract

Purpose

The purpose of this paper is to outline different notions of the term resilience used in scientific disciplines and consequently explore how the concept can be applied to energy systems. The concept of resilience has emerged recently in scientific discourse. The major questions to be addressed are: Which definitions and underlying concepts of resilience are used in the scientific literature? How can resilience be defined with respect to energy systems and which underlying principles can be identified?

Design/methodology/approach

Building on this understanding, characteristics of the resilience concept used in various contexts are described and a methodology for selection of an indicator set for an energy resilience assessment is presented. The methodology for a resilience assessment outlined in this paper requires definition and clustering of a set of indicators describing a resilient system. It contributes to understanding system properties and supports the theory of how to improve system resilience.

Findings

It is argued that resilience can be defined as a function of vulnerability and adaptability, therefore increasing adaptability or reducing vulnerability can cause higher system resilience. Further attributes, determinants and properties of resilient systems to guide indicator selection and classification are suggested.

Originality/value

Definitions of resilience, vulnerability and adaptability are very much interlinked. A novel framework is proposed to foster the understanding of the interlinkage between these three terms and to cluster indicators to assess energy system resilience.

Details

International Journal of Disaster Resilience in the Built Environment, vol. 6 no. 2
Type: Research Article
ISSN: 1759-5908

Keywords

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Article
Publication date: 7 June 2013

Julian Matzenberger

The concept of resilience has emerged recently in scientific debate. The aim of this paper is to outline different notions of the term resilience and explore how the…

Abstract

Purpose

The concept of resilience has emerged recently in scientific debate. The aim of this paper is to outline different notions of the term resilience and explore how the concept of resilience can be applied in order to foster the understanding of complex systems in a learning environment.

Design/methodology/approach

Characteristics of the resilience concept used in scientific literature are outlined and a methodology is presented that enables an educated decision to be made upon selection of an indicator set for a resilience assessment.

Findings

In this paper, it is argued that vulnerability as well as adaptability shall be the two core components of the resilience concept. It is proposed that resilience is therefore formalised as a function of adaptability and vulnerability.

Originality/value

Definitions of resilience, vulnerability and adaptability are very much interlinked and it seems to be not always clear where the line between the different terms is. A novel framework is proposed to foster the understanding of the interlinkage between these three terms in interdisciplinary education, and to cluster indicators to assess system resilience.

Details

Multicultural Education & Technology Journal, vol. 7 no. 2/3
Type: Research Article
ISSN: 1750-497X

Keywords

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Article
Publication date: 9 November 2012

Emina Duraković, Britta Marion Feigl, Bettina Marion Fischer, Christopher Fleck, Lisa‐Maria Galler, Johannes Heinrich, Karin Kulmer, Birgitta Kurzweil, Markus Scholze, Raphael Stefan Sperl, René Unterköfler, Kurt Remele, Julian Matzenberger and Gilbert Ahamer

The purpose of this paper is to show a practical case of dialogic web‐based learning that has provided a set of questions analysing two complex technological projects in…

Abstract

Purpose

The purpose of this paper is to show a practical case of dialogic web‐based learning that has provided a set of questions analysing two complex technological projects in “southern” countries with effects on multicultural equity.

Design/methodology/approach

Structured online review processes in multicultural and systems science curricula allow for high density of literature‐based reflection and analysis.

Findings

The entirety of the set of over 50 questions developed by the proposed web‐based dialogic procedure represents a starting point for an in‐depth assessment of the effects of deploying “northern” technology in “southern” countries.

Research limitations/implications

The present case study concentrates on energy technology, notably on two hydroelectric plants presently under construction in Ilısu, Turkey, and Belo Monte, Brazil.

Practical implications

The multitude of questions calls for complex technological construction projects that have to undertake sound interdisciplinary in‐depth analysis of technological, environmental, economic, cultural and social consequences in order to secure a necessary level of economic, environmental and social sustainability.

Social implications

Application of widely accepted planning tools such as technology assessment, environmental impact assessment and strategic environmental assessment are useful but have to be complemented by analogous tools at a cultural and social level.

Originality/value

This case study operates through questioning, largely in the Socratic tradition. Questions may trigger a broad discussion process within civil societies – which is the intention of the present text.

Details

Multicultural Education & Technology Journal, vol. 6 no. 4
Type: Research Article
ISSN: 1750-497X

Keywords

Content available
Article
Publication date: 7 June 2013

Gilbert Ahamer

Abstract

Details

Multicultural Education & Technology Journal, vol. 7 no. 2/3
Type: Research Article
ISSN: 1750-497X

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Book part
Publication date: 5 December 2014

Abstract

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

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