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This paper aims to provide a systematic literature review of the state-of-the-art applications of climate information in humanitarian relief efforts, to further the knowledge of how climate science can be better integrated into the decision-making process of humanitarian supply chains.

A systematic literature review was conducted using a combination of key search terms developed from both climate science and humanitarian logistics literature. Articles from four major databases were retrieved, reduced and analyzed.

The study illustrates the status of application of climate information in humanitarian work, and identifies usability, collaboration and coordination as three key themes.

By delivering an overview of the current applications and challenges of climate information, this literature review proposes a three-phase conceptual framework.

The learning skills used by students at a technical college to fully participate in their classes were the focus of this investigation. Researchers shadowed two full-time students for one full day as they each went to their classes in a technical college in Qatar. An observation schedule was used to record what students did in their classes (for example: solve problems, listen to the teacher, ask questions). At the end of the day students were interviewed and asked to comment on the importance of the learning skills that they used, how they built the skills they needed and how to become a better student. It was found that students used a variety of learning skills throughout a typical day and that they had their own ideas about learning. The learning skills the two students used most during their classes were not the same, owing partly to the format of the courses and partly to personal learning approach. The four learning skills students identified as most important were: understand and apply concepts to current work; concentrate and maintain focus; follow written instructions; and ask questions. The information gathered in this investigation can be used to inform students, instructors and course planners about the skills students need to be active participants in their classes and to ensure that educators support the development of required learning skills.