![]() ![]() We show that no panacea exists, but that systems thinking may help identify a range of intervention points, some more sensitive than others, that could support a social–ecological transformation towards sustainability. Our analysis reveals that a diversity of action situations, including water, agricultural, environmental, energy, and land governance, but also the monarchy’s underlying social contract and the informal concept of wasta, influence outcomes on the ground. The original wetland with its diverse ecosystem services has largely disappeared and its remainder is maintained artificially. We find that the main conflict arises between a heterogeneous group of farmers, who use groundwater for irrigation agriculture supported by a strong political lobby, and the water authorities, which rely on the aquifer for domestic water supply at national level. Besides a comprehensive literature review, we draw on social network mapping and 67 semi-structured interviews with relevant stakeholders. While the NAS allows a systematic exploration of the system, the concept of the social contract allows a deeper understanding of how informal institutions and power influence the system. To explain decision-making in this complex social–ecological system, we combine the concept of networks of action situations (NAS) with the political economy concept of the social contract. Current studies explain parts of the problem, but do not take a comprehensive social–ecological systems perspective and tend to miss underlying hidden factors. In Azraq in Eastern Jordan, farmers, domestic users, and a wetland ecosystem compete for and overexploit limited groundwater resources. In addition, although linking to another site does not require permission, replication (such as "screen shots") or description of a site within the manuscript requires permission to be sought from originator of web site, including those created by students, teachers, or schools.Oberhauser, Daniel / Ramona Hägele / Ines Dombrowsky If the subjects are children, a signed release from a parent or guardian must be provided for each child visible in the photograph or video segment, or heard on an audio clip. Written permissions must also be provided by subjects in any photographs or audio or video segments. Under such circumstances, the author needs to provide a permission summary with their manuscript submission. If the author wishes to use figures, tables, or longer quotations, written permission must be obtained from the writer or publisher to reprint the material. Marcela Herrera Farfán, University of AlbertaĬopyrighted material allows the author to quote briefly (up to 100 words) for scholarly purposes from most published materials, providing the source is correctly cited within the manuscript. Dana’s book is suitable for both novice and experienced researchers. Since the main goal of this book is to provide guidance and useful tips for either novice teacher researchers or more experienced ones, this book does not contain a great deal of research field related terminology. However, the advice for action research provided here can also be used for post-secondary level education. This is an easy-to-read, instructive book which is mainly intended for school teachers. Thus, the title of this book as a whole refers to a manual that will guide teacher researchers as they explore action research. The title also talks about ‘action research’ and ‘teacher inquirer’. Show full abstract The book advances big-picture causalism: a naturalistic conception of agency and free agency that unifies the two phenomena under a common thesis. Actually, according to Merriam Webster’s ‘field guide’ mainly refers to a manual to explore nature (). For example, the concept digging deeper and ‘field guide’ suggest a topic related to nature. Council (MSAC) of research into: production bonuses and safety incentives working time and fatigue management and OHS management systems and consultation. The title of the book briefly describes what the book is about. Specifically, this book comes as a practical complement to her previous book ‘The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry’ (Dana & Yendol-Hoppey, 2008) which is a comprehensive introduction. ![]() This book is one in a series conducted by Nancy Dana, professor in the School of Teaching and Learning at the University of Florida. ![]()
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