The first three short readings are provided as examples of how modelling is used in generating information on the three sets of systems that constitute the framework for thinking about planning for water resources management being explored in this course - bio-physical, socio-economic and governance. They also introduce some of the key concepts and terms we will be discussing (e.g. adaptive management). The one-page reading from the CogNexus Institute and the first chapter from Conklin's book introduce the concept of wicked problems and how they are confounded by social complexity. In reading each of these materials think about their implications for meeting the challenges involved in planning for water resources management. In particular consider what the articles suggest for discussion of the questions listed below.
Resilience Alliance Adaptive Environmental Assessment and Management (AEAM) Workshops
REVIEW www.resalliance.org/563.php
Introduction to Ecological Economics Read first two pages of course outline and skim reading list.
Allison, G.T. 1971 Essence of Decision
CogNexus Institute Wicked Problems Explore this page to get an initial understanding of a "wicked problem" and then read the article below by Conklin. I suggest you hold off exploring the other articles and the Dialogue Mapping technique and software developed by the Cognexus Institute until later.
Conklin, J. 2006. "Wicked Problems and Social Complexity," in Dialogue Mapping: Building Shared Understanding of Wicked Problems. Wiley. pp. i-20
What is a model?
What are some different types of models?
Do all disciplines use models?
How have models been used in water resources planning and management?
What are some examples of wicked problems in water resources planning and management?
In what ways is social complexity evident in the class?
How can AEAM contribute to coping with wicked problems?
How can negotiation skills help?