Appendix 4 UNIVERSITY OF PRETORIA FORMAT OF CURRICULUM VITAE 1. BIOGRAPHICAL SKETCH 1.1 GENERAL INFORMATION Surname NSUBUGA First names FRANCIS WASSWA NKUGWA ID Number 6910085933186 Citizenship UGANDAN Title DR Place of birth KAMPALA- UGANDA Date of birth 08 -10 -1969 Department GEOG. GEOINFO.MET Position LECTURER Direct Telephone 0124202532 Direct Telefax E-mail [email protected]Date of appointment 1 st September 2015 Permanent full- time X Temporary full- time 1.2 ACADEMIC QUALIFICATIONS OBTAINED Degree/Diplo ma Field of study Higher education institution Year PHD Environment and Society University of Pretoria 2014 Certificate Advanced Environmental Management Systems Auditor Course SGS South Africa (PTY) LTD 2011 Diploma Law Law Development Centre Makerere 2006 M.A Land Use and Regional Development Makerere University, 2003 BA.ED Geography, Luganda Makerere University 1994 UACE Geography, Economics, Luganda, History Makerere college school 1990 1.3 WORK EXPERIENCES TO DATE Name of employer Capacity and/or type of work Period From mm//yy to mm//yy University of Pretoria- Pretoria, SA Lecturer (Geography and Environmental science ) Lecturing in environmental science and Physical geography, developing and updating curricula, September 2015 to present
14
Embed
FORMAT OF CURRICULUM VITAE 1. BIOGRAPHICAL …€¦ · Member CSIR Sports and Recreation Club. ... thesis and date Supervisor Co-supervisor(s) ... Air Quality status report.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
6. Nsubuga FNW, Olwoch J.M, Rautenbach C.J (2014) Variability of daily and monthly
observed near-surface temperatures in Uganda: 1960 - 2008. International Journal of
climatology. Volume 34, Issue 2, Pages: 303–314.
7. Nsubuga, F.N.W., Botai,J., Olwoch, J.M., Rautenbach, C.J.deW., Adebayo A., Bevis Y (2014)
The nature of rainfall in the main drainage sub- basins of Uganda. Hydrological sciences
journal, DOI: 10.1080/02626667.2013.804188).
8. Kalumba AM, Olwoch JM, I van Aardt, Botai OJ, Tsela P, Nsubuga FWN & Adeola AM (2013)
Trend Analysis of Climate Variability over the West Bank – East London Area, South Africa
(1975-2011) Journal of Geography and Geology. 5 (4), 131-147.
9. Nsubuga FNW, Olwoch J.M, Rautenbach CJ (2011) Climatic trends at Namulonge in Uganda:
1947 – 2009. Journal of Geography and Geology. 3, 119-131
6.6 Technical reports
Date Assignment Client
June 2017 Good practices in environmental
management: Taking sustainable steps
towards a secure future- collaboration with-
Innov8ive knowl-age worx
South African Local Government
Association
July 2015 Shell Polokwane Air quality impact
assessment study. Collaboration with
CJ&MP ESS Pty (Ltd).
Mabu Management Solutions.
May 2015- North west province air quality Management
plan review: Air Quality status report.
Collaborations with Business Enterprises at
University of Pretoria.
Department of Rural, Environment
and Agricultural Development
(READ),
North West Provincial Government,
Republic of South Africa.
June 2014-
December 2014
Impact evaluation of USAID’s Governance,
Accountability, Participation and
Performance (GAPP) - SMS for Better
Service Provision in Uganda. Hatchile
consult
Social Impact (SI) Arlington, Virginia
(USA)
January 2014-
July 2014
Climate science expert in the mandate
called; Economic Assessment of the Impacts
of Climate Change in Uganda (E201)
Le Groupe-conseil baastel sprl
(Baastel), commissioned by the
Climate and Development
Knowledge Network (CDKN),
managed by Price water house-
Coopers Services Limited.
September 2013/
June 2014
Consultancy Services for end of JCU Project
Pilot Evaluation(CJ/Services/2013-
2014/00039)- Hatchile consult
Courts of Judicature- GOU.
July 2011 Assessment of the macro and micro climate
for the town of Thabazimbi- Collaboration
with CJ&MP ESS Pty (Ltd).
Shangoni Management services
(Pty). Pretoria. South Africa
Jan 2009 Water resources related environmental data
and information to establish an environment
water resources related database for
Uganda. As part of the environmental
analysis and assessment component, in the
IGAD sub region.- National Environmental
Consult Ltd (NECOL).
Directorate of Water Resources
Management, Ministry of Water and
Environment
May-July 2008 A proposal to amend the water policy
document, the water act and the water
strategy to address the trans-boundary
The Policy Management Unit (PMU)
of the Water Resources Planning
and Management Project (WRPMP)
dimension and the concept of benefit
sharing of the shared waters, which
accommodates international engagements
and ensures equitable and reasonable
access of shared waters.-National
Environmental Consult Ltd (NECOL).
of the NBI.
7 OTHER SCHOLARLY RESEARCH-BASED CONTRIBUTIONS
7.1 Participation in conferences, workshops and short courses - specify type of contribution
Provide full details of participation in national and international Conferences etc
National 18th -19th October 2017, Delegate 5th Biennial Carbon Capture and Storage Conference (CCS), Umlanga,
Durban, KZN.
5th – 8th December 2016: Presenter, Lake Sibayi variations in response to climate change in Northern
KwaZulu Natal, South Africa. 3rd National Conference on Global Change, Durban
South Africa
26th – 28th September 2016: Presenter, Detecting changes in climates of two inland lake sub-basins of
Sub-Saharan Africa and their implications on livelihoods. SSAG Millennial
conference, Stellenbosch, RSA.- presenter
17th August 2016: Delegate EU FP7 MODEXTREME Project stakeholder workshop: Modified
modelling Solution. Graduate center, Hatfield Campus, University of Pretoria.
26th – 28th November 2012: Presenter, Change detection of Lake Kyoga basin based on remotely
sensed imageries in a changing climate. 1st National Global Change
Conference, Birchwood Hotel, Boksburg, SA - Presenter
9th November 2012 Presenter, Water Resources of Uganda: An Assessment and Review. Water institute
members’ forum conference. University of Pretoria. Pretoria. SA. - Presenter
10th August, 2012 Presenter, Investigating water body size changes across different water management
zones in Uganda under the changing climate. Phd seminar series. University of
Pretoria. Pretoria. SA
September 2011 Volunteer, at the IUCN Regional Conservation Forum: Forests, Food Security and
Financing in a Changing Climate, held at the Premier Hotel O R Tambo,
Johannesburg from the 20th – 21st September 2011.
July 2011 Facilitator, Climate change and Human Population in view of the Habitable Planet.
Winter School organized by ACCESS/NRF. University of Pretoria/Limpopo South
Africa
May 2010 Presenter, Climate Change/Variability and Livelihoods: Implications and Evidences
from Uganda. PhD colloquium, “First international Conference in Responsible
Leadership. University of Pretoria .SA.
November 2007 Delegate, to Workshop organized by AWIRU, CSIR, UNESCO and UWC on “The
strategic role of water in alleviating the Human Tragedy associated with HIV/AIDS
and Poverty in Southern Africa” held at the CSIR\ ICC-Pretoria.
October 2007 Delegate, The Interlogue forty-five; “water, a scarce resource” held in Midrand-
Pretoria, South Africa.
International
30th July – 3rd August 2017: Delegate, 21st Globe Annual meeting, Coastal resilience in urban
environments, Southern Connecticut state University, New Haven, Connecticut,
USA
16th – 21st July 2016 Presenter breakaway workshop “African expeditions- Lake Victoria basin
experiences and opportunities for implementing globe protocols”, 20th Globe
Annual Meeting, Estes Park, Colorado, USA
24th January 2015 Delegate, International Symposium on Sustainability Science: Creation of a
Sustainable Society in Harmony with Nature. Organized by Sustainability Science
Consortium, United Nations University, Tokyo, Japan.
21st January 2015 Delegate, Seminar Living Planet Report 2014: The latest message from WWF
International. Jointly organized by UNU-IAS, WWF Japan and University of Tokyo
GPSS-GLI, United Nations University, Tokyo Japan.
16th January 2015 Delegate, Conference on Sustainable Development Goals and the Post -2015
Development Agenda- Current International Discussion and challenges for
implementation. Organized by Institute for Advanced study of sustainability, United
Nations University, Tokyo Japan.
30th November 2013 Delegate, Geography stakeholders seminar. Organized by the Department of
Geography, Geo-informatics and Climatic sciences, College of Agriculture and
Environmental Sciences, Makerere University.
17th October 2013 Delegate National Conference and Exhibition on Disaster Risk Management.
Securing the Future: “Building Resilience through Disaster Risk Management &
Climate Change Adaptation”. Held at Speke Resort Munyonyo.
5th- 8th August 2013 Presenter: Detecting changes in surface-water area of Lake Kyoga basin using
remotely sensed imagery in a changing climate. Department of Geomatics and
land management, Makerere University Kampala- Uganda
July 2013 Delegate, National scooping workshop organised by NEMA on production of a
National State of Environment Report 2012. Grand Global Hotel, Kampala. July 3-
5, 2013.
9th – 12th Presenter, December 2012 The character of rainfall in the main drainage
sub-basins of Uganda (1940 -2009) 2nd East African young water professional
Conference, Serena Hotel, Kigali, Rwanda
May 2002 Presenter, Water Provision in Urban Centres, Water Sources and Supply Institutions. A
Concept Paper presented to “People Provisioning and Place”(PPP) workshop. Makerere University.
Kampala. Uganda
7.2 Teamwork and collaboration with others:
Other researchers (national and international)
1. Dr Ahmed Kalumba, University of Fort hare, RSA
2. Dr Cliff Kikaawa, postdoc research, TUT, Pretoria RSA
3. Dr Joel O Botai, South African Weather Services (SAWS), Pretoria, RSA
4. Prof. Hannes Rautenbach, South African Weather Services (SAWS), Pretoria, RSA
5. Dr. Kiibi Komen, City of Tshwane Municipality, Pretoria, RSA
6. Prof. F Kevin Mearns, CAES,department of Environmental sciences, UNISA, RSA
7. Dr. Tony P. Murphy, Globe Implementation office, USA
8. Dr. Rusty Russanne Low, UCAR, Colorado, USA
9. Dr. Kazuyo Hirose, Japan Space Systems (JSS), Japan
10. Dr. Jane M Olwoch, SASSCAL, Namibia
11. Ass Professor Scott M Graves, Southern Connecticut state University, USA
12. Prof. Dr .Karl Schneider, Goegraphisches Institut Universitat zu Koln, German
13. Dr. Russanne D Low, Institute for Global Environmental Strategies, USA
14. Ass.Prof Yoshi Uchida, Hokkaido University, Research faculty of Agriculture, Japan
15. Dr. Akinori Yamamoto, Tokyo Gakugei University, Japan
16. Dr Hilde Ibsen, Karlstads Universitet, Sweden
17. Dr. Adam Powell, University of North Western, USA
Other research institutions (national and international)
Kisubi University
Institute for Global Environmental Strategies
Southern Connecticut state University
Industry
Enviro Space & Systems
Innov8ive knowl-age worx
Institute for capacity development
CJ&MP ESS Pty (Ltd).
Africa Development Solutions
7.3 Membership in national and international bodies 1. Representative for Africa, on “The Globe Program” Education working group, – A worldwide
Science and Education program
2. Member Society of South African Geographers
3. Member of Uganda Geographical Association
4. Member CSIR Sports and Recreation Club.
5. International Teachers/professors Travel Club
6. Rotarian Pretoria East Rotary Club
7.4 Visits to local and overseas universities or research institutes as guest professor or researcher
Trainee: Japan Space Agency, January 2015 to March 2015.
MANAGEMENT AND ADMINISTRATIVE DUTIES
1. Safety and health representative for the department and faculty committee 2. Study adviser, undergraduate degree Bsc Environmental science and BA general with Geography specialization
COMMUNITY SERVICE OR PROFESSIONAL SKILLS
10.1 Outreach projects
Member of Rotary Club of Pretoria East, Director for Youth and fundraising.
Development Tennis Coach, CSIR tennis club
Ongoing engagement with city of Tshwane- on research activities
Training teachers in GLOBE protocol activities- SAASTA/DST, Johannesburg Observatory
10.5 Referee duties
Academic Journal Reviews
Journal of Basic and Applied Research International
Journal of Human Ecology
British Journal of Environment and Climate Change
British Journal of Applied Science and Technology
Journal of Geography, Environment and Earth Science International
Dissertations/theses
Internal examiner (2PhDs- University of Pretoria)
External examiner (1 master thesis- UNISA)
Internal examiner (1 master thesis - University of Pretoria)
11.1 Evaluation status as scientist/scholar
All 2012
Citations 30 29
h-index 3 3
i10-index 1 1
TEACHING PORTFOLIO
Name: Francis Wasswa N Nsubuga
Qualification: PhD (environment and Society)
Current position: Lecturer (Geography and Environmental Sciences)
TEACHING PHILOSOPHY STATEMENT
Through my experiences as a student, a high school teacher, a deputy principal, teaching
assistant, lecturer and course instructor of Geography and later environmental sciences, I have had
the opportunity to reflect on my approaches to teaching and learning. Below is the philosophy that
underlies my approaches in a learning situation. A student in my eyes is the future. S/he has to be
empowered to be a pillar of change in his/her own environment. During my teaching/lecture I
motivate the students to think of what they can do for their societies. Every subject and topic I
have taught has a bearing in the student’s environment. As a result when I ask questions whether
in class or during an exam, I look for the applicability of knowledge and information of what the
student learnt. It’s my expectation that when I teach a student, s/he should complement their study
with further reading. The only way I can tell that a student went beyond what I taught in class when I
see the various examples a student is able to generate. My education philosophy is driven by the belief that ‘as an instructor I expect change in my student.
And that change is only evident to me, not by what a student knows, but what s/he can do with the
knowledge. I am thus required to guide a student towards achieving that. This does not mean that
I don’t allow students to work independently. As a matter of fact I let the students own their work and
encourage them to discover along the way. I carefully design activities for my students to move
beyond the classroom, reminding them of the real-world demands they are training to meet. This has
empowered my students to accomplish lots of things. In this position I provide the leadership to
students, and there is no such a thing as that time when you see your student graduate or when you
motivate the student to carry on or persevere. I see myself as a lifelong learner who will always be learning through research, experience, and
interaction with others. Teaching is so interesting to me until that time when I have to do the
marking especially when classes are so big. A lot of energy, time and planning is involved. All in all I
spend time reflecting on what my perspective of good teaching is, and recollecting my impressions
of teachers/professors (as a student). In the end I have analyzed my own teaching strengths,
weaknesses and style, which has inspired me to experiment with new strategies and to consult with
more experienced teachers for their advice especially in cross cultural settings. I appreciate the fact that most of my students have treated me with respect. In return I have
always treated them with respect and support throughout my interactions with them. For example, I
never say something demeaning or derogatory to them. I prefer to be supportive to student’s ideas and
desires and create an atmosphere where they can ask questions and make them feel comfortable. My perspectives on learning range from the learning as a lifelong process, learning by doing, we
create our own meaning from what we learn, trying new things is part of learning and mistakes can
be part of learning process. Having this in mind, as an instructor I often stretch my students,
challenge them with high standards, tempt them with fascinating material and support them as they
reach out. In today’s information age, technology is imperative as a means of instruction because it is so
prevalent in society. During my instruction I use technology meaningfully and with purpose and
ease. I am so pleased with the present technologies in Geography, like GIS and remote sensing.
They are complementing our teaching skills especially in situation where going to the field is
becoming difficult.
I have taught in multiple subject areas as indicated in the next section and CV within the confines of
geography and environmental sciences to diverse student types including adult professionals. In all
cases, I exercise unfailing honesty and fairness with my students.
Research statement It’s a scholar’s duty to conduct and share one’s research, as well as to participate in the research
community through a variety of activities. Since my return to university life, iam advising
postgraduate students, participating in conferences, serving as a reviewer of scholarly journals, and
an examiner of postgraduate work. I reflect a lot on my published work and often compare its
quality on what other scholars are putting out there in the same field.
Currently, I supervise honors students and masters’ students. I am mentoring these students in data
collection, ethics and study designs as well as the broader academic skills on conducting literature
searches, and the publication process. We often meet twice a month during the initial stages of
research where the hows and whys of the work are stressed. I also try at all times try to promote my
students autonomy.
Previous research At the master’s level, I carried out a study to establish the challenges faced by the formal and informal institutions of water and the extent to which people get access to this water in Rubaga division. It addressed the questions like the nature, functioning and relative importance of agents involved in provision, the mechanisms and modes of accessing water in urban areas, the challenges urban people face while trying to get water, and the adaptive strategies designed by the urban populations to sustain their water supply. http://hdl.handle.net/10919/71630 The study was inspired by the “people, place and provisioning” philosophy introduced to me by Gunilla Andrae (Stockholm University, Faculty of Social Sciences, Department of Human Geography) and Hannington Sengendo (currently vice chancellor Nkumba University) who coordinated the programme from two universities. Understanding provision of water encouraged me to further the study and include aspects of climate change and livelihoods which are urgent in Africa. The PhD thesis examined the climatic trends of rainfall and temperature in Uganda using historical data. And because climate is an important aspect in water resources management and livelihoods formations, an attempt to explain how the interaction impacts on the two was made in the context of climate variability and change. The assumption is that climate change/variability has had an effect on water resources management and the way individual households and society at large form livelihoods especially at household level. https://repository.up.ac.za/bitstream/handle/2263/.../Nsubuga_Climate_2013.pdf?...1
Current research
As I venture into this space of research, my interests are in the following areas; Climate change,
Water resources management, Livelihoods formations. My approach in research is to investigate
climate change in observed historical data to detect a climate change signal. When this signal is
detected, the question I raise is how it affects the household’s livelihoods that are formed around
water resources. I then run time series and compare it with the change in surface water. At this level I
am integrating remote sensing and GIS technologies to detect change in water resources over time.
Livelihoods changes that were present and those occurring are of interest. In so doing, I am able to
inform policy decisions on how climate change impacts on water resources related livelihoods,
An educators own enthusiasm goes far in engaging students, but working with a wide range of
students and subject content has required me also to develop an array of techniques for
drawing my students in. previous years, several of my courses I taught would take 2-3 hours,
so they would require endurance if I did not make them varied and exciting. This required of
me to integrate a hands on approach and demonstrations in class experiments for my
environmental science students (to practice data collection).
For example 3rd year students of environmental sciences, record their daily consumption for a
period of one month, then transfer their weekly consumption to a data sheet and work out their
weekly footprint on the environment using the ecological footprint spreadsheet. Students are required
to submit a weekly report and at the end of the module submit a final (monthly) report towards their
semester mark. This exercise awakens many students consciousness on how much impact they
have on earth. It has led many of them to change their ways of consumption so that they have a low
carbon foot print on the environment. When I give a lecture, I make a special effort to be engaging and to explain topics in a way those
particular students will understand. So I mix lectures with discussions, debates, group work, videos,
presentations and guest speakers. Choice of a technique is determined by what skills I want students
to learn and design activities and assignments around those goals. Sometimes, the valuable skills
and information are not as interesting but are useful. For example, a third year student was
disgusted as to why she has to participate in a debate during a lecture. Another did not like the
idea that she had to record her expenditure in Rands, but the spreadsheet required of her to
report it in USDs. I have met students who resist group work. Currently, I am integrating ‘citizen science’ into the environmental science and weather and
climate courses. My initial engagement is with Education students, who I wish, they will use the same
techniques, to apply and develop citizen science in the schools they will be teaching. Citizen
science, under the GLOBE program connects students, teachers, scientists and other citizens to
learn about the earth environment and climate through data collection, analysis, and research. Data
is entered into database and shared with international partners. Analysis and research by students
and students from over 100 countries around the world is also shared at international meetings. I take the learning process seriously and I expect the students to do so in order to achieve high
standards. High standards begin with clear expectations, and progress with steady support. For
example I give a great deal to the syllabus, I set the readings and how I will assign grades. My
introductory lecture will be about how things will be done during the course study and all dates for
evaluation are included. The philosophy as to why I am planning my lectures that way is also
explained in the first introductory lectures. This is the time, selection of groups and assignment of
topics of discussion is done. A teaching guide is one of the most important document I prepare with
caution because the moment we divert from it then there is friction. So I make sure we all understand
it before we get into the details of the course. And this has made each of the stakeholders
accountable
EDUCATIONAL LEADERSHIP
The demands on educational leaders are evolving. In order to face these challenges and create
transformative change in education, one needs to understand the role of educational leadership,
its responsibilities in order to further education and move the career forward in this field. To
facilitate improvement and positive change, as a leader I have paid attention to;
Student information and observe lectures to pinpoint potential problems and areas for improvement. There are moments when you notice a non-participating student. S/He may not say a word in a lecture. It is important that such a student is observed when learning in a small group. Some students may lack the confidence to speak or they may feel they are not eloquent enough to speak in big audience. On many occasions I have given such students positions of responsibility so that their confidence is boosted. Others are so talkative but often miss the important details. In such incidences I often correct them or make them see the other side of a coin when making arguments.
Building effective teams and committees especially with colleagues. This was true when I was holding a position of a deputy head teacher in charge of pastoral affairs. Committees become effective in solving and debating about complex issues especially in situations where consensus is hard to reach in limited time.
Adjusting organizational structure in situations where inefficiencies are apparent. Some organizations tend to have many reporting structures, while others lack any structure. As a deputy in charge of pastoral affairs, I also supervised the communication and public relations docket. Their many examples among us in organizations where communication is a problem and often results in a public relations disaster. A leader has to keep a thumb on all communications and ensure that they are harmonized well. It’s better to speak the same way for an organization than individuals just airing their own views which may be taken as the organizations position.
Creating and updating budgets is not a challenge, but ensuring that an organization stays in the budget is a daunting task. Budget issues require strict leadership and one has to work with effective accountants to achieve targets. I can’t say there are never challenges (e.g inflationary tendencies and economic down turns), but with good participatory planning and proper guidance I have to say my time as a leader we achieved a lot. Even currently as a lecturer, I try as much to live in budget personally and also when using university resources.
Design, implement and assess school policy and procedures was an activity that I got involved in when I was a high school sectional head. We needed to improve discipline of students and also create a guiding policy for teachers. As the chair for the committee, we came up with a code of conduct for Kabojja secondary school by then. The leadership I provided I presume was the basis why I was elevated to deputyship. At the helm I was required to implement the school code of conduct and teacher policy in order to a achieve targets.
Hire, evaluate and manage teachers was one of my roles as a deputy head. My colleague in charge of academics would bring to notice the need for a staff. We would proceed to organise interviews and eventually hire members of staff. A successful teacher was then handed to me for orientation especially on the code of conduct in the school. I would also assign pastoral duties to the said teacher and subsequently monitor and manage the activities the teacher got involved in. every end of year a teacher in Kabojja would undergo evaluation on his or her performance. All evaluations were intended to make the teacher improve, seldom did we have to expel a teacher. I remember a teacher who got into dubious trade with students, when he was apprehended he just walked away. It was also hard when a teacher resigned without sufficient notice, because alternative arrangements had to be put in place to cover for the gap. It was not easy to get substitute teachers like it’s in other countries like UK, where you call in for a stand in teacher.
Set curriculum standards is a duty sometimes we do unintentionally. Fortunately I was an examiner with the national examination board. With other teachers from other school we would meet at the end year to examine A level students who were due to join University. Standards were set during this convention. Besides, as a teacher of geography I was required to plan, teach, mark, and ensure that students perform well. The curriculum also involved strict attention to extra curricula activities, where I was also a house master. Houses, were for competition purposes among learners. Being a boarding institutions learners are required to get involved in two sports, participate in drama and
music. This was a holistic curriculum which I still feel proud of and it was also a docket under pastoral affairs.
To accomplish these tasks, it is imperative to work and communicate with others, including teachers, staff, and students and their families. School performance benefits from a collaborative approach to leadership, which includes sharing findings, failures, and concerns. Relationship building is essential to effective educational leadership, and it is vital to acknowledge, and support the roles and contributions of all stakeholders. A true leader will create an educational environment in which opportunities for positive change are present and supported throughout the organization.
SCHOLARSHIP ON TEACHING
In collaboration with Adam Powell (PhD), the President Payer + Provider Syndicate; of Northwestern University, Boston, USA; conducted a tele-lecture on; the structure of the Ugandan and/or South African healthcare system. How health IT is being used in Uganda and/or South Africa (hospital-based use, disease tracking, HIV programs, malaria mapping, etc.). Demographic, government, and healthcare system factors which contribute to health IT being used in the way that it is. Ultimately, the goal of the class is to help students understand the connections between national demographic, cultural, and social factors, healthcare system structures, and health IT adoption. Each lecture devoted to a different nation in order to provide a broad survey to the class.
Through the GLOBE higher institutions of learning partnership (25 members currently) we are developing an international module that cuts across nations to improve and also teach environmental science systems analysis. The module will rely on scientific GLOBE protocols and students may be tested on similar work. This process is spear headed by Associate Professor Scott at the Southern State University, in New Haven.