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Gemeinsames Lernen in Forschungspartnerschaften mit dem Süden – praxisnah, interkulturell und transdisziplinär
Herweg, Karl
In: Darbellay F, Paulsen T, editors. Herausforderungen Inter- und Transdisziplinarität. Konzepte, Methoden und innovative Umsetzung in Lehre und Forschung. Lausanne: Presses polytechniques et universitaires romandes, p. 83-91
Erosion Damage Mapping: Assessing Current Soil Erosion Damage in Switzerland
Ledermann, Thomas
Advances in GeoEcology 39:263-283
Soil erosion and conservation in global agriculture
Hurni, Hans
Land-use change is one of the main drivers of many environmental change processes. It influences the basic resources of land use, including the soil. Its impact on soil often occurs so creepingly that land managers hardly contemplate initiating ameliorative or counterbalance measures. Poor land management has degraded vast amounts of land, reduced our ability to produce enough food, and is a major threat to rural livelihoods in many developing countries. To date, there has been no single unifying volume that addresses the multifaceted impacts of land use on soils. This book has responded to this challenge by bringing together renowned academics and policy experts to analyze the patterns, driving factors and proximate causes, and the socioeconomic impacts of soil degradation. Policy measures to prevent irreversible degradation and rehabilitate degraded soils are also identified. In: Braimoh AK, Vlek PLG, editors. Land Use and Soil Resources. Dordrecht, The Netherlands; London, UK: Springer, pp 41–71. Download from: Springer
Bridging Research and Development
Messerli, Peter
NCCR North-South Dialogue Series Bern, NCCR North-South
Guidelines for Integrative Training in Inter- and Transdisciplinary Research Settings: Hints and Tools for Trainers of Trainers
Herweg, Karl
Research on global change and sustainable development issues requires a transdisciplinary approach, which implies close cooperation both between different scientific disciplines (interdisciplinarity), and between scientists and other societal actors. This, in turn, calls for a training approach that supports this type of research. We refer to this training as “integrative training”, i.e. training that integrates students from different scientific disciplines, brings together researchers and practitioners, and takes into account different cultures in academic training. The training is based on “case-study-based learning”, implemented in 8- to 10-day courses in environments that offer options for 2- to 3-day fieldwork activities on complex global change issues. The present guidelines offer practical assistance for trainers who wish to design, plan, and conduct training events in complex research settings. Print copies are available at: nccr-north-south[at]cde.unibe.ch Download Book