Course 2: Systems Theory and Resilience Thinking (15hp)

Transcription

1 Master s Programme: Social-Ecological Resilience for Sustainable Development Course 2: Systems Theory and Resilience Thinking (15hp) Course leader: Miriam Huitric Updated: 4 th November, Brief Description This course introduces qualitative and quantitative approaches to systems theory, and shows how they can be applied in to analyse social-ecological systems. Regime shifts, the reorganization of the structure and processes shaping a social-ecological system, are explored from a theoretical and practical perspective, including the investigation of a set of case studies. Resilience thinking uses systems concepts to understand such abrupt changes. Key resilience concepts will be introduced. Students will be introduced to theoretical concepts, methods for analysis, and conduct group and individual research projects that utilize these concepts and methods. Course Learning Outcomes It is expected that the student, after taking the course, will be able to: 1. Understand basic systems concepts and be able to apply basic systems analysis approaches. 2. Understand the concept of regime shifts and be familiar with a number of examples of regime shifts. 3. Define and apply concepts of resilience, adaptive cycle and panarchy to socialecological systems. 4. Analyse how human action can alter the resilience of a regime shift. Course Modules The course consists of the following three modules, which are detailed in the following pages: Module 4: Systems Thinking (4 hp), Module 5: Regime Shifts (4 hp), Module 6: Resilience Thinking (7 hp). 1

2 Module 4: Systems thinking (4hp) Module leaders: Örjan Bodin Instructors: Örjan Bodin ÖB, Albert Norström AN Brief description This is the first of three separate modules in the course Systems theory and Resilience thinking. One of the main objectives with this module is to introduce systems thinking, which is a prerequisite for the following two other modules of the course. Other objectives are to briefly present the historical development of the concept of systems thinking, explain why it has emerged and for what reason, how it has partly branched out into various different subfields, how it can be applied in both more qualitatively oriented ways as well as in formally defined mathematically approaches. Special focus will be on explaining how it has contributed to the development of ecology and more recently into the fields of complex adaptive systems and SES resilience theory. In addition to the theoretically oriented objectives above, much emphasis will be on providing the students will some practical skills and experiences in applying a systems perspective in Social-Ecological research. Module content Concepts Methods Applications Week 1: Systems theory and the foundation of resilience theory Systems theory Complex Systems System thinking; Non-linear System analysis; Causal Loop Diagram Small group project analysing case studies Week 2: Studying Social-Ecological Systems (SES) SES as networks Network analysis Lab: social networks of fishermen in a seascape Week 3: Complex Adaptive Systems Complexity and adaptive processes Process thinking and simulations Lab: agent-based simulations Class Schedule All classes in Workshop room, 2 nd floor, Stallet (building 10), except where else noted below Lectures Class exercises Home work Week 1: Systems theory and the foundation of resilience theory NOVEMBER Mon 5 13:00-15:00 PM: Roll call for Course 2 (MH) PM: Introduction to Systems thinking (ÖB, 2 hr) Readings Tue 6 13:00-15:00 PM: Seminar: Using a systems approach in different sciences (ÖB, 2 hrs) Readings Wed 7 READING DAY Thu 8 9:30-12:30 AM: Complex systems, resilience and Causal Loop Diagrams (ÖB, 2.5 hrs) Small student groups. Describe a study system using causal loop diagrams 2

3 Fri 9 13:00-15:00 PM: ÖB will help those that need help in constructing causal loops (drop-in during the afternoon). Week 2: Studying Social-Ecological Systems (SES) Mon 12 13:00-15:30 PM: Present results of group work (ÖB, 2 hrs) Finish off reports Tue 13 13:00-15:00 Wed 14 PM: Lecture: Social and Ecological Systems as networks (ÖB, 2 hrs) READING DAY Due: Report from group work (at noon) Thurs 15 9:00-15:00 ROOM 251 Fri 16 Week 3: Complex Adaptive Systems AM/PM: Lab: Analysing a seascape (ÖB) Individual projects as follow-ups of the lab Work on individual reports Mon 19 10: AM: Lecture: Complex Adaptive Systems and simulations (AN, 2 hrs) PM (13:00-15:30): Lab: Agentbased simulation (AN 2 hrs) and Module evaluation (ÖB, AN, 0.5 hr) Readings Tues 20 Due: Reports from individual work to be handed in before noon Learning outcomes Upon completion of this module students will: 1. Understand the concept of systems theory a systems approach 2. Understand some of the peculiarities of complex systems, e.g. sensitivity to initial conditions, drastic changes of behaviors, highly variable levels of predictability 3. Being able to describe systems as (1) sets of different entities (components) and relations, and (2) as sets of variables and causal links 4. Being able to make use of the network approach and some network analytical software 5. Understand the concepts behind complex adaptive systems and how simulations can be used to study such systems Assessment and Grading For this module most of your grade comes from reports and presentations (65%). Component Weighting (%) Learning Outcomes Group presentation casual loop diagrams (quality, clarity, Pass/fail 1-3 engagement) Group report casual loop diagrams (quality, clarity, creativeness, 50% 1-3 correctness) Individual report (quality, innovativeness, integrative thinking) 50% 3,4 Participation in labs (presence and engagement, quality, preparation, Pass/fail 1-5 participation in discussions) Participation in class discussions & seminar (presence, quality of Pass/fail 1-5 questions, preparation) Module Review Compulsory 100% 3

4 Attendance of lectures and participation in all seminars is compulsory. Participation does not only mean attendance, the participant must have prepared for and take an active role in the seminar. The individual course evaluation at the end of the course is compulsory. Criteria for assessment The participant must achieve passing grades for all parts of the course in order to pass the course as a whole. Failure to submit on time will result in a maximum grade C. The maximum grade for re-examinations is a C. The following grades are issued, the lower limits for each grade is expressed as a percentage of the maximum points available: A 95% Excellent B 85% Very good C 75% Good D 65% Satisfactory E 60% Sufficient (pass) Fx 50% Insufficient (fail) F Below 50% Poor or insufficient conduct (fail) A B C D E requires excellent insight and deep understanding of how the module concepts are related to research social-ecological systems. Excellence in analysis, assessment and synthesis in written and oral discussions requires very good insight and deep of how the module concepts are related to research socialecological systems. Shows skills in analysis, assessment and synthesis requires good insight into the module concepts and how they are interrelated, as well as independent sound judgements and analytical skills in discussing them requires additional skills in discussing and explaining the module concepts is issued to participants who can recapitulate the contents of the course and define the basic concepts discussed in the different module components. Reading list readings, etc. should be done prior to lectures, seminars and labs! Course Book: Meadow, D. H. (2008), Thinking in Systems: A primer, Chelsea Green Publishing. Week 1: Systems theory and the foundation of resilience theory Lecture: Introduction to Systems thinking Flood (1990), Rethinking the fifth discipline: learning within the unknowable, Routledge. Chapters 3, 4, 6 Allen, T. F. H., and T. W. Hoekstra (1992) Toward a unified ecology, Columbia Univ. Press. Chapter 1 Optional readings: Capra, F. (1997) The Web of Life, Flamingo Levin, S. A. (2000). Fragile Dominion: Complexity and the Commons, Perseus Publishing. Seminar: Using a systems approach in different sciences See reading list above Lecture: Complex systems, resilience and causal loops Flood (1990), Rethinking the fifth discipline: learning within the unknowable, Routledge. Chapter 2 4

5 Meadow, D. H. (2008), Thinking in Systems: A primer, Chelsea Green Publishing. Chapter 1, 2 Folke, C., S. R. Carpenter, B. Walker, M. Scheffer, T. Chapin, and J. Rockström. (2010). Resilience thinking: integrating resilience, adaptability and transformability. Ecology and Society 15(4): 20. URL: Optional readings: Senge, P. M. (1990) The fifth discipline: The art and practice of the learning organization, Doubleday. Walker, B., C. S. Holling, S. R. Carpenter, and A. Kinzig. (2004) Resilience, adaptability and transformability in social ecological systems. Ecology and Society 9(2): 5. URL: Week 2: Studying Social-Ecological Systems (SES) Lectures: Social-Ecological Systems as networks Webb, C., & Bodin, Ö. (2008). A Network Perspective on Modularity and Control of Flow in Robust Systems. In J. Norberg & G. Cumming (Eds.), Columbia Press. Lab 1: Analysing a seascape Bodin, Ö. and B. I. Crona (forthcoming) Social networks in a landscape context: Uncovering social-ecological (mis)matches in heterogeneous landscapes. Install Ucinet prior to lab (download free trial version at Week 3: Complex Adaptive Systems Lecture: Complexity, adaptive processes Levin, S. A. (1998). Ecosystems and the biosphere as complex adaptive systems. Ecosystems, 1(5), Optional reading: Kaufmann, S. (1995) At home in the universe: The Search for the Laws of Self-Organization and Complexity, Oxford University Press. Lecture: Systems simulations as a method Gilbert, N. and K. G. Troitzsch (1999) Simulation for the social scientist, Open Univ Press. Chapter 1, 2 Optional reading: Janssen, M. A. (2003). Complexity and Ecosystem Management: The Theory and Practice of Multi-Agent Systems. Edward Elgar Publishing. Lab 2: Simulations using NetLogo Install NetLogo prior to lab (free download at 5

6 Module 5: Regime Shifts (4 hp) Module Leader: Oonsie Biggs Instructors: Oonsie Biggs OB, Juan Rocha JR, Thorsten Blenckner TB, Wijnand Boonstra WB, Albert Norström AB, Garry Peterson GP Brief description This course builds on the systems thinking module, and delves further into the concept of regime shifts. Regime shifts, the reorganization of the structure and processes shaping a social-ecological system, are explored from a theoretical and practical perspective, including the investigation of a set of case studies. The module introduces key theoretical concepts associated with regime shifts, and a combination of qualitative and quantitative approaches for analysing regime shifts in social-ecological systems. Practical exercises will include small group projects that utilize these concepts and methods to analyse and write up a case study of a regime shift for the Regime Shifts Database ( Course content Concepts Methods Applications Week 1: Regime shift concepts Regime shift Feedbacks Thresholds Hysteresis Regime shift mechanisms History of concept Related concepts (alternative stable states, phase shifts) Week 2: Detecting regime shifts & practical project Detecting regime shifts Early warnings of regime shifts Week 3: Practical project Causal Loop Diagrams Literature assessment Statistical detection of RS Regime Shifts Database Simple example from Baltic, Regime Shifts Database Regime Shifts Database 6

7 Class Schedule All classes in Workshop room, 2 nd floor, Stallet (building 10), except where else noted below Lectures Class exercises Home work Week 1: Regime shift concepts NOVEMBER Tues 20 Prepare readings & questions for class discussion Wed 21 READING DAY Prepare readings & questions for class discussion Prepare a visual representation of a regime shift (some imaginative alternative to the cup-and-ball diagram not yet published) Thurs 22 9:30-12:00 13:00-16:00 AM: Present diagrams AM: Introductory lecture on regime shifts [OB, JC] PM: The Regime Shifts Database, Template & Assignment for the module [OB, JC] AM: Discussion and questions in small groups based on lecture and readings criteria and examples/ non-examples of regime shifts [OB, JC, WB] PM: Form groups of 2-3 and select a regime shift or case study for class project [OB, JC] Fri 23 13:00-16:00 PM: Short presentation by each group (alternate regimes) & class discussion and feedback. Clarification of questions related to regime shifts database template. Identify which parts of write-up will be done by whom. [OB, JC, TB, WB,AN] Identify the alternate regimes & key feedback mechanisms (work in small groups) Prepare questions on regime shifts template Week 2: Detecting regime shifts & practical project Mon 26 Tues 27 9:30-12:00 ROOM 251 AM: Feedback on causal loop diagrams, problems with examples discuss in mixed groups of students doing different examples [JC, GP, TB, WB, AN] Develop draft CLD, identify key feedbacks and drivers Continue fleshing out the regime shifts database example Wed 28 READING DAY Continue fleshing out the regime shifts database example Prepare readings & questions Thurs 29 9:30-12:00 13:00-16:00 AM: Discussion and questions in small groups based on lecture and readings [TB] Continue fleshing out the regime shifts database example PM Practical class exercise on statistical detection of regime shifts [TB] Fri 30 9:30-12:00 13:00-16:00 AM: Lecture on early warning indicators of regime shifts [TB] PM Practical class exercise on early warning indicators of regime shifts [TB] Continue fleshing out the regime shifts database example Week 3: Practical project DECEMBER Mon 3 13:00-16:00 PM: Final opportunity for advice on regime shift examples (3hrs) [JC, TB, WB, AN] Continue fleshing out the regime shifts database example Tues 4 READING DAY Wed 5 READING DAY Hand-in final regime shift write-up (by midnight) Thurs 6 Prepare presentation Fri 7 9:00-12:00 AM: Module Evaluation AM: Group presentations (3hrs) [GP] PM Feedback: RS write-ups (3hrs) [OB] 7

8 Learning outcomes It is expected that the student, after taking the course, will be able to: 1. Understand the concept of regime shifts, and related concepts such as hysteresis, amplifying and damping feedbacks, thresholds. 2. Appreciate the difficulties in identifying and detecting regime shifts in real-world settings, both qualitatively and quantitatively 3. Be familiar with a number of iconic examples of regime shifts and be able to explain the key dynamics that maintain the alternative regimes 4. Be able to analyse a case study of a regime shift, i.e. identify the alternate regimes, key feedbacks, drivers that precipitate the shift, and key impacts on ecosystem services Assessment and Grading Component Weighting (%) Learning Outcomes Individual component of RSDB write-up 35% 1-4 Group component of RSDB write-up 25% 1-4 Regime shift detection exercises (Pass/Fail*) 10% 2-3 Participation in other class discussions & exercises (Pass/Fail**) 10% Group presentation (with individual grades) 20% Module Review Compulsory 100% *If you participate in the regime shifts detection exercise, you get 10%, else 0% for this component **If you come to all classes and participate in discussions, you get 10%, else 0% for this component Criteria for assessment The participant must achieve passing grades for all parts of the course in order to pass the course as a whole. Failure to submit on time will result in a maximum grade C. The maximum grade for re-examinations is a C. The following grades are issued, the lower limits for each grade is expressed as a percentage of the maximum points available: A 95% Excellent B 85% Very good C 75% Good D 65% Satisfactory E 60% Sufficient (pass) Fx 50% Insufficient (fail) F Below 50% Poor or insufficient conduct (fail) A B C D E requires excellent insight and deep understanding of how the module concepts are related to research social-ecological systems. Excellence in analysis, assessment and synthesis in written and oral discussions requires very good insight and deep of how the module concepts are related to research socialecological systems. Shows skills in analysis, assessment and synthesis requires good insight into the module concepts and how they are interrelated, as well as independent sound judgements and analytical skills in discussing them requires additional skills in discussing and explaining the module concepts is issued to participants who can recapitulate the contents of the course and define the basic concepts discussed in the different module components. 8

9 Reading List readings should be done prior to lectures! Week 1: Regime Shift Concepts Lecture: Introductory lecture on regime shifts Biggs R., T. Blenckner, C. Folke, L. J. Gordon, A. Norström, M. Nyström, and G. D. Peterson Regime Shifts. In A. Hastings and L. Gross, editors. Sourcebook in Theoretical Ecology. University of California Press, Berkeley. Scheffer M., S. R. Carpenter, J. A. Foley, C. Folke, and B. H. Walker Catastrophic shifts in ecosystems. Nature, 413: Scheffer M Critical transitions in nature and society. Princeton University Press, Princeton, New Jersey. [Chapters 2, 6] Scheffer M. and S. R. Carpenter Catastrophic regime shifts in ecosystems: linking theory to observation. Trends in Ecology and Evolution, 18: Week 2: Detecting Regime Shifts & Practical Project Lecture: Detecting regime shifts & early warning indicators Andersen T., J. Carstensen, E. Hernández-García, and C. M. Duarte Ecological thresholds and regime shifts: approaches to identification. Trends in Ecology and Evolution, 24: Biggs R., S. R. Carpenter, and W. A. Brock Turning back from the brink: Detecting an impending regime shift in time to avert it. Proceedings of the National Academy of Sciences, 106: Scheffer M Critical transitions in nature and society. Princeton University Press, Princeton, New Jersey. [Chapter 14] Scheffer M., J. Bascompte, W. A. Brock, V. Brovkin, S. R. Carpenter, V. Dakos, H. Held, E. H. van Nes, M. Rietkerk, and G. Sugihara Early warning signals for critical transitions. Nature, 461:

10 Module 6: Resilience Thinking (7 hp) Module leaders: Lisen Schultz, Elin Enfors Instructors: Lisen Schultz LS, Elin Enfors EE, Brief description This module is the final part of the course Systems theory and Resilience Thinking. It aims to integrate the earlier modules on systems thinking and regime shifts by applying those ideas to the resilience analysis of social-ecological systems. The module draws on the resilience assessment approach developed by the Resilience Alliance. In the first week, students will work with key concepts of resilience thinking, including social-ecological systems, system identity, the adaptive cycle, panarchy, adaptation and transformation. Students will work in groups to conduct a social-ecological inventory of a centre case, and to apply the adaptive cycle to another case. The module goes on describe the steps of a resilience assessment, including preparing the assessment and describing the system, assessing its resilience, and identifying options for intervention. In the final two weeks of the module students will carry out a resilience assessment of a case. The first two steps of the assessment will be conducted in groups and presented as written group reports. The last step will be done individually and presented as individual reports. Module content Concepts Methods Applications Week 1: Social-ecological systems, adaptive cycles & panarchies Social-ecological systems System identity Adaptive cycle Panarchy Adaptation Transformation Social-ecological inventories Participatory modeling Concepts Methods Applications Week 2: Resilience assessments in theory Resilience Assessment Weeks 3 & 4: Resilience assessments in practice Resilience Assessment Apply adaptive cycle to a contemporary case; Conduct a social-ecological inventory of a centre case Conduct resilience assessment of a centre case Conduct resilience assessment of a centre case 10

11 Class schedule- All lectures are in room 251 unless otherwise noted All classes in Workshop room, 2 nd floor, Stallet (building 10), except where else noted below Lectures Class exercises Home work Week 1: SES, Adaptive Cycle & Panarchy December Mon 10 AM: Module Intro & Intro to cases for the resilience assessment assignment (LS and EE) AM: Discussion and questions in small groups based on lecture and readings. Selecting case for the resilience assessment assignment. PM: Reading Browse through the Resilience Practice book. Think through your expectations of the course and what you would like to learn from it. Tues 11 ROOM 251 AM: Ways of describing and defining socialecological systems: conceptual frameworks and participatory modelling (LS and EE) AM: Discussion and questions based on lecture and readings. PM: Reading Wed 12 AM: Social-ecological inventories: finding the key actors and engaging them (LS) AM and PM: Group exercise 1: Social-ecological inventory of the resilience assessment case. (LS) Hand in SE inventory exercise to LS. Thurs 13 AM: Managing socialecological systems for adaptation or transformation: Adaptive cycles and panarchy. (EE) AM: Discussion and questions based on lecture and readings. PM: Reading up on case for group exercise 2. Fri 14 AM: Group exercise 2. Testing the adaptive cycle and panarchy models on a case. Powerpoint presentations in class. (EE and LS) Hand in final PPT to Elin. PM: Revising power point based on comments. Week 2: Operationalising Resilience Mon 17 AM: Resilience assessments in practice step 1: Describing the system (LS) AM: Discussion and questions based on lecture and readings. Tues 18 ROOM 251 Wed Thurs 20 AM: Resilience assessments in practice step 2: Assessing resilience (EE) AM: Resilience assessments in practice step 3: Options for intervention. (EE) PM: Experiences from a resilience assessment in Afghanistan (JH) AM: Introduction to group exercise 3: applying step 1 and 2 to the resilience assessment cases AM: Time-line exercise. Discussion and questions based on lecture and readings (EE) PM: Reading AM: Discussion and questions based on lecture and readings. PM: Reading AM/PM: Groups to establish work plans for group exercise 3. Fri 21 READING DAY Work plan for each group submitted to LS and EE CHRISTMAS BREAK 22 DEC-6/1 Week 3: Resilience Assessment Step 1 and 2 JANUARY Mon 7 Tues 8 Work on group assessments Work on group assessments 11

12 Wed Thurs 10 Fri 11 Week 4: Resilience Assessment Step 3 Mid-assessment check-in: All groups to meet with Elin or Lisen for 30 minutes. Work on group assessments AM: Work on group assessments PM: Reading the other assessment reports. Preparing a 10 minutes presentation Written reports, 4 pages, to be handed in to EE and LS and circulated to class. Mon 14 Tues 15 AM: Presentation of resilience assessments. Introduction to individual assignments. Group presentations, feedback on these, discussion. Work on individual assessment Wed 16 Work on individual assessment Thurs 17 AM: Work on individual assessment Hand-in: Individual report to Elin and Lisen PM: Preparation for the final discussion: Go back to your expectations of the course. What have you learned? What was missing? Reflect on the resilience assessment process. When is it useful? When is it not so useful? Fri JOINT LUNCH to close the course AM: Module evaluation (LS and EE) AM: Bringing it all together: integrating the pieces and reflecting on where we got to. (MH) AM: Group discussion on the usefulness of resilience assessments. Learning outcomes Upon completion of this module students will: 1. Understand theories of dynamics of resilience; 2. Understand components of a resilience assessment; 3. Be able to conduct a resilience assessment 4. Present scientific information verbally and in written form. Assessment and Grading Component Weighting (%) Learning Outcomes Group Resilience Assessment, written report 4p 30% 1-,4 Individual 2-pager 30% 1-,4 Presentations (adaptive cycle, Group res assessment: 15%) 25% 1, 4 Participation in discussions 15% 1-4 Social-ecological inventory exercise Pass/ fail 2, 3 Module Evaluation Compulsory Individual Course Evaluation at end of the course Compulsory 100% 12

13 Attendance of lectures and participation in all seminars is compulsory. Participation does not only mean attendance, the participant must have prepared for and take an active role in the seminar. The individual course evaluation at the end of the course is compulsory. Criteria for assessment The participant must achieve passing grades for all parts of the course in order to pass the course as a whole. Failure to submit on time will result in a maximum grade C. The maximum grade for re-examinations is a C. The following grades are issued; the lower limit for each grade is expressed as a percentage of the maximum points available: A 95% Excellent B 85% Very good C 75% Good D 65% Satisfactory E 60% Sufficient (pass) Fx 50% Insufficient (fail) F Below 50% Poor or insufficient conduct (fail) In addition to specific grading criteria handed out with specific assignments, the following criteria are used for grading assignments: A B C D E requires excellent insight and deep understanding of how the modules concepts are related to understanding and assessing resilience. Excellence in analysis, assessment and synthesis in written and oral discussions requires very good insight and deep of how the modules concepts are related to understanding and assessing resilience. Shows skills in analysis, assessment and synthesis requires good insight into the modules concepts and how they are interrelated, as well as independent sound judgements and analytical skills in discussing them requires additional skills in discussing and explaining the modules concepts is issued to participants who can recapitulate the contents of the module and the course and can define the basic concepts discussed in the different module components. Reading List readings should be done prior to lectures! Week 1: Social-ecological systems, adaptive cycles & panarchies Lecture: Ways of describing and defining social-ecological systems: conceptual frameworks and participatory modelljng Ostrom, E A general framework for analyzing sustainability of social-ecological systems. Science 325(5939): Carpenter et al Program on Ecosystem change and society, an international research strategy for integrated social-ecological systems. COSUST 4:1-5 Bodin Ö och Tengö M Disentagling intangible social-ecological systems. Global environmental change. Lecture: Social-ecological inventories: finding the key actors and engaging them Schultz et al Enhancing ecosystem management through social-ecological inventories. Environmental conservation 34(2): Group exercise 1: Social-ecological inventory of the resilience assessment case 13

14 Lecture: Managing social-ecological systems for adaptation or transformation: Adaptive cycles and panarchy. Gunderson, L. H. and C. S. Holling, editors Panarchy: understanding transformations in human and natural systems. Island Press, Washington DC. Chapters 1-3 Folke, et al., Resilience thinking: integrating resilience, adaptablity, and transformability. Ecology and Society 15 (4), 20. Group exercise 2: Testing the adaptive cycle and panarchy models on a case. Week 2: Resilience assessment In theory Lecture: Step 1: Describing the system Walker and Salt, Resilience practice: building resilience to absorb disturbance and maintain function. Island press. p Lecture: Step 2: Assessing resilience Walker et al Resilience management in social-ecological systems. A working hypothesis for a participatory approach. Conservation ecology 6 (1):14 Enfors et al., Making investments in dryland development work: Participatory Scenario Planning in the Makanya Catchment, Tanzania. Ecology and society 13:2:42 Reenberg et al Adaptation of Human Coping Strategies in a Small Island Society in the SW Pacific 50 Years of Change in the Coupled Human Environment System on Bellona, Solomon Islands. Human ecology 36: Lecture: Step 3: Options for intervention Walker and Salt, Resilience practice: building resilience to absorb disturbance and maintain function. Island press. p Enfors, E Traps and transformations in social-ecological systems. Global environmental change. Gelcich, et al Navigating transformations in governance of Chilean marine coastal resources, Proceedings of the National Academy of Sci- ences, USA 107: Lecture: Experiences from a resilience assessment in Afghanistan Haider J et al Interacting traps: resilience assessment of a pasture management system in northern Afghanistan. Planning theory and practice 13(2) Weeks 3 & 4: Resilience Assessments in practice 14