Suchergebnisse

Tom Cyberbezpieczeństwo wyzwaniem XXI wieku jest opracowaniem, które wpisuje się w kontekst rozważań poświęconych wielorakim aspektom bezpieczeństwa w cyberprzestrzeni. Autorzy, którzy zostali zaproszeni do realizacji tego projektu, prezentują różne spojrzenia na tę problematykę. Pomysłodawcą pierwszego rozdziału – Główni aktorzy cyberprzestrzeni i ich działalność jest Tomasz Hoffman. Autor, piszący z perspektywy prawno-politologicznej, posiłkujący się dorobkiem nauk o bezpieczeństwie, koncentruje się na ukazaniu potencjalnych aktorów cyberprzestrzeni, ich działalności, a w tym również zachowań niezgodnych z prawem. Cyberbezpieczeństwo, zdaniem Hoffmana, jest nową dziedziną bezpieczeństwa narodowego, z którą nieodłącznie wiążą się takie wyzwania, jak cyberprzestępczość oraz cyberterroryzm. Drugi rozdział – Cyberbezpieczeństwo jako wyzwanie dla współczesnego państwa i społeczeństwa – wyszedł spod pióra Marka Górki. Badacz dokonał przeglądu aktualnego stanu bezpieczeństwa cybernetycznego w kontekście rozprzestrzeniania się zagrożeń pochodzących z cyberprzestrzeni, tworzonych przez organizacje państwowe oraz niepaństwowe. Górka stoi na stanowisku, że cyberprzestrzeń stała się podstawową cechą świata i stworzyła nową rzeczywistość dla prawie wszystkich krajów, co sprawia, że problemy z cyberprzestępczością oraz cyberbezpieczeństwem mają istotne, globalne znaczenie zarówno w wymiarze politycznym, jak i gospodarczym. Z przemyśleniami Górki koresponduje tekst Bogusława Węglińskiego – Cyberterroryści w cyfrowych czasach – profesjonalizacja i digitalizacja współczesnych organizacji terrorystycznych. Autor poddał analizie ewoluujące wraz z rozwojem technologii instrumentarium wykorzystywane przez grupy terrorystyczne, zwracając uwagę na Internet, który otworzył przed nimi nowe możliwości oddziaływania, a w tym także w sferze kreowania przekazu medialnego. W tekście zawarte są również dociekania dotyczące możliwości użycia przez terrorystów dronów. Nadmieńmy, że także czwarty rozdział Ataki cyberfizyczne a system bezpieczeństwa narodowego, którego autorem jest Bogusław Olszewski, wpisuje się w nurt wcześniejszych dociekań. W tej części tomu poruszone zostały sprawy związane z niepożądanym oddziaływaniem systemów cyberfizycznych na bezpieczeństwo otoczenia międzynarodowego. Zdaniem Olszewskiego, ich hybrydowy (cyfrowo-materialny) charakter sprawia, że wpływają nie tylko na logiczną warstwę cyberprzestrzeni, ale także na dziedzinę fizyczną. Umożliwiają m.in. destabilizację porządku wewnętrznego państwa, co w konsekwencji może prowadzić do destrukcyjnych zmian w szerszym, międzynarodowym kontekście. Stanowią zatem wielowymiarowe zagrożenie dla szeroko pojętego systemu bezpieczeństwa globalnego W rozdziale piątym, Marcin Adamczyk przedłożył tekst Cyberszpiegostwo w relacjach chińsko-amerykańskich w kontekście potencjalnej zmiany światowego hegemona. Opracowanie poświęcone jest działaniom Chińskiej Republiki Ludowej w cyberprzestrzeni, ukierunkowanych na nielegalne pozyskanie amerykańskich technologii wojskowych i cywilnych. Zdaniem autora, Państwo Środka jest aktualnie jedynym krajem, który obecnie mógłby rzucić wyzwanie dominacji Stanów Zjednoczonych. Dążenie do uzyskania statusu państwa hegemonicznego wymaga zatem od Pekinu zbudowania odpowiedniej koalicji wspierającej Chiny na arenie międzynarodowej, ale również zmniejszenia dystansu ekonomicznego, jaki dzieli to państwo od Waszyngtonu. Autorem kolejnego rozdziału jest Kamil Baraniuk, którzy przygotował tekst Zarys przemian instytucjonalnych rosyjskiego wywiadu radioelektronicznego. Baraniuk podkreśla, że współczesny wysoki stopień zinformatyzowania społeczeństw i powszechności korzystania z technologii informatycznych sprawia, iż dane o charakterze sygnałowym i elektromagnetycznym stanowią bardzo istotne źródło informacji dla wyspecjalizowanych instytucji, zajmujących się ich gromadzeniem oraz przetwarzaniem. W tym kontekście zarysowuje genezę i przekształcenia instytucjonalne wywiadu radioelektronicznego Federacji Rosyjskiej, a co za tym idzie wojskowe i cywilne instytucje zajmujące się tego rodzaju działalnością na przestrzeni ostatnich kilkudziesięciu lat, przy uwzględnieniu ich zadań, a także zmian personalnych w ich kierownictwie. Rozdział siódmy napisany został przez dwie autorki z Ukrainy. Tetiana W. Nagachevskaya i Lyudmila Frliksowa przygotowały rozważania zatytułowane Napriamky formuwannia miżnarodnoji konkurentospromożnosti IT-sektoru Ukrajiny. Zawierają one analizę stanu i osobliwości kształtowania się międzynarodowej konkurencyjności sektora IT na Ukrainie. Nagachevskaya i Frliksowa zaprezentowały pozycję ukraińskiego sektora IT rozpatrywaną w kontekście Networked Readiness Index, który mierzy skłonność do wykorzystywania przez kraje możliwości oferowanych przez technologie informacyjno-komunikacyjne. Ponadto, ukazały przewagę konkurencyjną i wady ukraińskich firm IT na rynkach międzynarodowych oraz kierunki wzrostu międzynarodowej konkurencyjności sektora informatycznego Ukrainy. Kolejne dwa rozdziały dotykają problematyki religijnej w cyberprzestrzeni. Autorem dociekań – Religijne i parareligijne grupy destrukcyjne: wyzwania cyberprzestrzeni – jest Wojciech Gajewski, który zwraca uwagę na sprawę penetrowania wirtualnej przestrzeni przez destrukcyjne grupy religijne. Jego zdaniem, stanowią one wzrastające zagrożenie nie tylko dla jej indywidualnych użytkowników, ale także zbiorowości społecznych. Religioznawca jest zwolennikiem podejmowania szeroko zakrojonych działań badawczych, edukacyjnych, a także prawnych, które wpłyną na ograniczenie negatywnych następstw ich aktywności w cyberprzestrzeni. Z kolei, Lucjan Klimsza przedłożył tekst Filozoficzne aspekty działania Internetu w kontekście zadań misyjnych Kościoła. Autor, który jest duchownym ewangelickim, zwraca uwagę na możliwości, jakie otwiera przed współczesnym chrześcijaństwem dostęp do przestrzeni cyfrowej. Klimsza wyraźnie zaznacza, że obecny Kościół musi być wspólnotą multimedialną, jednakże nie wirtualną, która jest oddalona od człowieka i jego realnej egzystencji. Autor, Internet postrzega zatem jako metamedium umożliwiające przekazywanie treści religijnych, które może być pomocne m.in. w spotkaniu i relacjach człowieka z człowiekiem oraz Boga z człowiekiem. Dziesiąty rozdziały Cyberbezpieczeństwo jako konstrukt w polskiej przestrzeni publicznej, będący rozważaniami o nachyleniu politologicznym, napisał Przemysław Mikiewicz. Tekst jest refleksją nad obecnością kategorii cyberbezpieczeństwa w polskiej przestrzeni publicznej, którą autor zawęził do opiniotwórczego oddziaływania centralnych instytucji państwowych oraz partii politycznych. Autor wskazuje, że pojęcie cyberbezpieczeństwa jest obecne w polskiej przestrzeni publicznej w różnym stopniu w dokumentach rządowych i w programach partii politycznych. Zdaniem Mikiewicza, występuje zasadnicza asymetria pomiędzy oboma typami dokumentów: dokumenty urzędowe poświęcają uwagę cyberbezpieczeństwu w znacznym stopniu, podczas gdy w dokumentach partyjnych kwestia ta jest jedynie wzmiankowana. Tak więc, cyberbezpieczeństwo jawi się jako rodzaj konstruktu, za pomocą którego kreowany jest obraz świata pełnego nienamacalnych niebezpieczeństw, do zwalczania których nieodzowne wydaje się publikowanie dokumentów pod postacią kolejnych doktryn i strategii walki z zagrożeniami w cyberprzrestrzeni. W nurt rozważań politologicznych wpisują się także dwa kolejne teksty. Autorem pierwszego jest Grzegorz Tokarz, którego dociekania zostały zatytułowane Internet jako instrument nawoływania do przemocy – przykład organizacji "Krew i Honor" Polska. Tekst przybliża działalność polskiej sekcji neonazistowskiej organizacji "Krew i Honor", a w tym zawartość jej strony internetowej, która jest istotnym narzędziem w propagowaniu idei tego środowiska, jak również źródłem informacji o osobach oraz instytucji uznawanych za zdrajców "białej rasy". Drugi tekst, który zarazem kończy niniejszy tom przygotował Mariusz Kozerski. W rozdziale Dawne afery polityczne ze współczesnej perspektywy: przykład sprawy Barschela/Pffeifera analizowana jest rola, jaką media odgrywają w nagłaśnianiu afer politycznych. Autor poddał oglądowi wydarzenia, które rozegrały się w latach 80 XX wieku, w północnoniemieckim landzie Szlezwik-Holsztyn, a w których ważną rolę odegrał opiniotwórczy tygodnik "Der Spiegel". Dodajmy, że Kozerski podejmuje się również próby odpowiedzi na pytanie, w jaki sposób afera kilońska mogłaby przebiegać współcześnie, w kontekście potencjału informacyjnego/opiniotwórczego, którym charakteryzuje się globalna sieć komputerowa. ; "Cybersecurity as the challenge of the XXI century" is a collection of considerations dedicated to various aspects of security in cyberspace. Authors, who have been invited to this project, present different views on this subject. An author of the first chapter, "The main actors of cyberspace and their activities", is Tomasz Hoffman. Writing from a legal and political perspective, including the achievements of security sciences, he tries to present potential actors of cyberspace, and their activities, including behaviors against the law. Cybersecurity, according to Hoffman, is a new element of national security and is related to challenges, such as cybercrime and cyberterrorism. The second chapter, "Cybersecurity as a challenge for modern countries and societies", has been written by Marek Górka. The researcher has reviewed the current situation of the cybersecurity in the context of the spread of dangers in cyberspace, created by government and non-government organizations. Górka states that cyberspace has become a basic feature of the world and has created a new reality for almost all countries, what caused that the problems with cybercrime and cybersecurity became significant in both, the political and the economic aspect. A text, which corresponds to the Górka's thoughts, is the text "Cyberterrorists in digital times - professionalization and digitalization of modern terrorist organizations" by Bogusław Węgliński. The author has analyzed the instruments used by terrorist groups. The instruments which have been evolving along with the development of technology. The most important of them is the Internet, which has opened new opportunities for terrorists, including digital communicating. The text also includes aspects of the usage of drones by terrorists. The fourth chapter, "Cyber-physical attacks and the national security system", by Bogusław Olszewski, is also related to the previously mentioned issues. This part of the book deals with matters of the undesirable impact of cyber-physical systems on the safety of the international environment. According to Olszewski, their hybrid (digital-material) character causes that they affect not only the logical aspect of cyberspace but also the physical one. They enable destabilization of the internal structure of countries, what can lead to destructive changes in the wider, international context. They are a multifaceted danger to the broadly understood system of the global security. In the fifth chapter, Marcin Adamczyk has presented a text titled "Cyberspying in Chinese-American relations, in the context of the potential change of the world hegemon". The study is dedicated to the activities of the People's Republic of China in cyberspace, taken to acquire American military and civil technologies. The author claims that China is currently the only country that could challenge the global domination of the United States. However, to obtain the status of the hegemonic state, Beijing would need to build a solid coalition, supporting China on the international arena, but also reduce the economic distance between Beijing and Washington. An author of the next chapter is Kamil Baraniuk, who has prepared a text titled "Outline of the institutional changes in the Russian radio-electronic intelligence". Baraniuk emphasizes that the high level of computerization of societies and the common use of information technologies makes the signal and electromagnetic data a very important source of information for specialized institutions dealing with information collection and processing. In this context the author outlines the genesis and the institutional transformation of the Russian radio-electronic intelligence, as well as the military and civil institutions dealing with this kind of activities over the last decades, analyzing their tasks and personnel changes in their management. The seventh chapter has been written by two authors from Ukraine. Tetiana W. Nagachevskaya and Lyudmila Frliksowa prepared a text "Napryamky formuvannya mizhnarodnoyi konkurentospromozhnosti IT-sector Ukrayiny". This text contains an analysis of the current situation and peculiarities in the shaping of the international competitiveness of the IT sector in Ukraine. Nagachevskaya and Frliksowa have presented the position of the Ukrainian IT sector, considered in the context of the Networked Readiness Index, which measures the tendency of different countries to use the opportunities offered by informational and communicational technology. In addition, they have shown competitive advantages and disadvantages of Ukrainian IT companies on international markets, and directions of growth of the international competitiveness of the IT sector in Ukraine. Next two chapters have been related to religious issues in cyberspace. "Religious and pseudoreligious destructive groups: the challenges of cyberspace" has been written by Wojciech Gajewski, who pays attention to the matter of penetrating of the virtual space by various destructive religious groups. In his opinion, they become increasing dangers not only for individual users of the cyberspace but also for entire social groups. The religious scholar is a supporter of extensive research, educational and even legal activities, that suppose to reduce the negative consequences of the sectarian activity in cyberspace. Next author, Lucjan Klimsza, has presented a text "Philosophical aspects of the Internet in the context of missionary tasks of the Church". Klimsza, who is a Protestant pastor, pays attention to the possibilities that the access to the digital space opens to contemporary Christianity. He clearly states that the current Church must be a multimedia, but not a virtual community, distant from a man and his real existence. The author sees the Internet as a meta-medium enabling the transmission of religious content, which may be helpful in cognition and relationship between man and God, as well as between man and man. Tenth chapter, "Cybersecurity as a construct in the Polish public space", has been written by Przemysław Mikiewicz from a political perspective. The text is a reflection of the presence of the cybersecurity in Polish public space, which has been specified by the author as the opinion-making influence of the central government institutions and political parties. The author indicates that the concept of the cybersecurity is present in the Polish public space in government documents and programs of political parties. According to Mikiewicz, there is a fundamental asymmetry between these two types: government documents pay a lot of attention to cybersecurity, programs of political parties, however, only mention about the issue. Finally, cybersecurity appears as a kind of a construct used to create an image of the modern world, full of immaterial dangers, which might be eliminated only by publication of new doctrines and strategies, created to combat dangers in cyberspace. The political aspect of the cybersecurity issue is present also in the next two texts. An author of the first one is Grzegorz Tokarz, whose section has been titled "The Internet as an instrument to incite violence - an example of Poland". The text introduces activities of the Polish section of this neo- Nazi organization, including the content of its website, which is an important tool, used to promote the ideas of this environment, as well as a source of information about people and institutions considered to be the traitors of the "white race". The second text, which also ends this book, has been prepared by Mariusz Kozerski. In this chapter, titled "Former political scandals from a modern perspective: an example of the Barschel/Pffeifer case", the analyzed issue is the role played by media to publicize political scandals. The author has reviewed incidents that took place in the 1980s, in the German land of Schleswig-Holstein. A significant role in those happenings was played by "Der Spiegel", an opinion-forming weekly magazine. Let's add that Kozerski also tries to answer the question of how that, socalled "Kiel scandal" could look like if it happened today, in the context of the contemporary informational/opinion-forming potential, which characterizes the global computer network.

"Fake News" bilden seit Menschengedenken ein zentrales Problem für die individuelle und öffentliche Meinungsbildung. Dabei wird die Wirkung verbreiteter Desinformation heutzutage durch die technischen Möglichkeiten im Bereich der Online-Kommunikation, etwa durch die Echokammern in sozialen Netzwerken oder den Einsatz künstlicher Meinungsverstärker, mitunter noch verstärkt. Effekte von einmal geäußerter Desinformation lassen sich aus kognitionswissenschaftlicher Perspektive nur noch sehr schwer korrigieren. Die Arbeit beschäftigt sich daher mit dem (kommunikations-)grundrechtlichen Schutz vo...

"Fake News" bilden seit Menschengedenken ein zentrales Problem für die individuelle und öffentliche Meinungsbildung. Dabei wird die Wirkung verbreiteter Desinformation heutzutage durch die technischen Möglichkeiten im Bereich der Online-Kommunikation, etwa durch die Echokammern in sozialen Netzwerken oder den Einsatz künstlicher Meinungsverstärker, mitunter noch verstärkt. Effekte von einmal geäußerter Desinformation lassen sich aus kognitionswissenschaftlicher Perspektive nur noch sehr schwer korrigieren. Die Arbeit beschäftigt sich daher mit dem (kommunikations-)grundrechtlichen Schutz vo...

Not Available ; Quality Protein Maize (QPM): Importance and production requirements Ramesh Kumar, DP Chaudhary, AK Das and Sujay Rakshit ICAR - Indian Institute of Maize Research, Ludhiana Introduction The present scenario of increasing population puts pressure on agriculture not only to increase production and productivity but also the grain quality. It is imperative that increasing production of food crops to ensure food and nutritional security of the nation has become a necessity rather a matter of choice. However, the challenge to meet the growing demand for food seems to be a daunting task due to rapid reduction in agricultural land, reduced availability of water resources and climate change. Moreover, ensuring the nutritional security or improving the nutritional status of the poorer section on sustainable manner is an added challenge. The present food production scenario indicates that much of the future food production is expected to come from coarse cereals, particularly maize because of its highest yield potential as compared to any other food crop. Maize has already credited as queen of cereal and further due to its high content of carbohydrates, fats, proteins and some of the important vitamins and minerals, it has also acquired a well - deserved reputation as 'poor man's nutri - cereal'(Kumar et al .,2012). Maize contributes 15% of the world's protein and 19% of the calories derived from food crops (Vasal SK, 2002). Millions of people in the world, and particularly in developing countries, derive a part of their protein and daily calorie requirements from maize (Mbuya et al.,2011). In recent years the diversified uses of maize as food, feed and as an industrial raw material is also increasing. In addition to this maize is part of the livestock - to - meat cycle across the world (Tanumihardjo et al., 2019). The food processing industries are coming up with new value - added products of corn like flakes, chips, biscuits, sooji etc. Increased demand from consumers has led to higher per capita consumption and demand for maize. Improved growth in Indian economy has increased per capita income thereby improving the purchasing power of its people. The consequence of all these events has led to change in the food habits with an increased non - vegetarian population of the country. The increased non - vegetarian populations had its own cascaded of events on food/feed and meat industries. The increased demand of meat has increased the demand of maize from poultry and piggery feed industries. In this particular context, quality protein maize (QPM) can play a crucial and very important special role in ensuring the food and nutritional security of the country. Nutritive Value of Quality Protein Maize The maize grain on an average contains around 15 % moisture, 8 - 12 % protein, 2 - 4 % fat, 3 % fibre, 67 - 72 % starch and around 1.5% minerals. Hence it is a good source of carbohydrates, fats, proteins and some of the important vitamins and minerals and, therefore, termed as nutri - cereal. Majority of the population depend on cereals for their livelihood and maize is the staple cereal food for several million people, especially in the developing countries across Sub - saharan Africa who derive their >30% of the total dietary protein and >20% of the daily calories requirements from maize as it supplies many macro and micronutrients necessary for human metabolic needs. The kernel protein is made up of five different fractions, viz., albumin 7 %, globulin 5 %, non - protein nitrogen 6 %, prolamine 52 % and glutelin 25% and the left - over 5 % is residual nitrogen. The quality of maize protein is poor due to the presence of large concentration of an alcohol soluble protein fraction, prolamine also known as zein in the endosperm. Zein is very low in lysine and tryptophan content and since this fraction contributes more than 50 percent of the total protein, the maize protein is, therefore, deficient in lysine and tryptophan content. On the other hand, zein fraction contains very high amount of leucine and imbalanced proportion of isoleucine. The ill - proportion of four essential amino acids in normal maize kernels results in poor protein quality of traditional maize kernels affecting its biological value i.e. the availability of protein to the body. Thus, the composition of maize protein has an in - built drawback of being deficient in two essential amino acids, viz., lysine and tryptophan. However, high - quality protein sources, such as eggs, meat, dairy products and legumes provide total or complementary sources of these amino acids, but many rural poor have limited access to these foods. Therefore, populations depending on maize as their staple food generally show the protein deficiency disorders like Marasmus and Kwashiorkar. In addition, maize lacks vitamin B and also due to high concentrations of phytate some minerals in the maize grain have low bioavailability. Therefore, a need was felt to improve the biological value of protein in maize varieties. In early 1960s the breeders at Purdue University obtained the natural mutants of maize which have soft and opaque grains. The biochemical and genetic analysis of mutant kernels revealed that they contain higher concentration of lysine and this nutritionally superior maize was named opaque - 2 maize, after discovering that "opaque - 2" single gene mutation is responsible for the improved protein quality (Mertz et al., 1964). It was mentioned that the original mutants obtained were soft and opaque, but they have some draw - backs like higher susceptibility to storage and ear rot. Therefore, to overcome this problem International Center for Maize and Wheat Improvement (CIMMYT) introduced endosperm modifier genes through continued recurrent selection breeding programme led by Dr. S. K. Vasal and team. As a result, hard endosperm o2 stocks were developed and were designated as quality protein maize (QPM) to distinguish it from soft o2 strains. Quality protein maize (QPM) was created by selecting genetic modifiers that convert the starchy endosperm of an opaque2 (o2) mutant to a hard, vitreous phenotype. However, not all of the hard endosperm o2 lines retained high levels of the critical amino acids. Later the genetic studies on QPM have shown that there are multiple, unlinked o2 modifiers (OPM), but their identity and mode of action are unknown. In QPM the concentration of zein is lowered by 30 percent, as a result the lysine and tryptophan content increases in comparison to maize. The lower contents of leucine in QPM further balance the ratios of leucine to isoleucine (Table1). The balanced proportion of all these essential amino acid in QPM enhances the biological value of protein (Table - 2). The true protein digestibility of maize vis - à - vis QPM is almost same, but the biological value of QPM is just double as compared to maize varieties (Fig1), rather it is highest among all cereals and pulses (Fig1). The reason behind it is that all cereals except QPM are deficient in lysine, an essential amino acid and all pulses are deficient in another essential amino acid methionine. Maize breeders have developed several QPM hybrids by incorporating opaque - 2 mutant gene modifiers in different parental lines. QPM looks and taste like normal maize, but it contains nearly twice the quality of lysine and tryptophan along with balanced amino acid profile. QPM as Food and Nutritional Security In India, tribal population constitutes approximately 10% of the total population and is found in most parts of the country especially in the states of Madhya Pradesh, Assam, Nagaland, Gujarat, Chhattisgarh, Jharkhand, etc. Thus, a sizable tribal population exist which is economically deprived. Further, most of tribal population depends on maize as their basic diet. In these areas the scope for QPM to ensuring food and nutritional security is paramount. Substituting maize with QPM is a viable option for ensuring their nutritional requirements. Tribal peoples are acknowledged to have very close association with ecosystem and environment because of their dependence on nature directly for daily requirements. However, the problem of malnutrition arises due to inadequate intake of nutrients in the diet. The situations are almost same in some African countries. Several studies are conducted on human beings and animal and are continue to be conducted on positive health benefits of QPM consumption in their daily diet. Gunaratna et al., 2010 reported that consumption of QPM instead of maize leads to an increase in growth rate of height and weight by 12 and 9%, respectively in infants and young children coming from population with mild to moderate under nutrition where maize is the significant component of the diet. This happened due to the higher biological value of QPM as compared to the maize (Table 2). The results are encouraging and based on these results the Indian policy makers can think of providing QPM in the tribal belt or in the areas where there is a problem of malnutrition. Government of India can also think of introducing QPM in public distribution system and QPM based food in mid - day meal in schools and Aanganwadis. Government of India has already started Tribal - Sub Plan (TSP) and under this programme the Directorate of Maize Research has provided QPM hybrid seeds for cultivation in the areas where tribal population is more. Some on - farm trainings have also being organized in these areas for creating awareness to use QPM as staple food. QPM and Animal feed Maize is an integral part of the animal feed used in India and outside. There are several studies where maize has been replaced by QPM as an ingredient of animal feed and encouraging results have been observed in case of broilers, chickens and pigs. Feed trials have repeatedly shown that pigs fed with QPM grow twice as fast as those fed with commercial maize (Krivanek et al., 2007). Some nutritional studies with pigs and chicken diets have shown that performance is improved when QPM is substituted for maize without any additional protein supplement. In broiler diet, the substitution of QPM for maize at a rate of 60% substantially reduces the need for soybean meal and therefore the cost (Subsuban et al., 1990). Similarly, in an experiment with finisher pigs, less soybean meal was needed to maximize performance in diets based on QPM compared with diets having maize. Beef steers fed on high–lysine maize gained faster weight compared to those fed on normal maize. Thus, QPM can reduce the cost of animal feed by decreasing the expenditure incurred on more expensive high protein sources. Linear programming models allow feed companies to identify the cheapest way of providing the minimum dietary requirements for farm stock. Calculations for pig and poultry ration containing maize, QPM, sorghum, soybeans meal and synthetic lysine and tryptophan showed that the usage of QPM instead of maize resulted in saving of 2.8% on chickens feed and 3.4 % on pig feed (Lopez - Pereira, 1992). It is also evident that if QPM was to replace maize in broiler feed in Kenya, the 5% cost reduction would translate into a gain of US dollars 300,000 either as reduced costs for farmers or profit for feed manufactures. In India also it can happen if we use QPM as an ingredient in animal feed. It will help in reducing the cost of feed as well as in increase the growth of the animal either it is broiler, chicken, pig or cattle. The broilers and chickens fed with QPM matured in less time as compared to non QPM fed ones and the farmer benefitted by selling more number of animals in a short span of time. Additionally, QPM fed pigs experience rapid weight gain and are ready for market sooner or can provide an additional quality protein source for small farm families. Impact of QPM Babies and adults consuming QPM are healthier and at lower risk for malnutrition disorders such as marasmus and kwashiorkor. Data from Latin America and Africa showed the role of QPM in reversing the effects of malnutrition in those who are already affected. QPM offers 90% the nutritional value of skim milk, the standard for adequate nutrition value. At a time when UNICEF reports that 1,000,000 infants and small children are starving each month, the inclusion of QPM in daily rations improves health and saves lives. Additionally, QPM fed pigs experience rapid weight gain and are ready for market sooner or can provide an additional quality protein source for small farm families. The commercial success of QPM can be achieved as several QPM hybrids have been developed and tested across varying climatic and growing conditions. At present QPM varieties are grown on roughly 9 million acres (36,000 km²) worldwide. Meanwhile, QPM research and development have spread from Mexico to Latin America, Africa, Europe, and Asia. In Guizhou, the poorest province in China, where QPM hybrid yields are 10% higher than those of other hybrids, and the crop has enabled new pig production enterprises, bringing increased food security and disposable income. In total, the QPM germplasm is being grown worldwide and it is contributing over $1 billion annually to the economies of developing countries. Production requirements Isolation distance The foremost requirement for QPM cultivation is isolation distance of minimum 400 meters. There should not be any other maize crop (non - QPM) in surrounding of 400 meters. The opaque - 2 gene is expressed when it present in homozygous conditions, if any other maize crop is there in surrounding area and pollen of other maize will fall on QPM silk and it will create heterozygous conditions resulting opaque 2 gene will not express that is why it is strongly recommended that we will have to grow QPM crop in isolation or we can grow this in a specified area where only QPM is grown. Soil and climate QPM can be grown successfully in a wide range of soil from loamy sand to clay. But it performs well in high organic matter content soil with high water holding capacity and neutral in pH. Soil should have high drainage capacity as maize is more susceptible to water logging condition. QPM can be successfully grown in varied climatic conditions though out the country in an altitude from mean sea level to 3000 m height. Selection of cultivar A no. of QPM hybrids have been released in India for cultivation namely, HQPM1, HQPM 4, HQPM 5, HQPM 7, Shaktiman 1, Shaktiman 2, Shaktiman 3, Shaktiman 4, Shaktiman 5, Pusa HM 8, Pusa HM 9, Vivek QPM 9 and Pusa Vivek QPM 9 improved. The farmers can select anyone among these hybrids in consultation with local maize breeder/agriculture expert. Sowing time QPM can be grown in all the seasons viz. kharif, rabi and spring. Seed rate Seed rate varied according to seed size, season, sowing method. But on an average 20 kg/ha is optimum for higher yield. Seed treatment To protect the seed from seed and soil borne diseases and pest seed should be treated before sowing with fungicide Bavistin + Captan in 1:1 ratio @ 2 g/kg seed. Method of sowing Line sowing in furrows at 60 - 70 x 20 - 25 cm (row x plant) spacing to obtain the optimum plant population of 70000 to 80000 per ha with sowing depth of 4 - 5 cm is the best method. Nutrient management The requirement of nutrient and fertilizers are as follows: Nutrient Dose Form Requirement (Kg/ha) N 150 - 180 Urea 3255 - 3906 P2O5 70 - 80 SSP 438 - 500 K2O 70 - 80 MOP 116 - 133 Besides that ZnSO4 @ 25 kg/ha and FYM @ 10 t/ha is required for high productivity of QPM. FYM should be applied at 10 - 15 days before sowing. The whole amount of SSP, MOP, ZnSO4 and 10% of urea should apply as basal in furrows. The remaining urea should be applied in three split applications. 20% urea at 4 leaf stage, 40% at 8 leaf stage and remaining 30% at flowering stage. Fertilizers should be applied from both sides of rows. Three days before application of fertilizers light hoeing is needed for optimum use of nutrients by crops. Water management If irrigation facility is available then irrigation should be done in furrows up to 2/3rd height of the ridge at knee high stage, flowering and grain filling stage. Weed management Weed is a serious problem of maize in Tirap district of Arunachal Pradesh which may causes yield loss up to 35%. Therefore, timely weed management is essential for good yield. Pre - emergence herbicide atrazine @ 1.0 - 1.5 kg a.i./ha in 600 litre water is very effective for control of weed. Tembotrione @ 262 ml in 375 litre water is recommended for post - emergence application and it should be applied when the crop is 25 - 30 days old. Earthing up Earthing up is a very essential operation in QPM cultivation. Earthing up should be done when the crop is 35 - 40 days old. Insect Pest Management: Maize stem borer (Chilo partellus) The pest lays eggs on the lower surface of central whorl leaf and the larvae enter the plant from the central whorl and eventually results in dead heat formation Foliar application of Chlorantraniliprole 18.5 SC @ 0.3 ml / litre water in 200 litre water per ha is quite effective The spray should be done at the appearance of symptoms on 2 - 3 weeks old crop. It can also be controlled by release of 8 trico cards (Trichogramma chilonis) per ha at 10 & 17days after germination. Pink stem borer (Sesamia inferens) This insect is more serious in peninsular India during rabi season. Foliar application of Chlorantraniliprole 18.5 SC @ 0.3 ml / litre water in 200 litre water per ha is quite effective. The spray should be done at the appearance of symptoms on 2 - 3 weeks old crop. Shoot fly (Atherigona spp.) It is more serious during spring season in northern India. It lays eggs on emerging seedlings and maggets cuts the growing point resulting in dead heart formation. Seed treatment gaucho 600FS @ 6.0 ml/ kg seed is most effective. Fall Armyworm (Spodoptera frugiperda) It is new exotic pest in maize ecosystem. It feeds heavily on central whorl leaves and it is more serious on crop up to six weeks old. It lays eggs in clusters on upper and lower surface of the leaves. Young larvae cause papery windows on leaves while grown larvae feeds by making bigger irregular wholes, cut the leaf margins and may damage the central whorl leaves also. The infected plants are filled with its excreta. The seed treatment with Cyantraniliprole 19.8% + Thiamethoxam 19.8% FS @ 6 ml/kg of seed offers protection for 15 - 20 days of crop growth against Fall Armyworm is quite effective up to 3 leaves/ 20 days old crop. Release of egg parasitoids viz., Telenomus remus (4000/ ac) or Trichogramma pretiosum @ 50,000/acre at 7 and 14 days following first spray using neem formulation with the trap catch of one moth/day observed continuously. Note: Parasitoid release may be alternated with neem spray at weekly intervals, but not to be applied simultaneously. For management of early instar larvae with a damage level of 5 - 10%, whorl application of Bacillus thuringiensis v. kurstaki formulations 2% (400g/acre) applied @ 2g/l or Metarhizium anisopliae or Beauveria bassiana (1kg/acre) applied @ 5 g/liter is recommended. If infestation is more than 10%, spray with anyone of the recommended insecticides with label claim, viz., Chlorantraniliprole 18.5 SC (80 ml/acre) applied @ 0.4 ml/l or Thiamethoxam 12.6 % + Lambda cyhalothrin 9.5% ZC (50ml/acre) applied @ 0.25 ml/l or Spinetoram 11.7 % SC (100ml/acre) applied @ 0.5 ml/l is recommended. DISEASE MANAGEMENT Turcicum leaf blight: Spray Zineb/Meneb @ 2.5 - 4.0 g/l water 2 - 4 times at 8 - 10 days intervals as a control measure. Maydis leaf blight: It can be controlled by 2 - 4 times spraying of Dithane Z - 75 or Zineb @ 2.4 - 4.0 g/l water at 8 - 10 days intervals after first appearance of the symptoms of disease. Banded leaf and sheath blight: Seed treatment of peat - based formulation (Pseudomonas fluorescence) @ 16 g/kg of seed or soil application @ 7 g/l water as soil drenching or foliar spray of Sheethmar (Validamycin) @ 2.7 ml/l water is effective against this disease. Bird management In some places mature cobs are damaged by birds. In such situations matured cob can be protected from bird damage by tying cobs with leaf of the same plant. Harvesting Harvesting should be done at optimum moisture content (20%) in grain to avoid postharvest loses due to store grain pest and diseases. Harvesting immediately after shower should be avoided. The harvested cobs should be sun dried before shelling and should be shelled at 13 - 14% grain moisture. During storage the moisture content of grain should be 8 - 10 %. Table 1. Essential amino acid content of maize Amino acid Normal (mg per g N) QPM (mg per g N) Lysine Isoleucine Leucine Sulphur amino acid Aromatic amino acid Threonine Tryptophan Valine 177 206 827 188 505 213 35 292 256 193 507 188 502 199 78 298 Table 2. Protein quality of maize Quality measures Normal QPM True protein digestibility Biological value (%) Amount needed for equilibrium 8040 - 47547 92 80 230 References Gunarathna NS, De Groote H, Nestel P, Pixley KV and McCabe GP. (2010). A meta - Analysis of community level studies on quality protein maize. Food Policy. 35: 202 - 210. Krivanek AF, De Groote H, Guraratna NS, Diallo AO and Friesen D. (2007). Breeding and Disseminating quality protein maize (QPM) for Africa. African J. Biotech. 6 (4):312 - 324. Kumar RS, Kumar B, Kaul J, Chikkappa GK, Jat SL, Parihar CM and Kumar A. (2012). Maize research in India - historical prospective and future challenges. Maize Journal. 1(1):1 - 6. Lopez - Pereira MA.(1992). The economics of quality protein maize as an animal feed: Case Studies of Brazil and EI Salvador, CIMMYT, Mexico, DF. Mertz ET. (1970). Nutritive value of corn and its products. In: Inglett GE, editor. Corn: culture, Processing, products. Westport, Conn.: Avi Publishing. p 350–9. Subsuban CP, Olanday PO, Cambel IH. (1990). Advantages of quality protein maize (QPM) In broiler ration. Research and Development Journal (Philippines). 1(1): 5 - 17. Vasal, S.K. (2002). Quality protein maize development: An exciting experience. In Integrated Approaches to Higher Maize Productivity in the New Millennium, Proceedings of the Seventh Eastern and Southern Africa Regional Maize Conference, Nairobi, Kenya,5–11February2002;Friesen,D.,Palmer,A.F.E.,Eds.;CIMMYT(InternationalMaize and Wheat Improvement Center) and KARI (Kenya Agricultural Research Institute): Nairobi, Kenya, pp. 2–9. 3. Mbuya, K.; Nkongolo, K.K.; Kalonji - Mbuyi, A. (2011). Nutritional analysis of quality protein maize varieties selected for agronomic characteristics in a breeding program. Int. J. Plant Breed. Genet. Vol.(5): 317–327. Tanumihardjo, S., McCulley, I., Roh, R., Lopez - Ridaura,S., Palacious - Rojas,N. and Vellakumar, S.(2014). Introgression of low phytic acid locus (lpa2 - 2) into elite maize (Zea mays) inbred through marker Assisted backcross breeding. Aust. J Crop Sci., 8:1224 - 1231. ; Not Available

Máster Universitario en Ingeniería Industrial ; Introducción Durante la mayor parte del siglo XX, el concepto Innovación ha estado intrínsecamente ligado a universidades, centros de investigación y departamentos de Investigación y Desarrollo de grandes empresas. Los procesos, investigaciones y resultados se ocultaban o protegían mediante Propiedad Intelectual para mantener la competitividad y posición dominante de la empresa en el mercado. Los cerebros más brillantes, la gente más imaginativa e innovadora pertenecía a la organización, y su permanencia en la empresa durante toda la vida profesional era un factor clave en el mantenimiento de la posición dominante de la compañía y evitando que el conocimiento escapase del control de la empresa. El modelo arriba descrito, o modelo de Innovación Cerrada según H. Chesbrough, tiene gran éxito en el siglo pasado, y existen múltiples ejemplos de éxito de estas empresas a la vista, como compañías farmacéuticas, de armamento o de bienes de consumo. Sin embargo, a finales del siglo XX este modelo se enfrenta a factores externos que erosionan sus resultados. El acceso a formación universitaria y la mayor tasa de doctorandos e investigadores; la mayor movilidad de los trabajadores entre empresas y la posibilidad de arrastrar los conocimientos y la experiencia adquiridos; el incremento del flujo de dinero disponible a través de las compañías de capital de riesgo (Venture Capital); y la mayor formación de los consumidores junto con la necesidad de reducir el tiempo de desarrollo son los principales factores que han reducido la validez del modelo de Innovación Cerrada. Ante esta pérdida de valor, ciertas empresas han visto necesario aplicar un nuevo modelo que complementa al modelo anterior para conseguir una vuelta al crecimiento y a la innovación dentro de la compañía: el modelo de Innovación Abierta. viii El modelo de Innovación Abierta busca incluir a actores exteriores a la empresa para ayudar a resolver los problemas o desafíos de la empresa bajo un punto de vista diferente y sin estar afectados por la cultura, valoración interna o la asunción del modelo de negocio de la empresa. Las soluciones o tecnologías presentadas desde el exterior serán combinadas con las internas para conseguir un desarrollo más rápido hacia el mercado de cualquier producto o servicio. Además, el modelo de Innovación Abierta busca que las empresas distribuyan, de la manera que crean conveniente, aquellos desarrollos que, aún investigados dentro de los departamentos de I+D propios, no han sido utilizados o no constituyen una tecnología clave para mantener la posición de mercado o el futuro liderazgo. Este proyecto define una estrategia de implementación del modelo de Innovación Abierta en la empresa de servicios públicos, en este caso de distribución y trasmisión de electricidad, SP Energy Networks, con presencia en el sur y centro de Escocia y norte de Gales, donde sirve a más de 3,5 millones de consumidores de electricidad, para resolver los retos a los que se enfrenta la red eléctrica. SP Energy Networks tiene un gran compromiso con la innovación para resolver los retos a los que se está enfrentando la red eléctrica actualmente y los grandes cambios que se esperan en el futuro. El crecimiento inesperado en la generación renovable, el despliegue de generación distribuida, el salto de calidad y coste de sensores que permite una implantación masiva, el tratamiento y análisis de los datos obtenidos en la red y la introducción del vehículo eléctrico son, entre otros muchos, los retos que están cambiando el estado de la red, como esta se comporta y los perfiles de los usuarios. Metodología El proyecto realizado por el alumno define una estrategia de implementación del modelo de Innovación Abierta en la compañía para buscar el éxito de esta iniciativa, y que el proyecto sirva como modelo para futuras implementaciones en otras empresas de la misma industria o de otras industrias. Se estudia amplia literatura sobre Innovación Abierta, y tres casos de éxito en la implementación de procesos de Innovación Abierta como son Procter&Gamble, NASA y GE. ix Posteriormente se lleva a cabo la preparación y definición de una estrategia de implementación de Innovación Abierta en SP Energy Networks, estudiándose los mecanismos, actividades y procesos necesarios a implementar, modificar, mejorar o eliminar, y los riesgos asociados al cambio de modelo de Innovación y la respuesta por parte de los empleados a dicho cambio. La estrategia de implementación se divide en 6 Paquetes de trabajo que se puede observar en la imagen siguiente. El paquete WP1 incluye la definición de la estrategia, de la que es parte el proyecto Innovación Abierta en el Negocio Regulado. Gracias a la estrategia preparada en este proyecto, la implementación de Innovación Abierta en SP Energy Networks ha comenzado, una vez firmado el plan y autorizado por las autoridades de la empresa. Esto ha permitido contar con el apoyo de la organización y tener acceso a los primeros resultados sobre la implementación, que permite de manera todavía muy ligera tener conclusiones sobre la validez de la estrategia. También por ello se tiene muy en cuenta la necesidad de comunicar a los empleados de la empresa los cambios que el nuevo modelo puede suponer, como ellos pueden dar su apoyo o pasar a formar parte del nuevo modelo. Esta parte de la estrategia ha supuesto el mayor reto, ya que una parte importante de los empleados no están enterados de los procesos, tecnologías o nuevos desarrollos que se hacen desde el equipo de innovación de SP Energy Networks, el equipo de Redes Futuras. Por ello se ha dedicado un paquete de trabajo solamente a dar a conocer las nuevas x oportunidades a los empleados y recabar su soporte, ideas y futuro uso de las tecnologías que el modelo introduzca en la empresa. Resultados La definición de Innovación Abierta precisa y única para el sector de los servicios públicos, donde se engloba SP Energy Networks, ha sido probada y validada. "El principal objetivo de Innovación Abierta es cambiar la cultura innovadora en SP Energy Networks, ampliando la selección de proveedores para la compañía y la red eléctrica en Reino Unido, incrementando la conciencia y el apoyo de los empleados hacia la innovación, buscando siempre mejorar el servicio dado a los clientes, mejorando la calidad, la eficiencia y la eficacia, junto con un compromiso firme para reducir la huella ambiental de las actividades de SP Energy Networks. El socio elegido ha sido, en un primer momento, y con la posibilidad de añadir alguno más en el futuro, Energy Innovation Centre (EIC), con el que se han llevado a cabo ya una Llamada de Innovación con éxito, relativa a un nuevo proceso para monitorizar el estado de cimentaciones de las torres eléctricas de trasmisión y distribución. EIC es una empresa sin beneficios cofundada por todos los operadores de energía en el Reino Unido, enfocado en buscar empresas que puedan resolver las necesidades de estos, ya sea como conjunto, o en forma de retos individuales. El caso concreto de la Llamada de Innovación para la monitorización de las cimentaciones de las torres permite observar la gran oportunidad que presenta el modelo de Innovación Abierta. Debido a la falta de los resultados, se ha optado por un criterio conservativo respecto a las cifras tomadas y por confidencialidad, las cifras son todas indicativas del orden de magnitud. Concepto Coste Unitario (£) Cantidad Anual Total Coste anterior £9.000 600 £5.400.000 Coste posterior (Innovación Abierta) £6.000 600 £3.600.000 Anterior Total £5.400.000 Posterior Total £3.600.000 Ahorro estimado por año £1.800.000 Monitorización de la Cimentación de las Torres Eléctricas xi Se puede llegar a conseguir un ahorro superior a 1,5 millones de libras por año, sin tener en cuenta las mejoras en el conocimiento del estado de las cimentaciones, lo que permite mejores decisiones respecto a las necesidades de reparación, inversión o renovación. Respecto a la comunicación de la Innovación tanto interior como exterior se han llevado a cabo ya las primeras acciones con resultados muy prometedores, sobre todo en la aceptación por parte de los empleados de la compañía. El parcial desconocimiento anterior se ha visto sustituido por interés real por saber las posibilidades que la Innovación puede aportar a su trabajo del día a día. Los resultados que se pueden mostrar en este proyecto son aún muy limitados, ya que la implementación se encuentra en sus primeras etapas, y únicamente según pase el tiempo seremos capaces de entender el valor real del modelo de Innovación Abierta en el caso particular de SP Energy Networks. Conclusiones Este proyecto sirve como introducción a una metodología adecuada y probada de éxito para la implementación de la Innovación Abierta, sin necesidad de grandes inversiones ni cambios dramáticos dentro de la empresa, minimizando por tanto el cambio para los empleados, pero fomentando su participación y realizando un cambio en la cultura interna de la empresa y en la comunicación entre las diferentes partes que la componen. La estrategia presentada es válida, ya que se ha podido comprobar como el uso de un socio externo permite encontrar soluciones diferentes, muchas veces por empresas que no están muy lejos de la empresa interesada, pero que no ha entrado en ese sector por diferentes motivos. El desarrollo de la implementación basado en la estrategia durante los próximos años servirá para confirmar de manera más documentada y extensa la validez del modelo y de la estrategia presentada. ; Introduction During the XX century, innovation concept has been linked with universities, research centers and large Research & Development departments inside the big corporations. Processes, researches and results were kept hidden to the rest of the world to maintain the competitive position and the leadership in their respective markets. Brightest brains, most imaginative and innovative people had to be maintained working for the firm for all their professional life, to keep the knowledge and know-how under the control of the company. Closed Innovation model had a huge success, and there are multiple examples of companies that profited from the model, such as pharmaceutical, weaponry companies or consumer goods companies. However, at the end of XX century, it is observed that the model faces external factors that erode the results. The growing mobility of highly experienced and skilled people; higher number of graduates and PhDs, allowing knowledge to spill out of the corporate central research labs; the growing presence of private venture capital (VC), experts in create companies that commercialized external research that can become competitors for established companies and fast time to market and customers with more knowledge are the main factors that erode the validity of Closed Innovation model. Considering the loss of value of Closed Innovation model, and to face the external erosion factors, some companies have applied a model that supplement Closed Innovation model to return to constant growth rates and long-term profit: Open Innovation model. Open Innovation model aims to add external actors to solve the challenges and problems that appear inside a corporation or company, under a different point of view and without being affected by the company culture or own valuations or business model. Solutions and technologies presented or submitted would be combined with internal developments to get a faster path to market for any product or service the company is willing to commercialize. xiv Moreover, Open Innovation model expects companies to distribute, in a convenient way, those technologies or processes that have been developed inside the company, but have not been found an internal use for products and services, and that are not part of a key technology to maintain leadership position in the market currently or in the future. This project defines an implementation strategy for Open Innovation model in a utility, in the electricity distribution and transmission industry, SP Energy Networks, with presence in Central and Southern Scotland and Northern Wales, with more than 3,5 million customers. SP Energy Networks has a great commitment with innovation to solve the challenges that electricity network currently faces and the drastic changes that it would have in the future. An unexpected growth in renewable generation, the wide deployment of distributed generation, the quality of the new sensors with a reduced cost that allows a massive deployment, the processing and treatment of the data generated, or the introduction of the electric vehicle are some of the challenges that are moving forward the network, how it behaves and the consumption load profile of the customers. Methodology The project done by the student is pioneer, because it uses the opportunity given by SP Energy Networks to develop a strategy for the implementation of Open Innovation in a company in the regulated business. The project would serve as an example and case study for later implementations. The project is inside an initiative developed by the government agency Scottish Enterprise to increase innovation in Scotland through SMES and get them more contracts with the big corporations participating in the Open Innovation Award initiative. The report by the student takes a look about the literature about Open Innovation, and three of the most successful case of implementation of Open Innovation, Procter&Gamble, NASA and GE. Then, the preparation, study and plan of a implementation strategy for Open Innovation in SP Energy Networks is done, studying the mechanisms, activities and processes xv needed to be implemented, modified, improved or deleted. Also the risks related to the changes and to the innovation model are studied, together with the countermeasures to avoid their negative effects and to convince the employees of the need of change. The implementation strategy is divided in 6 Work Packages that are showed in the following picture for the 4-year duration of the project. Work package 1 includes the definition of the strategy, from where Open Innovation in the Regulated Business appears. In parallel to the drafting of the project, the student has start with the implementation tasks of Open Innovation in SP Energy Networks, at the moment the strategy was signed and approved by the management of the company. This fact has allowed to count on the support of the organization and to have access to the first implementation results that would allow reaching certain conclusions to the validity of the strategy. The need to communicate the employees the change that the new model could mean to their normal work has been really important, as they can support and take part in the new model. Gain the support of the employees has been one of the hardest part of the strategy, as they were not fully aware of the process, technologies and solutions that the innovation team has developed in last years, Future Networks team in SP Energy Networks. To solve this problem, a whole work package has been dedicated to spread and disseminate the work of the team, and gain support to the new model. xvi Results The definition of Open Innovation for the utility industries, in which SP Energy Networks is part, has been proven and validated. "Open Innovation main aims is to change the innovative culture in SP Energy Networks, broadening the pool of solvers for electricity networks challenges, and increasing the awareness and engagement of the employees on innovation, looking always to improve the service given to the customers, improving the quality, the efficient and the efficacy, together with the highest commitment to reduce the environmental print of the activity". The partner chosen is the Energy Innovation Centre (EIC) and the first Innovation Call has been successfully launched, related to tower foundation monitoring. In the future the use of other extra partner is possible as a different approach or pool of solvers could help. EIC is a non-profit organization cofounded by United Kingdom energy operators, focusing its aims to search and scout for companies that could solve the need of the energy operators, as a whole or individually. The concrete case of the Call for Innovation related to tower foundation monitoring allows having a first view of the opportunities Open Innovation model has. Due to the lack of real results, a conservative criterion has been used in the numbers taken, together with the need to maintain confidential part of the data. Concept Unit Cost (£) Quantity Total Former Cost £9.000 600 £5.400.000 Open Innovation Cost (Future) £6.000 600 £3.600.000 Former Total Cost £5.400.000 Total Open Innovation Cost £3.600.000 Expected Annual Saving £1.800.000 Tower Foundation Monitoring Up to around 2-million-pound savings could be achieved per year, not taking into account the improvement in the knowledge of the real state of the assets that allows for better decisions to repair, invest or refurbish. In respect to the communication of the change of model, both internal and external activities have been carried out with really promising results, mostly in the acceptance by xvii employees. The partial former ignorance has been substituted by a real interest to know more about the possibilities that innovation can contribute to their day-to-day job. The results showed in this project are really limited, because the implementation is in its first stages, and only as the time goes by, we would be able to understand the real value of Open Innovation model in the particular case of SP Energy Networks, Conclusions The project serves as an introduction to a correct and proven methodology of success for the implementation of the Open Innovation model, without the need of big investments or dramatic changes in the organization, limiting the change for the employees, but promoting their participation and changing the internal culture of the company and the communication media. Presented strategy is valid, as it could be confirmed. The use of an external partner allows finding different solutions, by companies that are close in distance but far away in terms of industry. The opportunity of Open Innovation allows them to enter in service with SP Energy Networks. The development of the strategy during the following year would serve to confirm in a more documented way the validity of the model and the quality of the strategy.

Bodenerosion durch Wasser ist ein ubiquitäres Problem, dass sowohl die landwirtschaftliche Produktivität vermindert, Bodenfunktionen einschränkt und auch in anderen Umweltkompartimenten schädliche Auswirkungen haben kann. Oberflächengewässer sind durch die mit Bodenerosion einhergehende Belastung durch Sediment, sedimentgebundenen und gelösten Nährstoffen sowie anderen Schadstoffen besonders betroffen. Das Wissen über Erosionsprozesse und Sedimentfrachten hat daher große Bedeutung für den Schutz der Güter Boden und Wasser und darüber hinaus eine ökonomische Bedeutung. Generell kann innerhalb eines Hanges oder Einzugsgebietes von einer Zone der Erosion, des Transports und der Sedimentation ausgegangen werden. Jedoch führen Abflussbildungsprozesse und rauhigkeits- bzw. topographiebeeinflusste Abflusskonzentration zu einer individuellen Differenzierung. Räumliche und zeitliche Prozessdiskontinuitäten oder Konnektivitäten und Schwellenwerte modifizieren die Erosions- und Sedimentaustragssituation in einem Einzugsgebiet darüber hinaus. Die Landschaftstrukturelemente Relief und Boden kontrollieren demnach über die Bodenfeuchtedifferenzierung im entscheidenden Maße die Abflussbildung und Sedimentfracht in einem Einzugsgebiet. Obwohl in den gemäßigten und kühlen Klimaregionen ein großer Teil der Abflussbildung im Winter stattfindet und von Bodenfrost sowie Schneeschmelzen geprägt sein kann, ist über die Prozesse und die Größe der Sediment- und Nährstoffausträge bei solchen winterlichen Randbedingungen nur wenig bekannt. Systematische Untersuchungen existieren vor allem für Norwegen und Russland. Dieses Defizit spiegelt sich auch in den vorhandenen Modellansätzen zur Abbildung der Bodenerosion und der Abschätzung von Sedimentausträgen aus Einzugsgebieten wider. Zum einen werden in der Regel weder Schneedeckenaufbau bzw. -schmelze noch die Veränderungen des Bodenwasserflusses bei Bodenfrost berücksichtigt. Zum anderen werden die Erosivität des Schneeschmelzabflusses und die Beeinflussungen der Bodenerodibilität, z.B. durch Frost-Tau Zyklen, nicht hinreichend wiedergegeben. Ziel der vorliegenden Arbeit ist es daher, auf der Analyse von Daten aus einem deutschen und einem russischen Untersuchungseinzugsgebiet aufbauend, die wichtigsten Prozesse und Größen der Abflussbildung und Stoffausträge bei winterlichen Rahmenbedingungen zu charakterisieren und in einem Modellsystem umzusetzen. Die weitergehende Anwendung dieses Modellsystems dient der Interpretation räumlicher Heterogenitäten und zeitlicher Variabilitäten sowie der Auswirkungen von klimatischen- und Landnutzungsänderungen auf den Sedimentaustrag der beiden Untersuchungseinzugsgebiete. Das 1.44 km² große Einzugsgebiet Schäfertal liegt im östlichen Unterharz. Über den Grauwacken und Tonschiefern haben sich aus einem periglazialen Decklagenkomplex Braun- und Parabraunerden entwickelt, die ackerbaulich mit einer Wintergetreide-Raps Fruchtfolge genutzt werden. In der Tiefenlinie dominieren hydromorph überprägte Böden mit Wiesennutzung. Das Klima weist bei einer Jahresmitteltemperatur von 6.8°C und 680 mm Jahresniederschlagssumme eine geringe kontinentale Überprägung auf. Neben langjährigen umfangreichen hydro-meteorologischen Messungen finden seit mehreren Jahren Untersuchungen zum Sediment- und Nährstoffautrag statt. Eine regelmäßige zweiwöchentliche Beprobung des Abflusses am Gebietsauslass wird durch eine automatisierte Hochwasserprobenahme vor allem bei Schneeschmelzen ergänzt. Neben der Sedimentkonzentration werden unter anderem Phosphor und gelöster organischer Kohlenstoff nach Standardmethoden bestimmt. Auch im russischen Zielgebiet Lubazhinkha liegt das Hauptaugenmerk auf der Charakterisierung der Abflussbildung und der Stoffausträge bei den jährlich auftretenden Schneeschmelzen. Das Einzugsgebiet liegt ungefähr 100 km südlich von Moskau im Übergangsbereich der südlichen Taiga zur Waldsteppe. Die insgesamt 18.8 km² werden zur Hälfte landwirtschaftlich und zu einem Drittel forstwirtschaftlich genutzt. Die aktuelle räumliche Differenzierung der Nutzung in diesem Gebiet wird durch die reliefbedingte Kappung und hydromorphe Überprägung der vorherrschenden grauen Waldböden bestimmt. Das Klima und die Hydrologie sind durch Schneedeckenaufbau und –schmelze, bei einer Jahresdurchschnittstemperatur von 4.4°C und einer Jahresniederschlagsmenge von 560 mm, geprägt. Zur Erfassung des Stoffaustrags werden Hochwasserprobenahmen am Gebietsauslass sowie an den beiden wichtigsten Zuflüssen genommen und neben Sediment- und Nährstoffkonzentrationen weitere physikalische und chemische Parameter bestimmt. Die Auswertung der Daten des Schäfertals zeigen für den Untersuchungszeitraum eine deutliche Dominanz der Hochwasserereignisse, die durch Schneeschmelzen hervorgerufen werden. Einzugsgebietsbedingungen mit gefrorenem Boden führen zu einer Modifizierung der Abflussentwicklung vor allem im ansteigenden Teil des gemessenen Hydrographen durch Auftreten von schnellen oberflächen- oder oberflächennahen Abflüssen. Der Spitzenabfluss bei den acht zur Interpretation herangezogenen Hochwasserereignissen variiert zwischen 30 und 270 l s-1, bei Abflussmengen von 1-50 mm. Die am Gebietsauslass ermittelten maximalen Sedimentkonzentrationen liegen für die beiden Ereignisse ohne gefrorenen Boden bei unter 650 mg l-1 und damit deutlich unter den bis zu 6000 mg l-1 bei teilweise oder ganz gefrorenen Böden im Schäfertal. Lediglich bei einem Ereignis mit Niederschlag und ungefrorenem Boden treten hohe Sedimentkonzentrationen auf, die auf Gerinnepflegemaßnahmen und dadurch leichte Mobilisierbarkeit von Material zurückzuführen sind. Dementsprechend schwanken die Sedimentfrachten der Einzelereignisse und erreichen bis zu 17 t. Die wichtigste Steuergröße ist dabei die Ausbildung erosiven Abflusses auf den Hängen durch eine Verminderung der hydraulischen Leitfähigkeit bei gefrorenen Böden. Der Vergleich der Sedimentkonzentrationen der Hochwasserereignisse mit der zweiwöchentlichen Grundbeprobung verdeutlicht, ebenso wie Hysteresekurven der Einzelereignisse, die unterschiedlichen Dynamiken der Austragssituationen. Während die durch Bodenfrost geprägten Ereignisse ein gegen den Uhrzeigersinn verlaufendes Abfluss-Sedimentkonzentrationsverhältnis aufweisen, das auf eine Sedimentquelle auf den Hängen hinweist, sind die Hysteresekurven bei nicht gefrorenen Böden im Uhrzeigersinn orientiert. Eine Sedimentherkunft in Gerinnenähe oder den Gerinneböschungen selbst ist daher wahrscheinlich. Diese Annahmen werden auch durch eine differenzierte Phosphoranreicherungsrate im ausgetragenen Sediment bestätigt. Darüber hinaus kann teilweise eine ereignisinterne Dynamik beobachtet werden, die auf zeitliche Variabilität in der Abflussbildung und damit zusammenhängend, eine räumliche Heterogenität der Sedimentquellen belegt. Während im Untersuchungsgebiet Schäfertal ein mehrmaliges Auftreten von Schneeschmelzen innerhalb eines Winters möglich ist, kommt es im russischen Einzugsgebiet zu einem regelmäßigen Schneedeckenaufbau über den Winter hinweg und einer Schneeschmelze in der Regel im März oder in der ersten Aprilhälfte. Die Auswertung mehrjähriger Datenreihen belegt die Bedeutung der Schneeschmelze für die Abflussbildung und den Sedimentaustrag aus dem Untersuchungsgebiet Lubazhinkha. Für die drei zur Interpretation herangezogenen Schneeschmelzen liegt die Sedimentfracht zwischen 50 und 630 t bei deutlichen Unterschieden in den hydrologischen Rahmenbedingungen. Die ereignisbezogene Sedimentfracht von mindestens 0.3 t ha-1 liegt zwar über der für das Schäfertal ermittelten, befindet sich aber im Bereich der Werte, die in anderen Studien bei vergleichbaren Böden und Nutzungsformen bestimmt wurden. Eine detaillierte Analyse der Messwerte der Schneeschmelze im Jahr 2003 belegt eine Dynamik innerhalb dieses Einzelereignisses. Bei Sedimentkonzentrationen im Abfluss am Gebietsauslass von 6 bis 540 mg l-1 kommt es zu einer Sedimentfracht von ungefähr 190 t. Während die maximalen Konzentrationen von Sediment und Phosphor mit der Spitze des Abflusses einhergehen, liegt für DOC eine Verzögerung vor, die durch eine langsamere Schneeschmelze und Mobilisierung von DOC aus dem humusreichen Oberboden der Waldflächen ausgelöst wird. Eine Differenzierung der Abflusskomponenten ermöglicht eine weitergehende Interpretation der ereignisinternen Dynamik der Stoffquellen und Eintragspfade. Bei geringen Abflussmengen (< 2,5 mm d-1) findet ein Stoffeintrag überwiegend in gelöster Form über die Bodenwasserpassage und langsame Abflusskomponenten in den Vorfluter statt. Bei höheren Abflussmengen dominieren schnelle Abflusskomponenten bzw. Oberflächenabfluss, der zeitlich dynamisch unterschiedliche Stoffquellen mobilisiert. Neben diesen ereignisinternen treten interanuelle Variabilitäten auf, die durch witterungsbedingte Faktoren bestimmt werden. Wie im Schäfertal spielt auch im Lubazhinkhaeinzugsgebiet die Ausbildung von Bodenfrost und damit verbundene Veränderung der Infiltrationseigenschaften der Böden eine große Rolle. Das Schneewasseräquivalent, die Schneeschmelzdynamik und Bodenfrosteigenschaften, z.B. Eindringtiefe, sind die wichtigsten Steuergrößen. Die Variabilität dieser Randbedingungen führt zu einer hohen interannuellen Differenzierung der Abflussbildung und der Sedimentausträge. Für die Schneeschmelze 2004 kann so bei überdurchschnittlich hohen Wintertemperaturen und nur teilweise gefrorenen Böden sowie geringem Schneewasseräquivalent eine geringe Sedimentfracht ermittelt werden. Darüber hinaus verdeutlichen die Hysteresekurven der Sedimentkonzentrationen Unterschiede in der Sedimentquelle für die Einzeljahre, die von den oben genannten Rahmenbedingungen abhängen. Auf der Basis des Monitoring lassen sich für beide Einzugsgebiete die wichtigen abflussbildenden Prozesse charakterisieren und Einflussgrößen erfassen. Dem Bodenfrost und der Schneeschmelzdynamik kommen dabei übergeordnete Bedeutung zu. In beiden Gebieten werden bei winterlichen Rahmenbedingungen erhebliche Mengen an Sediment und Nährstoffen ausgetragen. Die Interpretation physikalischer bzw. chemischer Parameter des Abflusses ermöglicht darüber hinaus auch Aussagen über die zeitliche Variabilität und räumliche Heterogenität der Sedimentherkunftsräume. Aus den Erkenntnissen der Einzugsgebietsbeobachtung ergeben sich für einen Modellansatz verschiedenen Anforderungen, die vor allem die räumlich differenzierte Darstellung des Einflusses von Bodenfrost auf den Bodenwasserhaushalt sowie die Bodenerosion durch oberflächlich abfließendes Schneeschmelzwasser betreffen. Die Grundlage für das Modellsystem "IWAN" (Integrated Winter erosion And Nutrient load model) stellt das hydrologische Modell WASIM ETH Ver. 2 und das Stoffhaushaltsmodell AGNPS 5.0 dar. Die Verknüpfung dieser beiden auf Rasterzellen aufbauenden Modelle ermöglicht die Nutzung von kontinuierlichen, räumlich differenzierten Informationen zum Oberflächenabfluss für die Abschätzung der Bodenerosion. Durch diese Schnittstelle wird die sehr hohe Parametersensitivität des SCS-CN Verfahrens in AGNPS durch geringere Einzelsensitivitäten verschiedener Parameter des Bodenwasserhaushaltes in WASIM ersetzt und gleichzeitig eine plausible, prozessbasierte räumliche Abflussbildung berechnet. Durch die Implementierung eines Moduls zur Abschätzung der Bodentemperatur in WASIM ist zusätzlich die Grundlage für eine weitergehende Verbesserung der Abflussbildung bei winterlichen Randbedingungen gelegt. Durch das Modul wird die Oberbodentemperatur aus Werten der Lufttemperatur unter Einbeziehung der Exposition und der Landnutzung auf der Basis einer Polynomanpassung abgeschätzt. Bei einer modellierten Schneedecke von mehr als 5 mm Schneewasseräquivalent wird die berechnete Bodentemperatur des Vortages übernommen. Bei Bodentemperaturen unter dem Gefrierpunkt wird darüber hinaus die gesättigte hydraulische Leitfähigkeit des Bodens auf Null herabgesetzt, so dass im Zuge der Schneeschmelze zunächst das noch freie Porenvolumen aufgefüllt wird und danach Oberflächenabflussbildung beginnt. Für das Schäfertal liegt die Güte der Anpassung der Bodentemperatur bei Korrelationskoeffizienten von 0.62 bis 0.81 und für das Lubazhinkhaeinzugsgebiet bei Werten von 0.82 bis 0.91. Die räumlich und zeitlich differenzierte Oberflächenabflussinformation dient als Grundlage einer neu entwickelten Berechnung der Rillenerosion bei Schneeschmelzen, die den dafür nicht geeigneten empirischen Ansatz in AGNPS ersetzt. Basierend auf der Grundannahme eines dreieckigen, nicht durch Frost in der Eintiefung beeinträchtigten Rillenprofils und, da wassergesättigt, nichtkohesiver Bodeneigenschaften wird für jede Rasterzelle eine Rille simuliert. Die Erodibilität des Bodens wird als Funktion von Wurzelparametern und des Durchmessers der wasserstabilen Aggregate erfasst. Die Scherkraft des Schneeschmelzeabflusses in der Rille wird in Abhängigkeit von der Oberflächenrauhigkeit und dem Aggregatdurchmesser betrachtet und darauf aufbauend in einem Impulsstromansatz die erodierte Bodenmenge berechnet. In Verbindung mit dem durch das modifizierte WASIM berechneten und gerouteten Oberflächenabfluss ergibt sich so ein räumlich differenziertes Bild der Bodenerosion. Das Modellsystem IWAN beinhaltet neben der Erosionsberechnung ein eingabefenstergesteuertes Menü zur Datenkonvertierung und zum Prä- sowie Postprozessing. Die Ergebnisse der Anwendung des Modellsystems für die beiden Einzugsgebiete belegen, dass sowohl die entscheidenden Prozesse der Abflussbildung als auch des Sedimentaustrags wiedergegeben werden. Für das Schäfertal wurde für die Kalibrierungsjahre 1994 bis 1995 eine Modellierungsgüte von R2 0.94 bzw. 0.91 erzielt. Mit Ausnahmen der Schneeschmelze im Jahr 1996 werden die Episoden hohen Abflusses in den Jahren 1996 bis 2003 mit dem kalibrierten Parametersatz gut wiedergegeben und das witterungsbedingte Trockenfallen im Sommer zufriedenstellend dargestellt. Auf dieser Basis wird für die experimentell erfassten und diskutierten Schneeschmelzereignisse das Gesamtabflussvolumen dieser Ereignisse mit hoher Güte abgebildet. Die räumlich differenziert berechnete Bodenfeuchte und Bodenfrostvorkommen bedingen einen variablen Anteil des Oberflächenabflusses am Gesamtabfluss. Für das Schneeschmelzerosionsmodul hat das Abflussvolumen ebenso wie die Hangneigung und Abflusslänge eine positive Sensitivität. Aufgrund von Parameterkombinationen und nichtlineare Algorithmen kann es jedoch vor allem für die Wurzelparameter und den Manning Koeffizienten zu differenzierten Sensitivitätsentwicklungen kommen. Für die Simulation der Erosion im Schäfertal wurde daher zunächst auf einen Parametersatz zurückgegriffen, der auf der Basis von Erosionsparzellenversuchen kalibriert wurde. Die Mittelwerte der berechneten Erosion liegen zwischen 0.0006 und 0.96 t ha-1 für die sechs gemessenen Einzelereignisse im Schäfertal. Die Medianwerte und hohen Standardabweichungen belegen jedoch, dass insgesamt Zellen mit geringen Erosionswerten überwiegen. Die Ereignisse mit gefrorenen Böden weisen eine signifikant höhere Erosion auf. Unterschiede in der Erosion treten bei gleichen Gesamtabflussvolumen wie z.B. bei den Ereignissen vom 20.01.2001 und 26.02.2002 durch differenzierte Abflusskonzentration auf dem nord- bzw. südexponierten Hang auf. Neben einer Überprüfung der Plausibilität der berechneten Werte, werden die räumlichen Verteilungsmuster durch Geländeaufnahmen bestätigt. Die Anpassung der berechneten Sedimentfracht an die gemessenen Werte erfolgte durch die Kalibrierung des Manning Koeffizienten für ein Ereignis. Die simulierte Sedimentfracht ist in einigen Hangfußbereichen aufgrund der Abflussakkumulation besonders hoch und erreicht für den Gebietsauslass Werte zwischen 0.0 und 13.84 t. Mit der Ausnahme des Ereignisses vom 26.02.2002 ist die Sedimentfracht leicht unterschätzt, so dass sich in der Summe für die drei Winterhalbjahre 2001 bis 2003 ein Gesamtfehler von 11 t ergibt. Die Differenz zwischen der simulierten und beobachteten Sedimentfracht ist für den 26.12.2002 am größten. Als mögliche Ursache für die Abweichungen der berechneten zu den gemessenen Werten, wird die zeitliche Variabilität und räumliche Heterogenität der Oberflächenrauhigkeit, vor allem in Hinblick auf Bodenbearbeitung und Bodenfrosteinflüssen, diskutiert. Die generelle Verteilung der Sedimentquellen, Transportwege und Übertrittstellen vom Hang ins Gewässer stimmt mit Geländebeobachtungen überein. Eine quantitative Überprüfung der räumlichen Ergebnisse auf der Einzelereignisebene ist für das Schäfertal jedoch nicht möglich. Für das Lubazhinkhaeinzugsgebiet können zwei Parametersätze für das Kalibrierungsjahr 2004 identifiziert werde, die eine zufriedenstellende Modellierungsgüte für das hydrologische Modell erreichen. Obwohl einer dieser Parametersätze die Schneeschmelzsituationen und Maximalabflüsse gut darstellt, sind die Areale mit Oberflächenabflussbildung innerhalb des Einzugsgebietes nicht plausibel verteilt. Im Gegensatz dazu werden die lateralen Wasserflüsse und damit die prozessbestimmende Bodenfeuchteverteilung durch den anderen Parametersatz besser abgebildet. Es kommt jedoch zu einer Überschätzung der Spitzenabflüsse der Schneeschmelzhochwasser für die Validierungsjahre 2003 und 2005. Die auf der Basis der Messwerte erkannten Unterschiede zwischen den Einzeljahren werden ebenso dargestellt wie die differenzierte Abflussbildung innerhalb einer Schneeschmelzsituation. Neben Oberflächenabflussbildung auf den flachen Kuppenbereichen und auf Sättigungsflächen in den Talböden, wird auch die beobachtete verzögerte Abflussbildung unter Wald durch das Modell berücksichtigt. Bei zehn Tagen mit Oberflächenabfluss innerhalb der drei Schneeschmelzen 2003 bis 2005 mit Oberflächenabflussvolumen von 0.3 bis 24.1 mm d-1 werden durch das Modellsystem IWAN Erosionssummen von 10 bis 280 t d-1 simuliert. Bei einem variablen Flächenanteil von ca. 5 bis 46 % des Gesamtgebietes, auf dem Erosion stattfindet, bewegen sich die Werte der effektiven Erosion bei 0.1 bis 0.32 t ha-1 für die Einzeltage und 0.44 bis 0.92 t ha-1 für die mehrtägigen Schneeschmelzen. Die am Gebietsauslass simulierte Sedimentfracht liegt zwischen 6.7 und 365.8 t pro Tag und summiert sich auf 246.2 t für die Schneeschmelze 2003. Im Jahr 2004 werden 99.9 t und im Jahr 2005 sogar 757.9 t Austrag simuliert. Für das Kalibrierungsjahr 2004 kommt es zu einer Überschätzung der Sedimentfracht im Vergleich zur gemessenen von lediglich 10 t bzw. 12%. Für die Schneeschmelze im Jahr 2003 liegt die Abweichung mit diesem Parametersatz bei -9 %. Für das Jahr 2005 fällt die Berechnung mit einem Fehler von 33 % nicht so gut aus. Insgesamt führen Schneeschmelztage mit geringer simulierter Erosionsmenge zu einer zusätzlichen Mobilisierung von Sediment aus dem Gerinne und umgekehrt, hohe Erosionsmengen zu einer Deposition von Material auf den Wald- und Grünlandflächen und im Gerinne selbst. Hohe Sedimentfrachten werden daher vor allem für die Talflanken und die kerbtalähnlichen Talanfänge berechnet. Durch die räumliche Differenzierung der Abfluss- und Erosionsprozesse kommt es zu signifikanten Unterschieden bei der berechneten Sedimentfracht für die beiden Teileinzugsgebiete. Bei Schneeschmelztagen mit Abflussbildung unter Wald wird aufgrund des höheren Waldanteils im Lubazhinkhateilgebiet eine höhere Sedimentmenge ausgetragen. Die Unterschiede im Gerinneverhalten und zwischen den Teileinzugsgebieten verdeutlichen die insgesamt hohe Prozessrepräsentanz der Modellergebnisse. Das Modellsystem IWAN bildet für beide Einzugsgebiete mit hoher Plausibilität die räumliche und zeitliche Dynamik der Oberflächenabflussbildung während der Schneeschmelze und die damit verbundenen Erosionsprozesse ab. Der Modellansatz stellt somit eine Möglichkeit zwischen Modellergebnisaggregierung für den Gebietsauslass und aufwendiger Geländebeobachtung bzw. –messungen dar. Die prozessbeschreibende Modellierung mit zufriedenstellender Güte sowohl für das Schäfertal als auch für das Lubazhinkhaeinzugsgebiet stellt die Grundlage für die Berechnung von Klima- oder Landnutzungsszenarien dar. Eine Auswertung der bestehenden langjährigen Datenreihe aus dem Schäfertal bestätigt zunächst den allgemeinen Trend zur Erwärmung vor allem im Winterhalbjahr. Demgegenüber lässt der instrumentenbedingte Fehler bei der Niederschlagmessung keine Ableitung eines Trends aus den vorhandenen Daten zu. Aus der meteorologischen Datenreihe des Schäfertals wurden insgesamt 13 Jahre mit definierter Abweichung von +2.5 bis -2.5 °C und fünfmal +0.5 °C von der durchschnittlichen Winterlufttemperatur (Jd 330-90) gegenüber dem langjährigen Wintermittel ausgewählt. Im Gegensatz zu Wettergeneratoren werden dadurch eine Kombinationen aus Lufttemperatur und Niederschlag erfasst, die typischen Witterungssituationen entsprechen. Die Niederschlagssummen für den Winterzeitraum dieser Szenariojahre liegen zwischen -45 % und + 75 % gegenüber den langjährigen Mittelwerten. Die Modellergebnisse belegen die große Bedeutung der Witterungssituationen für die Abflussbildung in der Art, dass eine erhöhte Niederschlagsumme nicht zwingend auch eine überdurchschnittliche Abflussmenge hervorruft. Schneedeckendynamik und Bodenfrost sind die prägenden Elemente. Die Anzahl der Schneetage und die Dauer einer Schneeperiode liegt bei negativen Temperaturabweichungen deutlich über den Szenarien mit positiver Abweichung. Insgesamt zeigen die Ergebnisse der hydrologischen Simulation für die Szenarien, dass sowohl eine starke Abweichung nach oben oder unten vom bisherigen Durchschnitt vermehrt zu Oberflächenabflussbildung führt. Die Erosionssummen der Szenariotage mit Oberflächenabfluss variieren zwischen 4 und 141 t d-1 und stehen aufgrund des nicht veränderten Parametersatzes in direkter Abhängigkeit zum Abflussvolumen. Die berechneten Erosionssummen für Situationen ohne Bodenfrost fallen generell geringer aus, befinden sich aber wie auch die Ereignisse mit Bodenfrost im Wertebereich der Referenzereignisse. Im Bereich der Referenzereignisse liegen auch die Sedimentfrachten mit 0.03 bis 13.15 t d-1. Eine erhöhte Variabilität ist zu erwarten, wenn die Veränderungen der Vegetationsperioden und der Fruchtfolgen in den Modellansatz aufgenommen würden. Eine Betrachtung der Erosionsummen und Sedimentfrachten nicht auf Basis von Tageswerten sondern von Schneeschmelzereignissen zeigt deutlich, dass die Klimaszenarien mit hohen Abweichungen von den Normwerten auch erhöhte Gesamtstoffausträge verursachen. Im russischen Lubazhinkhaeinzugsgebiet führen die Transformationsprozesse im Landwirtschaftssektor zu tiefgreifenden Änderungen der Landnutzung. Auf einer Analyse der Entwicklung in den letzten 15 Jahren aufbauend, kann für das Gebiet von einer deutlichen Modifikation im Verhältnis Grünland, Acker und Wald ausgegangen werden. Diese Dynamik spiegelt sich in den fünf Szenarien wider, die flächenspezifische Änderungen vorsehen. Die Variationen reichen von einem Szenario, in dem ein ausländischer Investor die landwirtschaftliche Nutzfläche auf alle geeigneten Böden ausdehnt, über eine Ausdehnung der Waldflächen in einem laufenden staatlichen Waldschutzprogramm bis hin zum Aufbau kleinbäuerlicher Strukturen und lokale Vermarktung der Produkte durch sich entwickelnden Tourismus. Die Gesamtabflussmenge der Szenarien liegt zwischen 276.4 und 293.3 mm für die Simulationsperiode 2003 bis 2005. In Abhängigkeit vom Waldflächenanteil und der damit verbundenen Evapotranspiration treten im Vergleich zum Ist-Zustands des Referenzszenarios nur geringe positive oder negative Abweichungen auf. Im Unterschied dazu treten bei der Betrachtung der Oberflächabflussentwicklung für die drei Schneeschmelzperioden relativ große Abweichungen bis zu über 20 mm auf. Diese Unterschiede sind am deutlichsten in den durch Bodenfrost und hohes Schneewasseräquivalent ausgezeichneten Jahre 2003 und 2005 für das Szenario mit dem größten Waldflächen- und Grünlandanteil. Mit wenigen Ausnahmen führen die Szenarien zu einer Erhöhung der simulierten Sedimentfracht am Gebietsauslass. Die Ergebnisse belegen darüber hinaus, dass eine Verminderung der Erosion auf den Hängen allein nicht zu einer Frachtreduzierung führen muss, da bei geringer Sedimentbelastung im Gerinne Material aufgenommen werden kann. Ein flächenspezifischer Vergleich zweier Szenarien belegt die Bedeutung der Verortung der Nutzungsänderungen innerhalb des Einzugsgebietes und der damit einhergehenden Konnektivität von abflussbildenden Arealen und Erosionsflächen zum Gerinne hin. Die Szenarioergebnisse weisen auf die steigende Bedeutung von Extremereignissen hin, die im Zuge des Klimawandels zu erwarten sind. Ebenso wird die Verknüpfung von Hang- und Gerinneprozessen als Attribut eines Einzugsgebietes unterstrichen, das bei Managementmaßnahmen beachtet werden muss. Insgesamt belegen die Ergebnisse für beide Untersuchungsgebiete, dass das Modellsystem IWAN nach einer Kabibrierung erfolgreich zur Abschätzung von möglichen zukünftigen Sedimentquellen und Sedimentausträgen eingesetzt werden kann. Weitergehender Forschungsbedarf besteht in der Frage der Übertragbarkeit des Monitoringansatzes in Naturräume mit anderen, zum Teil komplexeren hydrologischen Einzugsgebietsreaktionen und darauf aufbauenden Stoffausträgen und Austragspfaden. Darüber hinaus kann im Modellsystem IWAN eine Verbesserung durch eine Berechnung der Rillenausbildung auf dem Hang sowie eine Modifikation der Sedimenttransportberechnung erzielt werden. Bei einer Übertragung auf andere Einzugsgebiete sollte eine umfassende Sensitivitätsanalyse und Ergebnisunsicherheitsbetrachtung vor allem in Hinblick auf die Kopplung von Teilmodellen innerhalb des Modellsystems erfolgen.:Gliederung Gliederung V Liste der Abbildungen VII Liste der Tabellen XII 1 Einleitung und Fragestellung 3 1.1 Bodenerosion und Sedimentfracht in Einzugsgebieten 3 1.1.1 Abflussbildung, Bodenerosion und Sedimentaustrag 3 1.1.2 Winterliche Situationen 5 1.2 Modellierungsansätze 13 1.2.1 Modelle und Modellkopplungen 13 1.2.2 Probleme der Modellanwendung 17 1.3 Wissensdefizite und Zielstellung 23 2 Untersuchungsgebiete und Methoden 25 2.1 Schäfertal 25 2.1.1 Naturraum 25 2.1.2 Methoden 28 2.2 Lubazhinkha 31 2.2.1 Naturraum 31 2.2.2 Methoden 36 2.3 Datenverarbeitung 38 3 Ergebnisse und Diskussion des Monitorings in den Einzugsgebieten 41 3.1 Schäfertal 41 3.1.1 Abflussbildung 41 3.1.2 Stoffausträge bei Hochwasserereignissen 45 3.2 Lubazhinkha 54 3.2.1 Bedeutung der Schneeschmelze für den Stoffaustrag 54 3.2.2 Stoffdynamik während der Schneeschmelze 57 4 Modellentwicklung 69 4.1 Zielstellungen der Modellmodifikation und -entwicklung 69 4.2 WASIM-AGNPS 70 4.2.1 Wasserhaushaltsmodell WASIM 70 4.2.2 Stofftransportmodell AGNPS 72 4.2.3 Schnittstelle WASIM-AGNPS 74 4.3 Modifikation von WASIM für winterliche Abflussbildung 76 4.3.1 Grundlagen 76 4.3.2 Datenerhebung 77 4.3.3 Sensorauswahl 77 4.3.4 Ergebnisse 79 4.3.5 Empirisches Modell 82 4.3.6 Bodentemperaturteilmodul 83 4.3.7 Anpassung mit Daten aus dem Einzugsgebiet Lubazhinkha 85 4.4 Schneeschmelzerosionsmodell (SMEM) 87 4.4.1 Rillenprofil 87 4.4.2 Bodenerosion 90 4.4.3 Technische Umsetzung 96 4.5 Modellsystem IWAN 97 4.5.1 Schnittstelle SMEM-AGNPS 97 4.5.2 Graphische Benutzeroberfläche 99 5 Modellergebnisse und Diskussion 105 5.1 Schäfertal 105 5.1.1 Bodentemperatur 105 5.1.2 Hydrologie 108 5.1.3 Schneeschmelzerosion 113 5.1.4 Sedimentfracht 120 5.2 Lubazhinkha 126 5.2.1 Hydrologie 126 5.2.2 Schneeschmelzerosion 133 5.2.3 Sedimentfracht 137 6 Szenariorechnungen 143 6.1 Klimaszenarien Schäfertal 143 6.1.1 Szenarienauswahl 143 6.1.2 Modellergebnisse und Diskussion 148 6.2 Landnutzungsszenarien Lubazhinkha 158 6.2.1 Szenarienauswahl 158 6.2.2 Modellergebnisse und Diskussion 163 7 Schlussfolgerungen 169 7.1 Einzugsgebiete 169 7.2 Modellsystem IWAN 172 7.3 Szenarien 176 7.4 Forschungsbedarf 178 8 Zusammenfassung 179 9 Summary 189 10 Literatur 199 Appendix 207 Abkürzungen Modellübersicht Quellcode (VBA) ; Soil erosion by water is a ubiquitous problem that impairs the agricultural productivity, diminishes soil functionality and may harmfully affect neighbouring environmental compartments. Surface waters are especially affected by the sediment, sediment bounded and soluble nutrients as well as pollutants mobilised by soil erosion. The knowledge about erosion processes and sediment loads is of high relevance for the protection of the soil and water and has moreover an economic dimension. Generally, a slope or catchment can be divided into three zones: erosion, transport and sedimentation. However, runoff generating processes and roughness or topography triggered runoff concentration lead to an individual differentiation. Furthermore, spatial and temporal discontinuities of processes or connectivities and thresholds modify the erosion and sediment characteristics. Relief and soil as structural elements of a catchment control accordingly the soil moisture differentiation and in an essential way the runoff generation and sediment load. In temperate and cold climates an important portion of runoff is generated in winter and can be affected by soil frost and snowmelt. However, only little knowledge exists about the processes and dimension of sediment and nutrient emissions under these wintry conditions. Systematic research exists particularly in Russia and Norway. The related deficits are also reflected in existing model approaches to estimate soil erosion and sediment fields from catchments. On the one hand neither the snow development or snow melt nor the modification of the soil water flow in case of frozen soil is considered. On the other hand the erosivity of the snow melt runoff and the modification of the soil erodibility through, for example frost-thaw cycles, is adequately reflected. It is the main focus of the presented work to identify, by analysing data from a German and a Russian catchment, the dominant processes and triggers of runoff generation and diffuse pollution under winter conditions. The results are implemented into a model system which is utilised to analyse spatial heterogeneity and temporal variability of processes and to estimate the effects of climate and land use change on sediment loads in the two target areas. The 1.44 km² catchment Schaefertal is located in the eastern lower Harz Mountains approx. 150 km SW of Berlin, Germany. Cambisols and Luvisolos have developed from periglacial slope deposits on greywacke and argillaceous shale. These slopes are utilised agriculturally with a crop rotation of mainly winter grain and canola. The thalweg is dominated by hydromorphic soils and pasture. The climate is slightly continental with an annual average temperature of 6.8°C and 680 mm total annual precipitation. In addition to long-time hydro-meteorological measurements, since several years research into sediment and nutrient emissions is conducted. A routine biweekly sampling of the runoff at the catchment outlet is supplemented by automatic high flow sampling especially during snow melt flows. Besides suspended sediment concentration, phosphorus species and dissolved organic carbon are sampled and analysed following standard methods. Also in the Russian catchment Lubazhinkha the main focus is the characterisation of runoff generation and sediment/nutrient transport during snowmelt events. The catchment is located about 100 km south of Moscow, Russia in the transition zone from southern Taiga to forest steppe. The area of 18.8 km² is utilised half by agriculture and one third by forestry. The recent spatial differentiation of this land use is triggered by the relief determined erosive shortening and hydromorphic characteristics of the dominant grey forest soils. Climate and hydrology are dominated by snow cover accumulation and snow melt; annual average temperature is 4.4°C and the annual precipitation sum is 560 mm. High flow samples are taken at the catchment outlet behind a small dam and at the two most important tributaries to characterise mobilisation processes and the sediment and nutrient concentrations. The interpretation of data from the Schaefertal demonstrate for the period of investigation the importance of high flow situations that are caused by snow melt. Catchment conditions characterised by frozen soils lead to a modification of the measured hydrograph, especially through the occurrence of fast surface or near-surface components. The peak flow of the eight high flow events which are employed for interpretation vary between 30 and 270 l s-1, with total runoff volumes in a range from 1 to 50 mm. The sediment concentrations that are observed at the catchment outlet are below 650 mg l-1 for the two events without frozen soil and therewith distinct below the maximum of around 6000 mg l-1 for events with frozen or partly frozen soil conditions. Solely, one event with rainfall on unfrozen soil is characterised by high sediment concentration which is caused by channel maintenances and easy mobilisation of material from the channel banks. According to this, the sediment yields vary for the single events and achieve up to 17 t. The most important trigger is the generation of erosive surface runoff on the slopes by reduction of the hydraulic conductivity of the frozen soils. The comparison of the sediment concentrations of high flow events and the biweekly sampling as well as hysteresis curves of the single events clarify the differing dynamics of sediment export situations. The soil frost affected events show an anti-clockwise direction of the discharge-sediment relationship which points to a sediment source on the slope, whereas the hysteresis curves of unfrozen soil conditions are oriented clockwise. For these events a sediment source near the channel or the channel bank is probable. These assumptions are also supported by a differentiated phosphorus enrichment ratio in the exported sediment. Furthermore, a dynamic in the progress of the single events can be observed which is caused by the temporal variability of the runoff generation and confirms the related spatial heterogeneity of sediment sources. Contrary to the Schaefertal with several snow melt events per year, in the Russian catchment the snow cover is accumulated over the entire winter and one snow melt flood occurs in March or during the first half of April. The interpretation of multiannual data document the importance of the spring snow melts for the runoff generation and sediment export from the catchment Lubazhinkha. The sediment yield of three observed snow melt events varies between 50 and 630 t in dependency on the hydrological conditions. The event related sediment load of at least 0.3 t ha-1 is above the values that were measured in the Schaefertal but in the range of other studies with comparable soils and land use. Detailed analyses of the measurements of the snow melt in spring 2003 document the dynamic within one event. A sediment concentration at the catchment outlet from 6 to 540 mg l-1 led to a total event sediment yield of 190 t. The maximum concentrations of sediment and phosphorus peak with the discharge. In contrast, the concentration of dissolved organic carbon (DOC) is delayed compared to the runoff peak due to the slow snow melt development under forest stands and mobilisation of DOC from the organic rich topsoil of these forest areas. A differentiation of runoff components allows a further interpretation of event specific dynamic of sediment sources and transport pathways. In case of low discharge (< 2.5 mm d-1) the material transfer is dominated by dissolved forms and enters the channel passing the soil as slow runoff. Fast runoff components or surface runoff dominate situations with higher amounts of discharge in which sediment and nutrient sources are mobilised with temporal dynamic. Besides this event internal dynamic inter-annual variability exists that is a result of weather conditions in the specific winter. Similar to the Schaefertal, the development of frozen soils and the related modification of infiltration characteristics of the soils play an important role in the Lubazhinkha catchment. Other important triggers are snow water equivalent, snow melt dynamic and specific soil frost characteristics, i.e. depth of penetration. The variability of these boundary conditions led to a high inter-annual differentiation of runoff generation and sediment loads. Thus, for the snowmelt 2004 with above average winter air temperatures and only partly frozen soils, as well as low snow water equivalent, a comparable low sediment load was observed. In addition, the hysteresis curves of the discharge-sediment concentration relationship indicate differences in the sediment sources for the single snow melt events which are in dependency of the abovementioned factors. For both catchments the established monitoring system and selected parameters provide an insight into runoff generating processes and relevant triggers. Occurrences of soil frost and snow melt dynamics are most important factors. Wintry conditions led to high sediment and nutrient yields in both catchments. The interpretation of physical and chemical parameters of discharge allows the identification of spatial heterogeneity and temporal variability of sediment source areas. Several demands for a model approach arise from these findings of catchment monitoring which are especially related to the spatial differentiated estimation of surface runoff generating areas and soil erosion through snow melt water. The basis for the model system "IWAN" (Integrated Winter erosion And Nutrient load model) is the hydrological model WASIM ETH Ver.2 and the nutrient load model AGNPS 5.0. The linking of these two raster-based models facilitates the utilisation of continuous, spatial differentiated information for surface runoff to estimate soil erosion. By this, the high parameter sensitivity of the SCS-CN approach in AGNPS is replaced with sensitivities distributed among different parameters of the soil water calculation in WASIM and the concurrent calculation of a plausible process based spatial differentiated runoff generation. The implementation of a module to estimate the soil temperature forms the basis for an improved calculation of soil water flows and runoff generation under winter conditions. This module calculates the topsoil temperature based on values of air temperature and considers exposition and land use. The calculated soil temperature of the previous day is assumed in case of a snow cover of more than 5 mm water equivalent. The saturated hydraulic conductivity of the soil is set to zero if the calculated soil temperature drops below freezing and surface runoff begins after the water free soil pore volume is filled up. The goodness of fit for the Schaefertal shows a correlation coefficient of 0.62 to 0.81 and for the Lubazhinkha catchment values in a range between 0.82 and 0.91. The spatial and temporal differentiated information of surface runoff is fundamental to a new developed calculation of rill erosion during snow melt situations which replaces the empirical erosion estimation of AGNPS. One rill for each raster cell is simulated on the assumption of a non-cohesive soil through water saturation and that soil frost does not hinder the deepening of the triangular rill profile. The soil erodibilty is a function of root parameters and diameter of water stable aggregates. The erosivity of the snow melt runoff in the rill is calculated in dependency of surface roughness and soil aggregate diameter. A spatial differentiated estimation of soil erosion is possible in combination with the routed surface runoff from the modified WASIM. In addition to the erosion estimation, the model system IWAN comprises a user interface for data conversion as well as pre- and post-processing options. The results of the model system application for both catchments demonstrate that the dominant processes of runoff generation as well as sediment loss are matched. For the Schaefertal a modelling agreement of r² equalling 0.94 and 0.91 is realised for the year of calibration 1994 and the year of validation 1995, respectively. With the exception of 1996 all periods of high flow and the falling dry of the channel in summer from 1996 until 2003 are represented satisfactorily with the calibrated set of parameters. On this basis, the total runoff volume of the observed and above discussed snow melt events has been modelled with a high degree of accuracy. The spatially differentiated calculation of soil moisture and soil frost occurrence results in a variable fraction of surface runoff on the total runoff for these events. Runoff volume, slope and flow length show positive sensitivities in the new snow melt erosion module. However, parameter combinations and non-linear algorithms, especially for root parameters and the Manning coefficient, may lead to more complex sensitivity properties. Thus, the simulation of soil erosion in the Schaefertal was first conducted with a set of parameters that was calibrated with results of erosion plot experiments. The average values of calculated erosion vary between 0.0006 and 0.96 t ha-1 for the six events from the Schaefertal. However, the median values and high standard deviations prove that most of the cells have low erosion values. The results for events with frozen soils are characterised by significant higher values of erosion. Despite similar total runoff volume i.e. of the events from 20.01.2001 and 26.02.2002 differences occur because of distinctions in runoff concentration on the north and south exposed slope. The spatial results are positively compared to field mapping in addition to a plausibility control of the calculated values. The adjustment of the calculated values for sediment load against the observations is done with calibration of the Manning coefficient for one randomly selected event. The sediment load in some footslope areas caused by runoff concentration is especially high and in the range of 0.0 to 13.84 t for single events. The event sediment yield is generally underestimated with the exception of the event on 26.02.2002. The total absolute error for the three winter seasons is 11 t. The difference between simulated and observed sediment load is highest for the 26.12.2002. This distinction may originate in the temporal variability and spatial heterogeneity of surface roughness against the background of soil frost influences and tillage operations. The general distribution of modelled sediment sources, transport pathways and connecting points to the channel are confirmed by field observations. However, a quantification of the spatial model results on the basis of the observed single events is not possible. For the Lubazhinkha catchment two sets of hydrological parameters are identified for the year of calibration 2004 which achieve satisfying results in comparison to the observed discharge. Although one of these set of parameters performed better in reproducing the peak flows of the snow melt situations, the spatial distribution of surface runoff generating areas was not plausible. Contrary, the second set of parameters characterises the lateral water flows and thus the important spatial soil moisture distribution in a more realistic way. However, the snow melt peak flows for the years of validation 2003 and 2005 are overestimated. The difference between the years, which was identified on the basis of the interpretation of the observations, is matched as well as the dynamic of runoff generation. Surface runoff generation on the flat interfluves areas and saturated areas in valley bottoms are modelled satisfactorily as well as the delayed runoff generation under forest stands. The model system simulates erosion sums of 10 to 280 t d-1 for a total of ten days with surface runoff in a range of 0.3 to 24.1 mm d-1 in the entire modelling period of three years. Considering the variable area of 5 to 46 % on which erosion takes place, the values of effective erosion vary between 0.1 and 0.32 t ha-1 for single days and between 0.44 to 0.92 t ha-1 for multi-day snow melts. The simulated sediment load at the catchment outlet range from 6.7 to 365.8 t per day and sums up to 246.2 t for the snow melt 2003. For the year 2004 99.9 t and for 2005 757.9 t are calculated. In comparison to the observations for the calibration year 2004, the sediment load is overestimated by 10 t or 12 %. The deviation for 2003 is -9 %, with the same set of parameters. The result for 2005 is with an error of 33 % not as good as in the two other years. Overall, the days of snow melt with a low amount of erosion cause additional mobilisation of sediment from the channel banks and contrary, high amount of erosion on the slopes result in deposition processes on the forest and pasture areas near in the valley bottom and in the channel itself. Thus, high sediment loads are estimated for the bottom slopes and the small V-shaped first order valleys. The sediment loads for the two sub-catchments differ significantly because of the spatially differentiated processes of runoff generation and soil erosion. For the days with runoff generation in forest areas higher sediment yields are calculated for the Lubazhinkha-subcatchment which is characterised by a higher degree of forested areas. Differences in slope-channel interaction and variations between the two subcatchments illustrated the overall high process relevance of the model results. The model system IWAN estimates for the Schaefertal and the Lubazhinkha catchment the spatial and temporal dynamics of surface runoff generation and the related erosion processes during snow melt episodes with high plausibility. The model approach demonstrates an option between model result aggregation at the catchment outlet and intensive spatial field observation and measurement within a catchment. The satisfactory modelling of processes for the Schaefertal, as well as for the Lubazhinkha catchment, forms the basis for the calculation of climate and land use scenarios. An analysis of the existing long-term dataset from the Schaefertal approves the general trend of warming, especially in the winter half year. Contrary, the instrument error for rainfall measurements disallows an identification of a trend in the present data. A total of 13 years with defined deviation of +2.5 to -2.5 °C and five years with a deviation of +0.5 °C from the average air temperature in winter (Jd 330-90) were selected from the data set. In contrast to the utilisation of weather generators, this selection provides a dataset with a combination of air temperature and rainfall/snow that is in accordance with typical atmospheric situations. The amount of rainfall for the winter period of the scenario years deviates -45 % to +75 % from the long term average of winter. The model results substantiate the role of weather situations such that an increased amount of rainfall does not automatically result in above-average runoff. Snow cover dynamics and soil frost occurrence are the controlling factors. The number of days with snow and the duration of each snow period are significant higher for scenarios with negative temperature deviation compared to the scenarios with positive deviation. Overall the results of the hydrological calculation of the scenarios show that extreme positive and negative deviations lead to increased surface runoff probability. The sums of erosion for single days with surface runoff varies between 4 to 141 t d-1 and are in direct relation to runoff volume due to the unchanged set of parameters. Generally the calculated sums of erosion for situations without soil frost are lower than with soil frost, but both types are in the range of values of the measured and modelled reference events. Also the calculated sediment yields from 0.03 to 13.15 t d-1 for the scenario days are in the range of the measurements. A higher variability could be expected when considering modifications to vegetation period or crop rotations. An interpretation of erosion and sediment yield on the basis of snow melt periods clarifies those scenarios with extreme deviations also tend to higher sediment export from the catchment. Transformation processes in the agricultural sector of Russia trigger fundamental changes in land use. Based on an analysis of the development of the past 15 years for the Lubazhinkha catchment a significant modification of the pasture, arable land and forest areas is probable in the future. This dynamic is reflected in five scenarios with area-specific changes in land use distribution. The variations range from scenarios with a foreign investor who extends the arable land to all suitable soils in the catchment, an expansion of forest areas in the frame of a governmental forest protection program to the development of small family farms with local market structures because of tourism. The calculated total runoff for the scenarios varies between 276.4 and 293.3 mm for the entire simulation period 2003 to 2005. Small positive or negative deviations occur compared to the as-is state in relation to the variable forest area and combined evapotranspiration. Contrary, the surface runoff shows large deviations of more than 20 mm for the three snow melt periods. These differences are pronounced for the scenario with highest portion of forest and pasture area in the years 2003 and 2005 that are characterised by soil frost and high water equivalent in snow. With only few exceptions the scenarios lead to an increase in simulated sediment yield at the catchment outlet. Moreover, the results document that a decrease of erosion on the slopes does not consequently result in a yield reduction. In the case of low sediment input from the slopes additional material from the channel bed and banks may attribute significantly to the sediment loading. An area specific comparison of two scenarios clarifies the importance of localisation of land use changes and the according connectivity of surface runoff areas and erosion areas to the channel. The scenarios document the increasing importance of extreme events that can be expected due to climate change. Additionally, the link of slope and channel processes, as attribute of a catchment, has to be considered in planning of management measures. The results prove for both catchments that the model system IWAN can be applied for estimating future potential sediment sources and sediment yield after successful calibration. Further research is needed in the question of transferability of the monitoring approach to other environments with a different, more complex hydrological catchment reaction and linked sediment sources and transport mechanisms. The model system IWAN can be improved by a dynamic calculation of rill network generation on the slope and a modification of the sediment transport algorithms. The transfer of the model system to other catchments has to be accompanied by a comprehensive sensitivity and uncertainty analysis especially respecting the model chain within IWAN.:Gliederung Gliederung V Liste der Abbildungen VII Liste der Tabellen XII 1 Einleitung und Fragestellung 3 1.1 Bodenerosion und Sedimentfracht in Einzugsgebieten 3 1.1.1 Abflussbildung, Bodenerosion und Sedimentaustrag 3 1.1.2 Winterliche Situationen 5 1.2 Modellierungsansätze 13 1.2.1 Modelle und Modellkopplungen 13 1.2.2 Probleme der Modellanwendung 17 1.3 Wissensdefizite und Zielstellung 23 2 Untersuchungsgebiete und Methoden 25 2.1 Schäfertal 25 2.1.1 Naturraum 25 2.1.2 Methoden 28 2.2 Lubazhinkha 31 2.2.1 Naturraum 31 2.2.2 Methoden 36 2.3 Datenverarbeitung 38 3 Ergebnisse und Diskussion des Monitorings in den Einzugsgebieten 41 3.1 Schäfertal 41 3.1.1 Abflussbildung 41 3.1.2 Stoffausträge bei Hochwasserereignissen 45 3.2 Lubazhinkha 54 3.2.1 Bedeutung der Schneeschmelze für den Stoffaustrag 54 3.2.2 Stoffdynamik während der Schneeschmelze 57 4 Modellentwicklung 69 4.1 Zielstellungen der Modellmodifikation und -entwicklung 69 4.2 WASIM-AGNPS 70 4.2.1 Wasserhaushaltsmodell WASIM 70 4.2.2 Stofftransportmodell AGNPS 72 4.2.3 Schnittstelle WASIM-AGNPS 74 4.3 Modifikation von WASIM für winterliche Abflussbildung 76 4.3.1 Grundlagen 76 4.3.2 Datenerhebung 77 4.3.3 Sensorauswahl 77 4.3.4 Ergebnisse 79 4.3.5 Empirisches Modell 82 4.3.6 Bodentemperaturteilmodul 83 4.3.7 Anpassung mit Daten aus dem Einzugsgebiet Lubazhinkha 85 4.4 Schneeschmelzerosionsmodell (SMEM) 87 4.4.1 Rillenprofil 87 4.4.2 Bodenerosion 90 4.4.3 Technische Umsetzung 96 4.5 Modellsystem IWAN 97 4.5.1 Schnittstelle SMEM-AGNPS 97 4.5.2 Graphische Benutzeroberfläche 99 5 Modellergebnisse und Diskussion 105 5.1 Schäfertal 105 5.1.1 Bodentemperatur 105 5.1.2 Hydrologie 108 5.1.3 Schneeschmelzerosion 113 5.1.4 Sedimentfracht 120 5.2 Lubazhinkha 126 5.2.1 Hydrologie 126 5.2.2 Schneeschmelzerosion 133 5.2.3 Sedimentfracht 137 6 Szenariorechnungen 143 6.1 Klimaszenarien Schäfertal 143 6.1.1 Szenarienauswahl 143 6.1.2 Modellergebnisse und Diskussion 148 6.2 Landnutzungsszenarien Lubazhinkha 158 6.2.1 Szenarienauswahl 158 6.2.2 Modellergebnisse und Diskussion 163 7 Schlussfolgerungen 169 7.1 Einzugsgebiete 169 7.2 Modellsystem IWAN 172 7.3 Szenarien 176 7.4 Forschungsbedarf 178 8 Zusammenfassung 179 9 Summary 189 10 Literatur 199 Appendix 207 Abkürzungen Modellübersicht Quellcode (VBA)

Between 2000 and 2005 infrastructure made a contribution of 1 percentage point to Senegal's improved per capita growth performance, placing it in the middle of the distribution among West African countries during the period. Raising the country's infrastructure endowment to that of the region's middle-income countries (MICs) could boost annual growth by about 2.7 percentage points. Senegal has made significant progress in some areas of its infrastructure. In the transport sector, road standards are adequate and their quality average. Senegal has also strengthened the road institutional framework with the creation of the Second Generation Road Fund (FERA) and the Road Maintenance Executing Agency. It has also managed to have a toll road concession granted for the Dakar-Diamniadio Toll Highway. The tariffs in the railway sector are internationally competitive, and there has been improvement in the financial viability of ports. After Nigeria, the country stands as an emerging hub and a major player in air transport. Also, Senegal has managed to introduce private participation in electricity generation, and the unbundling of the electricity sector is under way even as the country actively participates in the regional power market. The country is on track to meet the Millennium Development Goals (MDGs) in improved water. In the information and communication technology (ICT) sector there has been an impressive expansion of the mobile and Internet markets. Senegal already spends around $911 million per year on infrastructure, equivalent to about 11 percent of its gross domestic product (GDP). Almost $312 million a year is lost to inefficiencies of various kinds, associated mainly with under-pricing in the power and water sectors, poor financial management of utilities, and inefficient allocation of resources across sectors. If Senegal could raise tariffs to cost-recovery levels and reduce operational inefficiencies in line with reasonable developing-country benchmarks, it could substantially boost its infrastructure sector.

Upgrading infrastructure plays a critical role in the Republic of Congo's quest to diversify its economy and reduce poverty. It is also an important source of growth on its own. A cross-country statistical analysis conducted for this report shows that infrastructure contributed one-half of one percentage point to the Republic of Congo's per capita gross domestic product (GDP) growth annually from 2001 to 2006. However, if the country's infrastructure could be improved to the level seen in Mauritius, the leading country in Sub-Saharan Africa, it could contribute more than 3 percentage points to annual per capita growth. The Republic of Congo's power infrastructure is inadequate and inefficiently operated. The country lags well behind peer countries in generation capacity and electrification. The parts of the population not served by the grid face exorbitant costs. The government has responded to these issues with an ambitious investment plan. However, if new assets are to operate effectively, major inefficiencies in the power utility will also need to be addressed. The utility's transmission and distribution losses are 47 percent, more than double best-practice benchmarks, while the cost of overstaffing is 30 percent of utility revenue. Tariffs recover barely half the cost of service provision, even though full cost recovery will be affordable to the population. In the information and communication technology (ICT) sector, the Republic of Congo has made good progress in developing its mobile telephony market in recent years, with high levels of signal coverage. The cost of international connectivity is currently high, but it should fall once the country connects to the international submarine cable and completes its domestic fiber optic network. On the other hand, the physically dilapidated and financially depleted condition of the fixed-line telephone operator is becoming a constraint to raising Internet penetration. The Republic of Congo performs relatively well on service coverage in the water and sanitation sector. The country's access statistics are substantially ahead of those in its peer group, particularly with regard to piped water, stand-posts, and improved latrines. However, access to services is much greater in urban areas than in rural areas. Furthermore, under-pricing of water has hurt the financial soundness of the water utility, even though analysis suggests that cost recovery tariffs would be affordable to consumers.

This paper analyzes how investment incentives may or may not be used to foster private investment, particularly in developing countries. As practitioners and policymakers can attest, political economy exerts a powerful influence on incentives. Many incentives especially generous ones have persisted because of lobbying by special interests and politicians' need to curry favor. Yet little research has been done on how political economy affects incentive policy. Second, the paper sheds light on the role that political economy plays in the popularity of incentives and the related shortcomings. Incentives are sometimes used to dole out favors to investors, so investors who benefit from incentives resist attempts to eliminate them. This paper suggests a way to tackle such problems. Third, the paper compiles good practices on managing and administering incentives in developing countries, drawing on government and private sector experiences. Finally, the paper provides policymakers with a framework for analyzing the efficacy of investment incentives based on the sector and level of development involved, and suggests reforms for moving toward best practice.

NOTICIAS / NEWS ("Transfer", 2016) 1) CONGRESOS / CONFERENCES: 1. Languages & the Media – Agile Mediascapes: Personalising the Future, Hotel Radisson Blu, Berlín, 2-4 Nov. 2016 www.languages-media.com 2. Third Chinese Drama Translation Colloquium Newcastle University, UK, 28-19 Junio 2016. www.ncl.ac.uk/sml/about/events/item/drama-translation-colloquium 3. 16th Annual Portsmouth Translation Conference – Translation & Interpreting: Learning beyond the Comfort Zone, University of Portsmouth, UK, 5 Nov. 2016. www.port.ac.uk/translation/events/conference 4. 3rd International Conference on Non-Professional Interpreting & Translation (NPIT3) Zurich University of Applied Sciences, Suiza
5-7 Mayo 2016. www.zhaw.ch/linguistics/npit3 5. 3rd Postgraduate Symposium – Cultural Translation: In Theory and as Practice. University of Nottingham, UK, 18 Mayo 2016. Contact: uontranslation2016@gmail.com 6. 3rd Taboo Conference – Taboo Humo(u)r: Language, Culture, Society, and the Media, Universitat Pompeu Fabra (Barcelona) 20-21 Sep. 2016.
https://portal.upf.edu/web/taco 7. Postgraduate Conference on Translation and Multilingualism Lancaster University, UK, 22 Abril 2016. Contacto: c.baker@lancaster.ac.uk 8. Translation and Minority University of Ottawa (Canadá), 11-12 Nov. 2016. Contacto: rtana014@uottawa.ca 9. Translation as Communication, (Re-)narration and (Trans-)creation Università di Palermo (Italia), 10 Mayo 2016 www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/convegni/translation 10. From Legal Translation to Jurilinguistics: Interdisciplinary Approaches to the Study of Language and Law, Universidad Pablo de Olavide, Sevilla,
27-28 Oct. 2016. www.tinyurl.com/jurilinguistics 11. Third International Conference on Research into the Didactics of Translation. Universitat Autònoma de Barcelona, 7-8 Julio 2016 http://grupsderecerca.uab.cat/pacte/en/content/second-circular-1 12. EST Congress – Expanding the Boundaries or Strengthening the Bases: Should Translation Studies Explore Visual Representation? Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/18-expanding-the-boundaries-or-strengthening-the-bases-should-translation-studies-explore-visual-representation/ 13. Tourism across Cultures: Accessibility in Tourist Communication Università di Salento, Lecce (Italia). 25-27 Feb. 2016 http://unisalento.wix.com/tourism 14. Translation and Interpreting Studies at the Crossroad: A Dialogue between Process-oriented and Sociological Approaches – The Fourth Durham Postgraduate Colloquium on Translation Studies Durham University, UK. 30 Abril – 1 Mayo 2016. www.dur.ac.uk/cim 15. Translation and Interpreting: Convergence, Contact, Interaction Università di Trieste (Italia), 26-28 Mayo 2016 http://transint2016.weebly.com 16. 7th International Symposium for Young Researchers in Translation, Interpreting, Intercultural Studies and East Asian Studies. Universitat Autònoma de Barcelona, 1 Julio 2016. http://pagines.uab.cat/simposi/en 17. Translation Education in a New Age The Chinese University of Hong Kong, Shenzhen, China 15-16 Abril 2016. Contact: Claire Zhou (clairezhou@cuhk.edu.cn) 18. Audiovisual Translation: Dubbing and Subtitling in the Central European Context, Constantine the Philosopher University, Nitra (Eslovaquia). 15-17 Junio 2016. https://avtnitraconference.wordpress.com 19. Cervantes, Shakespeare, and the Golden Age of Drama Madrid, 17-21 Oct. 2016 http://aedean.org/wp-content/uploads/Call-for-papers.pdf 20. 3rd International Conference Languaging Diversity – Language/s and Power. Università di Macerata (Italia), 3-5 Marzo 2016 http://studiumanistici.unimc.it/en/research/conferences/languaging-diversity 21. Congreso Internacional de Traducción Especializada (EnTRetextos) Universidad de Valencia, 27-29 Abril 2016 http://congresos.adeituv.es/entretextos 22. Translation & Quality 2016: Corpora & Quality Université Charles de Gaulle Lille 3 (Francia), 5 Feb. 2016 http://traduction2016.sciencesconf.org/?lang=en 23. New forms of feedback and assessment in translation and interpreting training and industry. 8th EST Congress – Translation Studies: Moving Boundaries, Aarhus University (Dinamarca), 15-17 Sep. 2016. www.bcom.au.dk/est2016 24. Intermedia 2016 – Conference on Audiovisual Translation University of Lodz (Polonia), 14-16 Abril 2016 http://intermedia.uni.lodz.pl 25. New Technologies and Translation Université d'Algiers (Argelia). 23-24 Feb. 2016 Contacto: newtech.trans.algiers@gmail.com 26. Circulation of Academic Thought - Rethinking Methods in the Study of Scientific Translation. 11 - 12 Dec. 2015, University of Graz (Austria).https://translationswissenschaft.uni-graz.at/de/itat/veranstaltungen/circulation-of-academic-thought 27. The 7th Asian Translation Traditions Conference Monash University, Malaysia Campus, 26-30 Sep. 2016. http://future.arts.monash.edu/asiantranslation7 28. "Translation policy: connecting concepts and writing history" 8th EST Congress – Translation Studies: Moving Boundaries Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/13-translation-policy-connecting-concepts-and-writing-history 29. International Conference – Sound / Writing: On Homophonic Translation. Université de Paris (Francia), 17-19 Nov. 2016 www.fabula.org/actualites/sound-writing-on-homophonic-translationinternational-conference-paris-november-17-19-2016_71295.php 30. Third Hermeneutics and Translation Studies Symposium – Translational Hermeneutics as a Research Paradigm Technische Hochschule, Colonia (Alemania), 30 Junio-1 Julio 2016 www.phenhermcommresearch.de/index.php/conferences 31. II International Conference on Economic Financial and Institutional Translation. Université du Québec à Trois-Rivières (Canadá), 17-18 Agosto 2016. www.uqtr.ca/ICEBFIT 32. International Congress - liLETRAd 2016-Cátedra LILETRAD. Literature Languages Translation, Universidad de Sevilla, 6-8 Julio 2016. https://congresoliletrad.wordpress.com 33. Transmediations! Communication across Media Borders Linnæus University, Växjö (Suecia), 13–15 Oct. 2016 http://lnu.se/lnuc/linnaeus-university-centre-for-intermedial-and-multimodal-studies-/events/conferences/transmediations?l=en 34. Translation Education in a New Age, 15-16 Abril 2016. School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen. Contacto: chansinwai@cuhk.edu.cn 35. Translation and Time: Exploring the Temporal Dimension of Cross-cultural Transfer, 8-10 Diciembre 2016. Departamento de Traducción, The Chinese University of Hong Kong. Contacto: translation-and-time@cuhk.edu.hk. 36. Du jeu dans la langue. Traduire les jeux de mots / Loose in Translation. Translating Wordplay, 23-24 Marzo 2017, Université de Lille (France) https://www.univ-lille3.fr/recherche/actualites/agenda-de-la-recherche/?type=1&id=1271. Contacto: traduirejdm@univ-lille3.fr, julie.charles@univ-lille3.fr 37. Translation and Translanguaging across Disciplines. EST Congress 2016 "Translation Studies: Moving Boundaries", European Society for Translation Studies, Aarhus (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/12-translation-and-translanguaging-across-disciplines/ Contacto: nune.ayvazyan@urv.cat; mariagd@blanquerna.url.edu; sara.laviosa@uniba.it http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/submission/ 38. Beyond linguistic plurality: The trajectories of multilingualism in Translation. An international conference organized jointly by Bogaziçi University, Department of Translation and Interpreting Studies, and Research Group on Translation and Transcultural Contact, York University, Bogaziçi University, 1-12 Mayo 2016. Contacto: sehnaz.tahir@boun.edu.tr, MGuzman@glendon.yorku.ca 39. "Professional and Academic Discourse: an interdisciplinary perspective". XXXIV IConferencia Internacional de la Sociedad Española de Lingüística Aplicada (AESLA), 14-16 Abril 2016. Interuniversity Institute for Applied Modern Languages (IULMA) / Universidad de Alicante. http://web.ua.es/aesla2016. Contacto: antonia.montes@ua.es. 2) CURSOS, SEMINARIOS, POSGRADOS / COURSES, SEMINARS, MASTERS: 1. Seminario: Breaking News for French>English and English>French Translators King's College Cambridge, UK, 8-10 Agosto 2016 Contacto: translateincambridge@iti.org.uk 2. Curso on-line: Setting Up as a Freelance Translator Enero – Marzo 2016. Institute of Translation & Interpreting, UK https://gallery.mailchimp.com/58e5d23248ce9f10c161ba86d/files/Application_Form_SUFT_2016.pdf?utm_source=SUFT+December+Emailer&utm_campaign=11fdfe0453-Setting_Up_as_a_Freelance_Translator12_7_2015&utm_medium=email&utm_term=0_6ef4829e50-11fdfe0453-25128325 3. Curso: Using Interpreters for Intercultural Communication and Other Purposes (COM397CE) http://darkallyredesign.com/what-we-do/using-interpreters-for-intercultural-communication 4. Workshop: How to Write and Publish Your Scholarly Paper In cooperation with the European Association of Science Editors (EASE) New Bulgarian University, Sofia (Bulgaria), 21-23 Marzo 2016 www.facebook.com/events/1511610889167645 http://esnbu.org/data/files/resources/ease-nbu-seminar-march-2016-fees.pdf 5. Posgrado: II Postgraduate Course on Spanish Law Taught in English "Global study". Universidad Internacional de Andalucía / Colegio de Abogados de Málaga. www.unia.es/cursos/guias/4431_english.pdf 3) CURSOS DE VERANO / SUMMER COURSES: 1. STRIDON – Translation Studies Doctoral and Teacher Training Summer School, Piran (Eslovenia), 27 Junio – 8 Julio 2016 www.prevajalstvo.net/doctoral-summer-school 2. Training in Translation Pedagogy Program School of Translation and Interpretation, University of Ottawa (Canadá), 4-29 Julio 2016. https://arts.uottawa.ca/translation/summer-programs 3. 2016 Nida School of Translation Studies. Translation, Ecology and Entanglement, San Pellegrino University Foundation, Misano Adriatico, Rimini (Italia), 30 Mayo – 10 Junio 2016. http://nsts.fusp.it/Nida-Schools/NSTS-2016 4. TTPP - Intensive Summer Program in Translation Pedagogy University of Ottawa (Canadá), 4-29 Julio 2016. http://arts.uottawa.ca/translation/summer-programs-2016/ttpp 5. CETRA Summer School 2016. 28th Research Summer School University of Leuven, campus Antwerp (Bélgica), 22 Agosto – 2 Sep. 2016. Contacto: cetra@kuleuven.be. http://www.arts.kuleuven.be/cetra 4) LIBROS / BOOKS: 1. Varela Salinas, María-José & Bernd Meyer (eds.) 2016. Translating and Interpreting Healthcare Discourses / Traducir e interpretar en el ámbito sanitario. Berlín : Frank & Timme. www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-79-maria-jose-varela-salinasbernd-meyer-eds-translating-and-interpreting-healthcare-disc/backPID/transued-arbeiten-zur-theorie-und-praxis-des-uebersetzens-und-dolmetschens-1.html 2. Ordóñez López, Pilar and José Antonio Sabio Pinilla (ed.) 2015. Historiografía de la traducción en el espacio ibérico. Textos contemporáneos. Madrid: Ediciones de Castilla-La Mancha. www.unebook.es/libro/historiografia-de-latraduccion-en-el-espacio-iberico_50162 3. Bartoll, Eduard. 2015. Introducción a la traducción audiovisual. Barcelona: Editorial UOC. www.editorialuoc.cat/introduccion-a-la-traduccion-audiovisual 4. Rica Peromingo, Juan Pedro & Jorge Braga Riera. 2015. Herramientas y técnicas para la traducción inglés-español. Madrid: Babélica. www.escolarymayo.com/libro.php?libro=7004107&menu=7001002&submenu=7002029 5. Le Disez, Jean-Yves. 2015. F.A.C.T. Une méthode pour traduire de l'anglais au français. París: Ellipses. www.editions-ellipses.fr/product_info.php?cPath=386&products_id=10601 6. Baker, Mona (ed.) 2015. Translating Dissent: Voices from and with the Egyptian Revolution. Londres: Routledge. www.tandf.net/books/details/9781138929876 7. Gallego Hernández, Daniel (ed.) 2015. Current Approaches to Business and Institutional Translation / Enfoques actuales en traducción económica e institucional. Berna: Peter Lang. www.peterlang.com/download/datasheet/86140/datasheet_431656.pdf 8. Vasilakakos, Mary. 2015. A Training Handbook for Health and Medical Interpreters in Australia. www.interpreterrevalidationtraining.com/books-and-resources.html 9. Jankowska, Anna & Agnieszka Szarkowska (eds) 2015. New Points of View on Audiovisual Translation and Media Accessibility. Oxford: Peter Lang. www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=83114 10. Baer, Brian James (2015). Translation and the Making of Modern Russian Literature, Londres: Bloomsbury. Translation and the Making of Modern Russian Literature is the inaugural book in a new Translation Studies series: Bloomsbury's "Literatures, Cultures, Translation." 11. Camps, Assumpta. 2016. La traducción en la creación del canon poético (Recepción de la poesía italiana en el ámbito hispánico en la primera mitad del siglo XX). Berna: Peter Lang. 5) REVISTAS / JOURNALS: 1. JoSTrans, The Journal of Specialised Translation, nº especial sobre Translation & the Profession, Vol. 25, Enero 2016. www.jostrans.org 2. Translation and Interpreting – Nº especial sobre Community Interpreting: Mapping the Present for the Future www.trans-int.org/index.php/transint. 3. inTRAlinea – Nº especial sobre New Insights into Specialised Translation. www.intralinea.org/specials/new_insights 4. Linguistica Antverpiensia NS-Themes in Translation Studies, 2015 issue, Towards a Genetics of Translation. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/issue/view/16 5. Quaderns de Filologia, Nº especial sobre Traducción y Censura: Nuevas Perspectivas, Vol. 20, 2015. https://ojs.uv.es/index.php/qdfed/issue/view/577 6. The Translator – Nº especial sobre Food and Translation, Translation and Food, 2015, 21(3). www.tandfonline.com/eprint/ryqJewJUDKZ6m2YM4IaR/full 7. Current Trends in Translation Teaching and Learning E, 2015, 2 www.cttl.org/cttl-e-2015.html 8. Dragoman Journal of Translation Studies. www.dragoman-journal.org 9. Current Trends in Translation Teaching and Learning E. Edición especial sobre Translation Studies Curricula Across Countries and Cultures. www.cttl.org 10. International Journal of the Sociology of Language, Nº especial sobre Translation Policies and Minority Languages: Theory, Methods and Case Studies http://fouces.webs.uvigo.es/CallForPapersIJSLTranslationPolicies.pdf 11. Nº especial de The Interpreter and Translator Trainer 11(2) – Employability and the Translation Curriculum www.tandfonline.com/doi/full/10.1080/1750399X.2015.1103092 12. InTRAlinea. Nº especial sobre Building Bridges between Film Studies and Translation Studies www.intralinea.org/news/item/cfp_building_bridges_between_film_studies_and_translation_studies 13. Nº especial de TranscUlturAl: Comics, BD & Manga in translation/en traduction https://ejournals.library.ualberta.ca/index.php/TC/announcement/view/290 14. The Journal of Translation Studies 2015, 16(4) Nº especial sobre Translator and Interpreter Training in East Asia Contacto: Won Jun Nam: wjnam@hufs.ac.kr, wonjun_nam@daum.net 15. TRANS Revista de Traductología, 19(2), 2015. www.trans.uma.es/trans_19.2.html 16. Between, 9, 2015 – Censura e auto-censura http://ojs.unica.it/index.php/between/index 17. Translation Studies, Nº especial sobre Translingualism & Transculturality in Russian Contexts of Translation http://explore.tandfonline.com/cfp/ah/rtrs-cfp3 18. Translation & Interpreting, 7:3, 2016 www.trans-int.org/index.php/transint/issue/view/38 19. "The translation profession: Centres and peripheries" The Journal of Specialised Translation (Jostrans), Nº. 25, Enero 2016. The Journal of Translation Studies is a joint publication of the Department of Translation of The Chinese University of Hong Kong and the Chinese University Press. Contact: jts.tra@cuhk.edu.hk, james@arts.cuhk.edu.hk 19. Nuevo artículo: "The Invisibility of the African Interpreter" por Jeanne Garane, Translation: a transdisciplinary journal http://translation.fusp.it/. Contact: siri.nergaard@gmail.com.

The demand for functional and smart textiles has risen nowadays due to the lifestyle change of human beings. Along with this, the production of functional and smart textiles is consistently increasing. However, the conventional dyeing and finishing methods used to produce the functional textiles have issues such as the requirement of a large amount of fresh-water, energy, and chemicals and the associated wastewater pollution which poses harmful effect to humans, animals, and the environment. Moreover, due to the stringent environmental legislation on effluent release and hence the necessity of wastewater treatment, it has also become an economic problem for the textile industry. Thus, the textile industry has nowadays focused on alternative green technologies and eco-friendly chemical agents to minimize these problems. In this regard, supercritical carbon dioxide (scCO2) dyeing technique is a promising alternative to conventional aqueous-based methods as it avoids the use of water, uses less energy, and fewer chemicals minimizing the waste generation which is important to improve the ecological footprint and reduced production cost. Owing to these important attributes, scCO2 dyeing has been investigated in the last three decades as an environmentally benign process and now it is commercially successful in an industrial scale for dyeing polyester fibres. Thus, employing this technique to textile functionalization can bring additional economic and environmental benefits for the textile dyeing and finishing industry. Nevertheless, only a few attempts have been made so far in using this technology for textile finishing despite having promising potentials. This thesis used scCO2 dyeing technology intending to explore its potential to the production of functional and smart textiles. To fulfil this, firstly, different functional dyes and functional finishing agents of interest suitable for scCO2 media were selected based on literature data and some screening experiments. Based on this, chitosan very low molecular weight and lactate derivatives, curcumin natural dye, and two commercial photochromic dyes based on spirooxazine and naphthopyran dye classes were selected. Secondly, these agents were incorporated into the polyester fabric using scCO2 impregnation technique to impart range functionalities such as antimicrobial, antioxidant, UV protecting and smart UV-sensor fabrics. Moreover, the functional and colour performances of these functional textiles and the effects of the processing variables on the functional/colour properties were explored. Besides, the thesis includes the production of pH sensing functional fabric with a halochromic molecule using photo grafting technique as an alternative resource-efficient method. The results showed that scCO2 is a viable technique for the production of functional polyester fabric in a resource-efficient and eco-friendly way. Dyed polyester fabric with additional functionalities such as antimicrobial, antioxidant, UV protection, and UV sensing properties were realised in a single step. The fabrics developed have demonstrated desirable colour and functional properties without affecting each other confirming compatibility. Moreover, the functional fabrics exhibited the required durability and fastness properties sufficient for various applications. This thesis contributes towards widening the application of supercritical CO2 dyeing technique further and paves a way for sustainable production of functional and smart textiles in a resource-efficient and eco-friendly way. Moreover, the functionalization of cotton fabric with a pH indicator dye using the photo-grafting technique was successful and exhibited good halochromic property towards different pH environments with potential application in several smart textile areas. ; Efterfrågan på funktionella och smarta textilier har under senare tid ökat på grund utav människans förändrade livsstil. I samband med detta ökar ständigt produktionen utav funktionella och smarta textilier kontinuerligt. Dock har de konventionella färgnings- och beredningsmetoder som används för att producera funktionella textilier vissa tillkortakommanden såsom: användandet av stora kvantiteter färskvatten, energi och kemikalier; förorening utav avfallsvattnet vilket påverkar människor, djur och miljön. Vidare medför sträng lagstiftning angående utsläpp och därpå följande nödvändighet av vattenreninsgsåtgärder en ekonomisk börda för textilindustrin. Därför fokuserar textilindustrin i dag på alternativa gröna teknologier och miljövänliga kemikalier för att minimera dessa problem. Ur denna synvinkel är teknologin att färga med superkritiskt koldioxid (scCO2) ett lovande alternativ till konventionella vattenbaserade metoder då den undviker användningen utav vatten, reducerar energiåtgången och använder färre kemikalier vilket minimerar avfallsproduktionen vilket är viktigt för att minska det ekologiska avtrycket samt reducera produktionskostnader. Tack vare dessa aspekter så har scCO2-färgning undersökts under de senaste tre decenierna som en miljövänlig process och numera är den en, i industriell skala, komersiellt framgångsrik metod för att färga in polyester fibrer. Icke desto mindre har endast ett fåtal försök gjorts för att använda denna teknologi som en textil slutberedningsmetod trots sin lovande potential för detta ändamål. I denna avhandling användes scCO2-färgningsteknologin med intentionen att utforska dess potential för produktion utav funktionella och smarta textilier. För att genomföra detta gjordes för det första ett urval utav olika funktionella färgämnen och funktionella beredningskemikalier med intressanta egenskaper vilka också lämpar sig för scCO2-färgning. Detta urval gjordes på grundval utav litteraturstudier samt preliminära mätningar. Baserat på nyss nämnda kriterier valdes chitosan med väldigt låg molekylvikt och laktatderivat, naturlig kurkumin (gurkmeja) samt två komersiella fotokroma färgämnen baserade på spirooxanin och naphtopyran klasserna som färgämnen. För det andra inkorporerades dessa färgämnen in i ett polyestertyg med hjälp utav impregnerande scCO2-teknik för att förmedla en mängd funktionaliteter såsom: antimikrobiell, antioxidant, UV-skydd samt en smart UV-senorik. Förutom detta innehåller avhandlingen också produktionen utav ett pH-kännande funktionellt tyg med en halokrom molekyl tillverkad med hjälp utav så kallad "photo-grafting" teknik som ett alternativ resurssål metod. Resultaten visar på att scCO2-färgningsteknologin är en användningsbar teknik för framställning utav funktionella polyestertyger på ett resurssnålt och miljövänligt vis. Färgade polyestertyger med tillagd funktionalitet såsom: antimikrobiell, antioxidant, UV-skydd samt UV-kännande, kunde tillverkas i ett enda steg. De tillverkade tygerna uppvisar önskvärda färgegenskaper samt funktionella egenskaper utan att dessa egenskaper påverkar varandra vilket indikerar hög kompatibilitet. Vidare uppvisade de funktionella tygerna tillräckligt goda stabilitets och härdighetsresultat för att kunna användas i en rad olika applikationer. Denna avhandling bidrar med att utöka användningsområdet för scCO2-färgningsteknologin och banar väg för en hållbar produktion av funktionella och smarta textilier på ett resurssnålt och miljövänligt sätt. Vidare var funktionaliseringen utav ett bomullstyg med en pH-indikator med hjälp utav "photo-grafting"-teknik en framgång och uppvisade goda halokroma egenskaper gentemot olika pH-miljöer, tydande på en potentiell användning inom flera smarta textila områden. ; La domanda di tessuti funzionali è significamente aumentata negli ultimi anni a causa del cambiamento di stile di vita degli utilizzatori. Ciò ha fatto si che la produzione di tessuti funzionali sia in costante aumento. Tuttavia, i metodi di tintura e finissaggio convenzionalmente utilizzati per produrre tessuti funzionali presentano alcuni limiti come il grande utilizzo di acqua ed ausiliari chimici. Questi ultimi possono essere causa di un significativo inquinamento delle acque reflue che può causare danni all'ecosistema ed alle popolazioni limitrofe. Inoltre la rigorosa legislazione ambientale in materia di rilascio degli effluenti impone alle aziende tessili il trattamento delle acque reflue, questo processo ha un significativo impatto sul costo del prodotto finito. Pertanto, l'industria tessile si è concentrata su tecnologie ecologiche alternative e agenti chimici ecologici per ridurre al minimo questi problemi. In questo contesto, la tecnica della tintura in anidride carbonica supercritica (scCO2) è considerata come una promettente alternativa ai metodi convenzionali. Questa tecnica evita l'uso di acqua, utilizza meno energia e meno sostanze chimiche minimizzando la generazione di rifiuti, andando così a migliorare l'impronta ecologica e riducendo i costi di produzione. Grazie a queste importanti caratteristiche, la tintura scCO2 è stata studiata negli ultimi tre decenni come un processo ecologicamente conveniente. Al giorno d'oggi essa è utilizzata a livello industriale per la tintura di fibre di poliestere. Pertanto, l'utilizzo di questa tecnica per la funzionalizzazione dei tessuti può apportare ulteriori vantaggi economici e ambientali all'industria tessile. Tuttavia, finora sono stati fatti solo pochi tentativi nell'uso di questa tecnologia per il finissaggio tessile. Questa tesi ha utilizzato la tecnologia della tintura in scCO2 allo scopo di esplorare il suo potenziale per la produzione di tessuti funzionali. In primo luogo sono stati selezionati diversi coloranti ed agenti di finissaggio funzionali in base ai dati della letteratura e ad alcuni esperimenti di screening. Da questi studi sono stati selezionati i derivati del lattosio, il chitosano a basso peso molecolare peso molecolare, la curcumina, e dei coloranti fotocromici basati sulla spirooxazina ed il naftopirano. In secondo luogo, queste sostanze sono state incorporate nel tessuto di poliestere usando la tecnica di impregnazione scCO2 per conferire una vasta gamma di funzionalità quali proprietà antimicrobiche, antiossidanti, protezione e sensing dei raggi UV. Inoltre, sono state esplorate le prestazioni funzionali e colorimetriche di questi tessuti andando a studiare l'effetto delle variabili di processo sulle proprietà studiate.Inoltre, la tesi comprende la produzione di tessuto utilizzabile come sensore di pH ottenuto funzionalizzando il substrato tessile con una molecola alocromica. Per la produzione di questo materiale è stato utilizzato un metodo di finissaggio fotochimico. I risultati hanno mostrato che scCO2 è una tecnica efficiente ed ecologica per la produzione di poliestere funzionale. Infatti, la produzione di tessuti con funzionalità antimicrobiche, antiossidante, rilevamento e protezione dai raggi UV è stata ottenuta mediante una singola operazione unitaria. I tessuti ottenuti hanno riportato le qualità desisderate sia dal punto di vista colorimetrico che da quello funzionale. Inoltra la tintura ha dismostrato di possedere una solidità soddisfacente per le varie applicazioni. Questa tesi contribuisce ad ampliare ulteriormente l'applicazione della tecnica di tintura in CO2 supercritica e apre la strada ad una produzione sostenibile di tessuti funzionali. Inoltre, la funzionalizzazione del tessuto di cotone con un colorante sensibile al pH ha dimostrato la possibilità di produrre sensori di pH basati su materiali tessili, impiegando processi fotochimici a basso impatto ambientale. ; 随着生活方式的转变,现如今人们对功能纺织品和智能纺织品的需求与日俱增,伴随需求而来的该类产品的生产研发活动也相应增加。通常用于生产功能纺织品的技术为染整加工技术,传统的染整加工技术往往会消耗大量的新鲜水、能源、化学品并带来水污染,污染的水会对人类、动物以及环境造成有害影响。污水排放严格的环境法规使工厂增加了污水处理成本,因此寻找替代的生态化学品、绿色加工技术成为当下解决上述问题的有效途径。其中,超临界二氧化碳流体染整技术(以下简称scCO2技术)由于其不使用水,耗能低,添加化学品少,从而排污少,生产成本低,有助于提高生态足迹,和传统水介质染色技术相比具有很好的发展前景,过去三十年来引发了研究者们的高度关注,目前在聚酯纤维染色中已有工业应用。如果将此技术应用于纺织品功能化,则可为染整工业带来新的环境效益及经济效益。尽管有较好的潜在应用前,但是目前这方面的研究报导还比较少。 本文主要基于scCO2染整技术来探究其在功能及智能纺织品领域应用的可行性。首先,研究了筛选了不同功能染料和功能整理剂,主要优选出低分子量的壳聚糖及其乳酸衍生物,姜黄染料,以及基于螺噁嗪及萘并吡喃结构的两种光致变色染料;其次,将这些助剂在scCO2中用浸渍法应用于涤纶织物从而获得抗菌性、抗氧化性、抗紫外性能以及获得智能紫外感知织物;本论文还研究了制备功能纺织品的工艺参数、颜色性能以及功能性;此外,本论文还采用加酸显色分子通过光接枝技术制备了一种pH敏感织。研究结果表明,scCO2染整技术在生产加工功能性涤纶织物来说是一资源效益型和环境友好的切实可行的技术。织物可通过一步法染整加工在获得颜色的同时获得功能性,诸如抗菌性、抗氧化性、抗紫外性能、紫外感知性能,且颜色和功能具有较好的相容性,互不冲突。制备的功能纺织品表现出了较好的耐久性和色牢度。本论文的研究为功能和智能纺织品的可持续生产加工奠定了技术基础。 本论文采用光接枝技术将pH指示染料应用于棉织物经FTIR表征证明反应成功完成。光接枝样品在不同的pH环境下表现出了较好的酸碱变色性能,这为其在智能纺织品领域的应用提供了技术依据。

Infrastructure has contributed significantly to the growth of West African economies during the past decade. In Sierra Leone, infrastructure added only around 0.51 percentage points to the per capita growth rate over 2003-07. Similarly to other countries in the region and the rest of the continent, the boost to historic growth came predominately from the ICT (Information and Telecommunications Technology) revolution while power-sector deficiencies and poor roads held back growth. After nine years of peace, economic activity is flourishing at every level in Sierra Leone. Political stability, high government accountability, good governance standards, and streamlined tax reform helped Sierra Leone to become a bright success story, turning the country into the easiest and quickest place to start business in West Africa. Sierra Leone's image in the eyes of investors is strengthened as the country ranked as one of the top five countries in Africa for investor protection. Looking ahead, the country faces a number of critical infrastructure challenges. Perhaps the most daunting of these challenges lies in the power sector, the poor state of which retards development of other sectors. Access to power is very low, at around 1 to 5 percent in urban areas, and is nonexistent in the countryside. The country's installed power-generation capacity is around 13 megawatts per million people, which is lower than what other low-income and fragile states have installed. The entire existing power infrastructure is concentrated in the western part of the country, and even with the functioning of the Bumbuna power plant, only half the suppressed demand for Freetown, let alone that for the rest of the country, is being met. Regardless of recent reduction in tariffs, Sierra Leoneans still pay some of the highest tariffs in Africa. In 2010, Sierra Leoneans paid three times as much for power as did residents of African countries that relied on hydropower. Making investments in more cost-effective power generation options is therefore an important strategic objective for Sierra Leone, without which further electrification will simply be unaffordable for the wider population.

Weather is the term used to describe the atmospheric conditions (heat, wetness, wind, etc.) prevailing at any one place and time. Climate is the sum of the prevailing weather conditions of a given place over a period of time, typically summed over many decades. This paper seeks to provide strategic directions for mainstreaming support for climate change within the World Bank's broader program of assistance to Vietnam. It does so by reviewing the current understanding of climate change in Vietnam and likely impacts, outlining principles to guide the Bank's engagement in this field, and applying these principles across a range of sectors, taking into account both near- and longer-term considerations. The report identifies elements of the Bank's current and planned portfolio of projects and analytical work that are contributing or will contribute to improved knowledge, planning, and actions, and it points to additional areas where new or more work seems warranted. The report represents a first iteration of a strategy for supporting Vietnam in managing the challenges posed by climate change. As more experience is gathered and as our understanding of both the science and the economics of climate change impacts in Vietnam improves, this strategy will need to be revisited and refined. While the process of climate change is expected to be a long-term phenomenon-with predictions for considerable changes through the second half of the twenty-first century, the focus of this report is on decisions and priorities that should govern the Bank's assistance during this decade. Given an array of uncertainties, extending the developing assistance planning vision much beyond 2020 is not practical. This time frame also corresponds to the government of Vietnam's own planning horizon.

ABSTRACKThis study aims to examine and analyze the influence of The influence of Green Marketing Mix on Purchase Intention and the impact on Purchase Decision of Tupperware product in Pontianak. This research type is survey research. The population in this study is consumers of Tupperware product in Pontianak City. The number of samples of 100 respondents selected by way of purposive sampling, then processing the data using path analysis.The results of analysis for the first model show that the variables of Green Product, Green Place, and Green Promotion had a significant positive effect on Purchase Intention, while green price is not significant on Purchase Intention. The ability of the four variables to explain the effect on Purchase Intention is 31,2%, while the rest of 68,8% is explained by other factors outside research model. Result of research for second model shows that Purchase Intention and Green Product have a significant positive effect on Purchase Decision, while variable Green Price, Green Place, and Green Promotion had no significant on Purchase Decision. The ability of the five variables to explain the effect on Purchase Decision is 60,3%, while the rest of 39,7% is explained by other factors outside research model. Keywords : Green Product, Green Price, Green Place, Green Promotion, Purchase Intention, Purchase Decision DAFTAR PUSTAKAA Sucitro, S., Hung, W., & Ho, S. (2015). Influence of Green Marketing toward Purchase Intention of Green Products through Attitude: Survey on Indonesian and Taiwanese Students. International Journal of Humanities and Management Sciences (IJHMS), 3(4), 198-202.Agustin, Risna Dwi, S. Kumadji, E. Yulianto. (2015). Pengaruh Green Marketing Terhadap Minat Beli serta Dampaknya pada Keputusan Pembelian. 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The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. ; MILITARY VETERAN EXPERIENCE 2 Acknowledgements I would like to thank my parents, Robert E. and Janice D. Czech, for their sound example, for instilling proper values, and for exemplifying good character. Without them and who they were, I would not be where I am or who I am today. I would also like to express appreciation to my family and friends for their unwavering support to me during the process of completing my graduate degree. Without their support I do not believe I would have endured my many struggles to meet this goal. My appreciation to Dr. Peggy Saunders for her guidance throughout this process, and to my many professors for their patience and understanding throughout each semester. Their wisdom and intuition allowed me to flourish as a non-traditional student, in an environment that seemed foreign. I would like to acknowledge the foundation of hard work, leadership, and service that I learned during my 22 years in the United States Anny. It was not always easy, but the lessons learned have helped me to endure this graduate degree process. Finally, thanks to my graduate committee chair Dr. Natalie Williams. She was my guide, advisor, and champion during this final project. Without her outstanding patience, understanding and depth of knowledge I would have never made it to my goal. MILITARY VETERAN EXPERIENCE 3 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 9 Introduction . 9 Historical Foundations . 10 WWII Era GI Bill® (Original) . 10 Korean Era GI Bill® . 11 Vietnam Era GI Bill® . 12 Post-Vietnam Era Veterans Education Assistance Program (VEAP) . 12 Montgomery GI Bill® and Reserve Programs . 13 Post 9/11 GI Bill® (Current) . 13 GI Bill® Use (as of Fiscal Year 2013) . 14 Effects of the Post 9/11 GI Bill® on Higher Education . 15 Veterans with combat related disability issues . 19 Accommodating veterans with disabilities on campus . 20 Veterans' with disabilities . 25 Reintegration into Society . 28 Higher education: Weathering the perfect storm . 30 Summary . 32 PURPOSE . 34 METHOD . 36 Participants . 37 MILITARY VETERAN EXPERIENCE 4 Instruments . 38 Procedure . 3 8 Data Analysis . 41 RESULTS . 43 Demographic Data . 43 Overall Experience in Higher Education . 44 Website Navigation . 44 Admissions . 45 Enrollment Services . 46 Veterans Services Office . 47 Faculty Awareness, Classroom Environment, and Campus Life . 48 Service-connected Disability . 51 DISCUSSION . 53 Implications of Results . 55 Limitations . 61 Future Research . 62 Summary . 63 REFERENCES . 65 APPENDICES . 69 Appendix A: Veterans Survey . 70 Appendix B: IRB Approval . ; . 74 Appendix C: Survey Results Spreadsheet. . 76 MILITARY VETERAN EXPERIENCE 5 List of Tables Table I. Respondents by branch and years of service, and by branch and gender . 37 Table 2. Summary of Survey Responses by Section, with Totals by Section and Response Type . 52 MILITARY VETERAN EXPERIENCE 6 Abstract The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. MILITARY VETERAN EXPERIENCE NATURE OF THE PROBLEM With the passing of the Post 9/11 Veterans Educational Assistance Act (2008), also known as the Post 9/11 GI Bill®, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009), and the intricacies and implementation of this new GI Bill® has caused confusion and frustration for both the veterans and university staff. After WWII, the Servicemen's Readjustment Act of 1944 (or GI Bill®) granted unprecedented educational and economic benefits to veterans. Other GI Bill® programs and adjustments have been made over the years, but the Post 9/11 version was said to be the most generous since the WWII era GI Bill® (Radford, 2009). 7 With the most recent changes to the GI Bill®, veteran presence was expected to grow on campuses across the country and therefore schools have had to adjust to meet the new demand (Cook & Kim, 2009; Rumann & Hamrick, 2009). Many of the veterans, active military and active military reservists (92%) currently enrolled in university indicated that education should play a role in post-service transition (Zoli, Maury, & Fay, 2015). Many veterans currently enrolled in higher education were exposed to direct and indirect conflict and suffer from Post-Traumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and other physical and psychological challenges. Church (2009) said that "returning veterans will have a wide range of medical diagnoses and related health problems that will have a temporary or chronic impact on their living, working, learning, MILITARY VETERAN EXPERIENCE and relationship functions" (pg. 44). These issues make it difficult for veterans to adjust to a higher education setting, and cause tangible problems for their academic progress. 8 Although there are many positive qualities that veterans bring to an institution of higher education, many also bring with them these battle related issues. These issues make it difficult for veterans to adjust to this setting. The American Council on Education (ACE) found that veterans reported problems meeting academic expectations, while managing service connected injuries, including PTSD and TBI (Steele, Salcedo, and Coley, 2010). Not all veterans will openly disclose the visible and invisible injuries they have, so it is incumbent on colleges and universities to develop welcoming programs that meet these challenges (Church, 2009). This lack of self-disclosure could lead veterans to underutilize traditional campus disability services and therefore not receive the accommodations that may make their experience more manageable. Unfortunately, most post-secondary schools are ill prepared to meet the needs of these Veterans, creating lost opportunities for both the Veteran and the institution. Schools that are slow in meeting the challenges that the veterans present, find they are reacting rather than being proactive in meeting veteran needs. If institutions of higher education do not work to understand this veteran population, then it is likely to lead to an unsuccessful experience for the veteran and the institution (Brown & Gross, 2011). There are areas where higher education is generally meeting the needs of veterans, like including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits. But there are many areas that still show MILITARY VETERAN EXPERIENCE room for improvement including assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Literature Review Introduction This literature review will first establish some historical background relating to the GI Bill®, including changes that have taken place since its establishment following WWII. It will highlight the benefits of each version, especially the original version and the most recent version known as the Post 9/11 GI Bill®, and demonstrate the problems caused by the large influx of new veterans in higher education. Next, it will highlight some of the issues veterans have in a higher education setting related to their combat related disabilities and experiences, and the lack of preparation and forethought by colleges and universities related to these new veterans. Historical IFoundation~1office1] 9 The relationship of higher education and the military dates back to the 1862 Morrill Act, which established military training programs at land-grant institutions (Rumann & Hamrick, 2009, 2010). Subsequently, just prior to WWI, Congress passed the 1916 National Defense Act (NDA) which provided colleges a leading role in training soldiers. The NDA also established the three components of the military: the active duty military component, the military reserve component, and the state National Guard component. In addition, it created the Reserve Officers' Training Corps (ROTC) that standardized what had been solely independent military training programs at colleges and MILITARY VETERAN EXPERIENCE 10 universities. These were the fotmdations of the relationship between the military and higher education. Even though the NDA was established prior to WWI, many veterans were unsatisfied with the benefits offered to them, which resulted in significant economic and social unrest. This dissatisfaction prompted the writing of Servicemen's Readjustment Act of 1944 (Rumann & Hamrick, 2009). WWII Era GI Bill(RJ (Original). With the large numbers of military veterans returning home after WWII the Servicemen's Readjustment Act of 1944 (i.e., GI Bill®) granted unprecedented educational and economic benefits to these veterans. After much strnggle, this act was passed by congress and signed into law by President Roosevelt on June 22, 1944 (Rumann & Hamrick, 2009). When signing the GI Bill®, President Roosevelt said "It gives emphatic notice to the men and women in our armed forces that the American people do not intend to let them down" (Department of Veterans Affairs, 2013, para. 24). This trnly generous WWII era GI Bill® provided many financial and educational benefits to veterans and their families. Additionally benefits included living stipends, Veterans were given loan guarantees for homes, farms and businesses (e.g., nearly 2.4 million loans from 1944 to 1952), as well as unemployment pay and employment assistance (Department of Veterans Affairs, 2013). By the time the original GI Bill® had ended in 1956, 7.8 million of the nearly 16 million WWII veterans had used education benefits to some extent. In the peak year of 1947, veterans made up 49% of all college admissions. One interesting fact is that although there was an unemployment benefit available, less than 20% of the funds set aside for this benefit was used by the veterans. The total cost of this original version of MILITARY VETERAN EXPERIENCE the GI Bill® was $14.5 Billion (Department of Veterans Affairs, 2013; Military.com, 2006). 11 Many names have been given to this generation of veterans that served in WWII, such as the Greatest Generation, the G .I. Generation, and the Civic Generation. Regardless of the label, the impact of this generation due in large part to the GI Bill® education benefits, is immeasurable and can be felt to the present. In her book, Mettler (2005) stated that ''.just as the G.I. Bill transformed the lives of veterans who used it, they in tum helped change America" (p. 11 ). This GI Bill® opened up educational opportunities to those other than the privileged in America. Higher education that had previously been reserved for mainly white, native-born, Protestant Americans prior to WWII, was now a possibility for those that were Jewish, Catholic, African American, immigrants, and the working class. This changed the landscape of America forever (Mettler, 2005). Korean Era GI Bill.® The Veterans Readjustment Assistance Act of 1952, or Korean Conflict GI Bill®, was instituted to carry on the tradition of taking care of those who served and fought for their country. It was approved by President Truman on July 16, 1952. It was available for use by veterans who served between June 27, 1950 and Febrnary 1, 1955. Although this GI Bill® still provided education benefits and living stipends, as well has loan guarantees, it left the employment assistance up to the individual states. By the time this program ended in 1955, some 43% of the over 5.5 million veterans of the Korean Conflict had used their education benefits to some extent. Total cost to the country was $4.5 Billion and over 1.5 million loans were guaranteed, meaning the MILITARY VETERAN EXPERIENCE government guaranteed a portion of the loan to the lien holder in case of default (Department of Veterans Affairs, 2013; Military.com, 2006). Vietnam Era GI Bill.® 12 The Veterans Readjustment Act of 1966, or Vietnam Era GI Bill®, was signed by President Johnson on March 3, 1966. It retroactively covered post Korean Conflict veterans who served after February 1, 1955 and continued for veterans who served until May 7, 1975. It again provided education benefits, for the first time including active duty military members, and again loan guarantees. Between 1966 and 1989, 6 million Vietnam veterans, 1.4 million Post-Korean veterans, and 7 51,000 active duty military used this education benefit to some extent. More than $42 Billion was spent on this version of the GI Bill®, and 4.5 million loans were guaranteed (Military.com, 2006). Post-Vietnam Era Veterans Education Assistance Program (VEAP). VEAP was a transitional program that bridged the gap between the Vietnam Era GI Bill®, and the Montgomery GI Bill®. Veterans, who entered after December 31, 1976 were eligible for education benefits under this version, but unlike the previous versions this one required a contribution by the military member and they had to choose to participate upon enlistment. The participant contributed through payroll deductions up to $2700 and the government then matched two dollars for every dollar contributed for a maximum of $5400. If one chose not to participate, then they had no money for education available at the end of their service. In addition to this money for education, the loan guarantees continued (Military.com, 2006). MILITARY VETERAN EXPERIENCE 13 Montgomery GI Bill® and Reserve Programs. The Montgomery GI Bill®, named for its sponsor Representative G.V. (Sonny) Montgomery, was established in 1984. Representative Montgomery was the chairman of the House Veterans' Affairs Committee and worked to support veterans. For the first time a version of the GI Bill® also included education benefits for those serving in the reserve components, although at a reduced benefit to their active duty counterparts. A reserve member had to enlist for 6 years, and after serving 6 months they could begin using their education benefit. It again required the active military member to contribute toward their future education, with matching funds by the military. An active duty veteran was eligible if they served after 30 June, 1985 and had to enlist for a minimum of 2 years. This program continues to be used by veterans up to this day, and overlaps with the new Post 9/11 GI Bill® (Department of Veterans Affairs, 2013; Military.com, 2006). Post 9/11 GI Bill® (Current) The newest of the GI Bill® education and benefit programs is called the Post 9/11 Veterans Educational Assistance Program (Post 9/11 GI Bill®). It was signed into law in July of2008, and became effective August 1, 2009. The Post 9/11 GI Bill® is the most comprehensive bill since the original in 1944. It provides benefits to service members, both active and reserve, who served at least 90 aggregate days of active military service after September 10, 2001. This means that an active duty member and a reserve component member serving the same amount of active duty time will receive the same benefit. The benefit can be used while still in the active military or reserve component and after discharge (Post 9/11 GI Bill Overview, n.d., Department of Veterans Affairs, 2014). MILITARY VETERAN EXPERIENCE 14 The Veterans Administration (VA) pays up to 100% of the student's tuition and fees for their education, based on the amount of service after the date of eligibility. The tuition and fees provided under this version of the GI Bill® are sent directly to the educational institution. This GI Bill® also includes up to $1000 per year for textbooks, a living stipend while emolled in school, based on cost ofliving which averages $1368 per month nationally, a one-time relocation payment of $500 for those relocating from a rural area to attend school, and for those still on active duty in the military the opportunity to transfer some or all of the benefit to their children (Post 9/11 GI Bill Overview, n.d.; Department of Veterans Affairs, 2014). The benefit is tiered depending on how much active duty service was rendered after September 10, 2001. For instance if the member served at least 36 months of active duty service, then they receive 100% of the benefits. For 30-36 months it is 90%, 24-30 months is 80%, 18-24 months is 70%, 12-18 months is 60%, 6-12 months is 50%, and 90 days to 6 months is 40% (Post 9/11 GI Bill Overview, n.d.). GI Bill® Use (as of Fiscal Year 2013). With the increased benefit of the Post 9/11 GI Bill® came a new wave of college bound military veterans and reserve members, and in some cases their family members to whom they have transferred benefits. The higher educational institutions around the country will need to prepare for this new wave, just as they had to prepare and react to the wave of veterans entering school following WWII. The Institute for Veterans and Military Families, at Syracuse University, conducted a multi-pronged study to gain a better understanding of social, economic, and wellness concerns of the newest generation of veterans. There are over 3.9 million MILITARY VETERAN EXPERIENCE 15 veterans identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents in that study 58% reported a service related disability. Of those in the survey that reported service-connected disability, 79% said that the disability created obstacles for them when they transitioned to civilian life. In fact, 12% indicated the disability hindered starting higher education, and 28% said the disability created obstacles in completing their higher education. These same veterans indicated that of the many motivations to join the military, 53% said that educational benefits were a reason they joined, followed by a desire to serve their country at 52%. In the research 92% of respondents indicated that education should play a role in post-service transition. The response to this particular question indicated how overwhelmingly important education is to the most recent service members and veterans, and showed intent to further their education. A study of GI Bill® usage by veterans was published providing data through fiscal year 2013. The study indicated that in the Fiscal Year (FY) of2009 the Veterans Benefits Administration (VBA) reported just 34,393 students using the Post 9/11 GI Bill®, but in FY 2013 the total was up to 754,229 students. If all of the current GI Bill® benefit programs are included, there were 1,091,044 students (FY 2013) using benefits. Payments from the Post 9/11 GI Bill® in FY 2013, to students and colleges, was over $10 billion, with the total from all GI Bill® programs being over $12 billion (Department of Veterans Affairs, 2014). Effects of the Post 9/11 GI Bill® on Higher Education. Military veterans are likely to enroll or reenroll in higher education following military service. It is incumbent upon these institutions to be prepared, in order to make MILITARY VETERAN EXPERIENCE 16 the veterans' transition easier (Rumann and Hamrick, 2009). This is especially the case with the advent of the generous benefits of the Post-9/11 GI Bill®. The researchers further pointed out that because of generational and societal perspectives, many current administrators and faculty have most likely not experienced military service. This has caused issues with how faculty and staff at institutions relate to veterans. Rumann and Hamrick (2009) suggested that building relationships with outside veteran organizations could bridge the gap that may exist. In addition, they suggested that campus administrations could provide opportunities for students, staff, and faculty to better understand aspects of military service, complimenting a broader focus on diversity on campuses. In their more recent study, Rumann and Hamrick (2010) focused on a small group of National Guard and reserve veterans who had returned from wartime deployments to re-enroll in school. The veterans experienced things such as lingering high stress levels related to their deployments, a maturity gap that had developed between them and traditional undergraduate students, personal relationship issues, and identity related issues. Cook and Kim (2009) took a broader look at easing the transition of service members on campus. Their study involved surveys returned by 723 institutions across the country. The study found that there was a varied approach to serving veterans, with no obvious pattern as to which programs and services were provided, or what entity on campus was responsible, and reported that nearly two thirds of colleges and universities that did offer veteran services have increased those services since September 11, 2001. MILITARY VETERAN EXPERIENCE 17 In the same study, researchers came to the conclusion that there were areas where higher education was generally meeting the needs of military students, and areas where institutions could improve. Some examples of areas where institutions met veteran needs were including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits (Cook & Kim, 2009). Areas that needed improvement included helping veterans transition to a college environment, providing professional development to faculty and staff on veteran transition issues, training of staff on meeting the needs veterans with brain injuries and other military related disabilities, streamlining of administrative procedures for veterans enrolling or re-enrolling, and providing opportunities for veterans to connect with peers on campus. With the expected influx of students using the Post-9/11 GI Bill®, institutions need to address these areas of weakness when it comes to veteran services and programs. In their report, Brown and Gross (2011) stated that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. Part ofthis management includes understanding the characteristics of veteran and active military students. Radford (2009) detailed many characteristics of veterans and military undergraduates. The study states that: Slightly more than 3 percent of all undergraduates enrolled during the 2007-08 academic year were veterans, and slightly more than 1 percent were military service members. Among these military undergraduates, about 75 percent were MILITARY VETERAN EXPERIENCE veterans, 16 percent were military service members on active duty, and almost 9 percent were military service members in the reserves. (p. 6) 18 The researcher also detailed issues faced by military undergraduates who wished to attend college: Difficulty transitioning to life after military service; experiencing psychological and/or physical post-war trauma; readjusting to personal relationships; and adapting to a new lifestyle. Radford also highlights that veterans can face bureaucratic red tape from the Department of Veterans Affairs (VA) relating to their education benefits as well as from the college or university staff who were often not well versed in the details of those benefits. Many veterans face obstacles and challenges in using the Post-9/11 GI Bill® and transitioning to college (Steele, Salcedo, & Coley, 2010). Challenges noted included expectations different from their military experience, balancing academics and other responsibilities, relating to non-veteran students, managing service-connected injuries and disabilities. They also noted institutional efforts to adapt to the new GI Bill® benefits. Schools reported increased staff workloads of 50% to 200% related to the new influx of veteran students. The researchers (Steel, Salcedo, & Coley, 2010) noted some of the reasons behind this influx were, increases in total GI Bill® enrollment over previous years, lack oflmowledge in details of the new law, coordination with student accounts offices with respect to receipt of payments, the need to submit enrollment verification of each veteran student, and the need to assist veteran students in understanding their benefits. Institutions could more effectively serve veteran students according to the results ofa focus group study (Steel, Salcedo, & Coley, 2010). Institutions that encourage MILITARY VETERAN EXPERIENCE 19 veterans to self-identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The institutions should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). Veterans with Combat Related Disability Issues One challenge America faces as the more recent conflicts wind down, is that there will be more veterans with disabilities returning from military service, and these veterans will be seeking higher education. It will be important for staff and faculty of associated schools to be prepared to assist these veterans with disabilities in their transition (DiRarnio & Spires, 2009). The veterans that find it especially difficult to adjust to higher education are those with combat related disability issues, including hidden issues such as Post Traumatic Stress Disorder (PTSD) and Traumatic Brain Injury (TBI). Survivability from combat injury has increased and therefore an increase in veterans with disabilities on campus is inevitable. In the most recent conflicts, nearly 85% of those receiving combat injuries are surviving due to advances in protective body annor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). The Veterans Administration (VA) reported that in 1986 there were 2,225,289 military veterans with service-connected disabilities. By 2013 the number of veterans with service-connected disabilities had climbed to 3,743,259, mainly due to exposure to the MILITARY VETERAN EXPERIENCE 20 most recent conflicts in Iraq and Afghanistan and the increased survivability from combat injury (Department of Veterans Affairs, 2014b). Researchers from a study of veterans with three major conditions (e.g., PTSD, TBI, and major depression) reported that 18.5% of those returning from the most recent conflicts had PTSD or depression, and 19.5% reported experiencing TBI during their deployment. Of the veterans responding to the study, 11.2% reported PTSD or depression but no TBI, 7.3% reported PTSD/depression and TBI, and 12.2% reported just TBI (Tanielian & Jaycox, 2008). More recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). Colleges and universities across the country need to find ways to accommodate these new military veterans that may be coming to their institutions, but especially those with these sometimes unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. Accommodating Veterans with Disabilities on Campus. In a study of the role of the DS staff in accommodating veterans with disabilities, 237 members of the Association on Higher Education and Disabilities completed a survey, responses indicated that only 33% were comfortable or knowledgeable about campus efforts to serve these wounded warriors. Additionally, only 17.3% felt they had above average ability to serve these veterans (Vance, Miller II, 2009). There is a need to develop veteran friendly programs that reduce red tape, and have a designated point person or office. Other recommendations were to have an ongoing campus dialogue MILITARY VETERAN EXPERIENCE 21 which includes members of the DS staff, work on collaboration with other campus professionals, and work to collaborate in educating faculty and staff on the unique needs of these veterans (Vance & Miller II, 2009). There have been many discussions on how to accommodate veterans with disabilities on college and university campuses. The American Council on Education (ACE), with support from the Kresge Foundation and the Association on Higher Education and Disability and America's Heroes at Work conducted a "Veterans Success Jam" in May of2010. The "Veteran Success Jam'', was a three-day online collaboration that brought together thousands of veterans and their families, active service members, campus leaders, nonprofit organizations, and govermnent agencies from around the country. Recommendations were generated for colleges and universities accommodating veterans with PTSD and TBI (American Council on Education, 2010). During discussions at the Veterans Success Jam it was determined that overall veterans bring a lot of good qualities with them to campus, such as a higher degree of maturity, experience and leadership qualities, familiarity with diversity, and a level of focus not seen in their peers. Unfortunately, these qualities have been earned at great personal expense, and may well affect their educational goals. Campuses that are prepared to handle these challenges will rnake the transition of these veterans much easier, and the schools will benefit from being seen as veteran friendly (American Council on Education, 2010). Part of preparing to properly serve and accommodate these veterans is to understand what PTSD and TBI are, and what effect they may have on the academic MILITARY VETERAN EXPERIENCE 22 progress of these students. It is imperative that faculty and staff be educated and aware of these possible challenges (American Council on Education, 2010). Traumatic Brain Injury (TBI) in veterans usually involves a blow or concussion to the head which may include a penetrating head injury, which disrupts the function of the brain itself. These are most often associated with contact with an improvised explosive device (IED). Generally TBI can result in long and short-term issues, but most people get better over time. For those with mild cases of TB I, about 80% of the cases from the most recent conflicts, the recovery time can be as little as 3-6 months (American Council on Education, 2010). Post-traumatic stress disorder (PTSD) is a psychological injury that develops in response to exposure to an extreme traumatic event or events over time. PTSD trauma may include threatened death of oneself or others, serious injury, and even just the constant threat of personal injury. This creates a feeling of fear and helplessness that actually changes the brains chemical and hormonal balance. For some victims the symptoms will disappear when they are no longer exposed, yet for others they persist over a long period of time. Flashbacks or reliving events can happen in PTSD cases, which bring the stresses back to the forefront. These victims can sometimes avoid these feelings by avoiding events or situations that may trigger them. Usually PTSD symptoms manifest themselves within a few months, but they can take years to appear (American Council on Education, 2010). Staff and faculty may find it helpful to know what cognitive difficulties may be manifested in a veteran with PTSD or TBI. Each person manifests symptoms differently, so it hard to generalize. These symptoms can be things such as: difficulty in MILITARY VETERAN EXPERIENCE 23 concentration and attention; challenges processing infonnation; learning and memory deficits; sluggish abstract reasoning; and slowed executive functioning including problem solving, planning, insight, and sequencing. These veterans may also experience stressors outside the classroom involving home life, work, sleep disturbances, trouble managing time, and panic attacks (American Council on Education, 2010). When considering how to accommodate veterans with these types of disabilities it is best to understand that PTSD and TBI .symptoms are expressed in very unique ways. Standard procedures for accommodating a student with disabilities may not work with these veterans. In addition, in extreme cases, PTSD and TBI may also lead to depression and suicidal thoughts. These symptoms can be aggravated by academic pressure, health concerns, relationship issues, sleep problems, and substance abuse issues. Some factors that may have a positive effect on these veterans are social support by other veterans, professional medical treatment, good health and eating habits, and participation in recreational activities (American Coimcil on Education, 2010). Institutional faculty and staff should also be aware that not all veterans with PTSD or TBI will require disability accommodations to be successful in education, while others may. If they do require and qualify for special accommodations they will normally fall under either the Americans with Disabilities Act of 1990, or Section 504 of the Vocational and Rehabilitation Act of 1973. So adjustments may be made for these veterans, as they are with others with disabilities, as long as the accommodations do not change the overall academic program in question (American Council on Education, 2010). MILITARY VETERAN EXPERIENCE 24 Another factor to consider is that these veterans are less likely than their peers on campus to access special accommodations for which they may qualify. There are many reasons this may occur such as pride, lack of understanding campus resources on their part, or the feeling that faculty and staff do not understand PTSD or TBI. It is necessary to realize that most staff and faculty have not experienced anything close to what these veterans have been exposed to in combat (Rumann & Hamrick, 2009). Faculty and staff must be informed in other ways because of the lack of exposure to military experiences and lifestyle. Increased awareness by faculty and staff can also meet the needs of broader commitment to diversity on campus (American Council on Education, 2010; Rtunann & Hamrick, 2009). Faculty and staff should know that the manifestation of symptoms, and even the diagnosis of these conditions, may not occur until well after they leave the military. Therefore, they may come to the campus undiagnosed. Becoming aware of the outward signs of PTSD and TBI could present opportunities to counsel veterans on possible accommodations, for those that have not already made arrangements with the DS office on campus. Of course, veterans must be willing participants and never be coerced (American Council on Education, 2010). Faculty and staff would also find it useful to become aware of other veteran resources on campus and in the community that may be helpful in the veterans' transition to the college or university setting. These could be resources such as the Veteran Student Services office, Veterans Upward Bound (VUB), the local Student Veterans of America chapter, or various community veteran resources like the Veteran Service Organizations (American Legion, Veterans of Foreign Wars (VFW), and Disabled American Veterans MILITARY VETERAN EXPERIENCE 25 (DAV)), the Veterans Administration (VA) hospital, and others. Partnering with outside organizations would help university staff in handling veteran specific issues (American Council on Education, 2010; Rumann & Hamrick, 2009). In general faculty and staff should understand that most veterans are new to their disabilities as well and may be unaware of their rights as disabled students to receive accommodations for an identified disability. The process of getting and accepting help can take time for these veterans. Sometimes their military background can hinder them, mainly due to the stigma of weakness that can be placed upon someone in the military with disabilities or shortcomings. Faculty and staff should also be aware that there are many other disabilities that veterans may bring to campus in addition to PTSD/TBI such as loss oflimb(s), severe burns, deafness, vision issues, and general learning disabilities (American Council on Education, 2010). Veterans with Disabilities. In a study published in 2012, focus groups were held involving 31 veterans who had self-reported PTSD symptoms. Transcripts of the sessions were analyzed to establish dominant themes in the responses of these veterans. Findings indicated that veterans with PTSD. needed services in a variety of different areas, and they also had some specific recommendations for easing their transition (Ellison, et al., 2012). The veterans in the study found it important for the schools to provide services for educational planning, including helping them to prepare for the rigors of higher education. The reality is that many of these veterans went into the military because they felt they were not ready for college. The veterans felt they needed help with counseling on the educational goals, and in choosing an appropriate major (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 26 Another concern for these recent veterans is being able to reintegrate into society after their military service. Many of them left from their parents' homes right after high school without learning to live civilian life on their own. The veterans indicated the sudden change in social, psychological, and environmental norms from the military to civilian life created concerns. These concerns included homelessness, lack of family support, medical and/or addiction needs, physical disability needs, financial difficulties, and the how to balance their education and living needs (Ellison, et al., 2012). One theme that manifested itself across the veterans was the need for guidance and counseling regarding their GI Bill® and VA benefits. The veterans indicated that when calling veterans services they had difficulty reaching an actual person who could answer questions for them. When they did reach an individual, this person lacked proper knowledge of benefits, or could not properly cotmsel them on the pitfalls of choosing one educational benefit over the other. The staff at these offices need to be knowledgeable and infonnative (Ellison, et al., 2012). These veterans were concerned over the impact that their PTSD would have on their educational attainment. They indicated high anxiety dnring classes which could be triggered by things such as loud and sudden noises, hypervigilance while traveling to school, or anything that might remind them of their combat experience. Some indicated that they coped with these difficulties by using medication, positioning themselves at the back of the class, trying to choose classes with fewer students, or even evening or online classes. The veterans also expressed concern with perceived difficulties in memory and concentration in class, and the need for special accommodations (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 27 The veterans provided some possible ways that institutions could mitigate some of the difficulties that they face. They indicated the need for on campus outreach services from VA facilities where the veterans normally gather. The younger veterans also expressed a need for more outreach by veterans their own age and not just by groups of what they perceived to be veterans old enough to be their fathers (Ellison, et al., 2012). Peer support was another area where they felt services could be utilized to their benefit. The veterans felt that being able to interact with veterans who have had similar experiences, would help them to navigate the difficulties of the environment. There is an unseen trnst bond that fellow veterans feel from each other, especially if they know they have each served in similar combat situations. The veterans thought that a program of veterans providing counseling to veterans would be ideal and that one-on-one service settings would be best (Ellison, et al., 2012). These veterans also suggested that there should be some coordination between services received with their VA education benefit and with the clinical services related to their PTSD treatment. Veterans were concerned with the logistics of managing their schooling and the case management involving their treatment. The veterans suggested that there be some coordination between the schools and the VA to have school representatives available at the VA facilities for question and answer sessions related to higher education, as well as maybe some workshops related to college preparation. The veterans also wondered if it were possible to have individual advocates that would walk them through the processes such as admissions, financial aid, and enrollment (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 28 The veterans also suggested that there is a big change between the structured life of the military and the less structured civilian culture. Veterans felt in the military they had less autonomy and flexibility, and were concerned that their dependence on the military structure could hinder them in college persistence. Veterans felt that the process on campus needed to be streamlined and clear in order for them to better cope with the process. A one-stop-shop for veteran student services was suggested (Ellison, et al., 2012). Another concern was the perceived disconnect from the social networks the veterans relied upon prior to serving in the military. Having experienced many traumatic combat related experiences, and feeling a veteran no longer fit into groups or social settings that veterans may have been included in prior to their service. The veterans' social networks had become those that were fonned in the military and the transition back to civilian social networks was difficult. Veteran student groups on campus and national student veteran organizations could help ease these concerns (Ellison, et al., 2012). Reintegration into Society As veterans return from conflicts they have difficulties reintegrating into work environments, educational environments, social interactions and relationships, general physical functions, and sound emotional well-being. This is especially true for veterans that return with disabilities such as PTSD and TBI (Ostovary & Dapprich, 2011). As related specifically to (re)integration in education, veterans find both challenges and opportunities await them. The challenges come in many different forms and veterans need help navigating them upon entering the higher education environment. MILITARY VETERAN EXPERIENCE The opportunities depend on the approach to veterans established in each school (Ostovary & Dapprich, 2011). 29 One of the challenges faced in educational (re )integration is the loss of the direct benefits veterans were used to receiving in the military. Veterans are used to their day to day needs being taken care of for them with relative ease for the most part. Veterans' educational benefits can sometimes be delayed. The veterans are encouraged to apply for their GI Bill® benefits soon after discharge, yet the process of receiving these benefits is not immediate. This urgency in using the education benefit may cause the veteran to feel rushed into college enrollment and amplify things such as anger, irritability, and poor concentration in school. Classroom settings can also be a challenge and veterans may be affected by class size and noise, placement in the room, and attention and concentration issues. The veterans themselves report problems with the rigors of the curricuhun, social interaction with other students, and their perceived limits to services on campus (Ostovary & Dapprich, 2011). Educational satisfaction of veterans relates to how the respective institution of higher education works to become veteran friendly. Colleges and universities need adapt to the needs of new veterans as they transition. A veteran friendly campus is one that collaborates all services related to the (re)integration of veterans with disabilities. The services should include veteran centers on campus, veteran specific orientations, intramural programs for disabled students, and a campus-wide focus on veteran services. In addition, a student veteran organization should be established on campus. These organizations may improve interaction between veterans and traditional students, and between veterans and faculty and staff (Ostovary & Dapprich, 2011). MILITARY VETERAN EXPERIENCE 30 As has been the pattern of past generations, social and political change has occurred when veterans return from the fight, including those that return with disabilities. Following WWI the change came in the form of what was called the Commission on National Aid to Vocational Education and Disabled Veterans Act. Following WWII the change was known as the Serviceman's Readjustment Act. Then after Vietnam the program was called Veteran's Readjustment Assistance Act. Our newest veterans with disabilities are covered under the provisions of the Americans with Disabilities Act Amendment Act (AD AAA) of 2008 (Ostovary & Dapprich, 2011 ). Higher Education: Weathering the Perfect Storm. It has been said that the return of veterans from recent conflicts in Iraq and Afghanistan, along with the passage of the ADAAA, and the comprehensive benefits of the new Post 9/11 GI Bill® have created a so-called perfect storm that higher education has to overcome (Grossman, 2009). How higher education reacts will detennine how well they navigate the storm. Veterans with disabilities have historically been seen as assertive when it comes to their civil rights and educational benefits earned during their service. Many have been through traumas of the battlefield and will have been diagnosed with PTSB, TBI, and other issues (Grossman, 2009). Institutions of higher education will have to adapt to and learn to accommodate these veterans. Postsecondary institutions can become overwhelmed by this new influx of veterans with disabilities, or it could see this as an opportunity for positive changes. These new veterans could become the wakeup call that higher education needs, or a stumbling block. To weather the storm they will need to look at this challenge from a MILITARY VETERAN EXPERIENCE 31 new perspective and come up with new solutions that include a campus-wide response to accommodating veterans, and a Universal Design (UD) approach to their education (Burnett & Segoria, 2009; Grossman, 2009). The researcher (Grossman, 2009) lays out the challenges that come along with this perfect storm, and that higher education institutions will have to decide how they meet the challenges. First, they have to decide to prepare for this new population of veterans, of which they have had little if any experience dealing with. This will require training of faculty, staff, and DS staff on the characteristics and needs of these veterans. Although the AD AAA makes it clear that institutions are not required to fundamentally change their programs, but when it comes to veteran accommodations they may need to determine what really is fundamental. Veterans with PTSD and TBI require adjustments (accommodations) to the status quo, yet at the same time they do not want to be coddled (Grossman, 2009). The second challenge for colleges and universities is to develop veteran outreach activities that encourage them to enroll in college, take advantage of earned accommodations, and persist to graduation. They will need to address veterans with disabilities that hesitate to self-identify, that bristle at even being called or considered disabled, but that still need to be informed of campus benefits. Outreach activities should take place at locations where veterans may congregate (on and off campus), on social media cites, and at local military base education centers where possible. Veteran-specific student organizations, clubs, and fraternities may also be developed to inform veterans. For the most part these veterans are not used to the academic culture surrounding MILITARY VETERAN EXPERIENCE 32 disability accommodations and need help reviewing their documented disabilities or help obtaining proper documentation (Grossman, 2009). The next challenge noted is that veterans need someone on campus that can support them when the challenges and rigors of academic life arise. Ideally this would be someone with military experience generally similar to the individual veteran experience. Veterans with disabilities need to have someone they know can relate to their specific needs, and challenges, and be sympathetic to their cause (Grossman, 2009). Finally, colleges and universities need to be up to the challenge that this is an ongoing opportunity to help these current veterans and those that may come in the future. The higher education institutions should realize that America has made a commitment to these veterans and that part of that commitment is to their proper education. The commitment to this opportunity has to stay consistent, perpetual, and always focused on meeting the needs of these veterans with disabilities (Grossman, 2009). Summary There has been a long history established of federal assistance for veterans leaving military service, especially since WWII concluded. The GI Bill® has become a major part of those benefits. The original GI Bill® was a very generous benefit that provided an educational opportunity to millions of veterans following WWII, and literally changed society for generations. The newest version, the Post 9/11 GI Bill®, once again offers a tremendous benefit to veterans transitioning from the military and entering higher education environments around the country. This new GI Bill®, along with the large number of veterans leaving service following the wars in Iraq and Afghanistan, have facilitated the need for change MILITARY VETERAN EXPERIENCE 33 and adaption of student services at these institutions of higher education. Some of these colleges and universities have done better at adapting than others, but the need for all to make the change is required. Reintegration of these veterans into society, and more specifically into education, is critical for their well-being. These veterans almost always need help navigating the challenges faced in a higher education environment. Colleges and universities must change and adapt as society does in relation to veterans. Many of these new veterans coming to higher education have been exposed to combat and may have disabilities, including PTSD and TBI, which will need to be accommodated. Adjustments will need to be made by faculty and staff in order to address the educational needs of these veterans with disabilities. How these adjustments are made, and how effective they are in helping the veterans transition, will impact the experience of both the institutes of higher education the veterans they serve. MILITARY VETERAN EXPERIENCE 34 PURPOSE With the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). This new GI Bill® benefit is the most generous since the end of WWII (Radford, 2009) which has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. In research by Zoli, Maury, and Fay (2015) of more than 8,500 military members and veterans, 92% said that education should play a role in post-service transition. Unfortunately most colleges and universities were inadequately prepared to meet the needs of this new influx of veterans and have been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Many of these new veterans have returned with disabilities related to their wartime experiences, such as PTSD and TBI, which require additional considerations and accommodations. These veterans with disabilities have both temporary and chronic health issues that have affected their educational experience (Church, 2009). Faculty, staff, and related student services offices need to work together to meet the needs and special accommodations of these veterans with disabilities. The purpose of this study was to detennine veterans/veterans with disabilities perspectives on how well they have been integrated and accommodated at the community college and university level in a western state. The study sought to determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. MILITARY VETERAN EXPERIENCE 35 The primary research questions were: 1. To what extent do veterans feel that their respective college or university has developed a veteran friendly campus by streamlining the admission, enrollment, and veteran services processes? 2. To what extent do veterans feel faculty and staff have an adequate understanding of the experiences of military veterans and are faculty and staff aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general? 3. To what extent do veterans perceive that colleges or universities adequately understand and accommodate veterans' with disabilities, specifically those disabilities related to combat related issues such as PTSD and TBI? MILITARY VETERAN EXPERIENCE 36 METHOD To address the purpose of this study, a needs analysis through survey research was conducted using the perspectives of veterans at both a university and community college in a western state. Veteran attitudes and perspectives were gathered related to their experiences during the admissions and emollment processes at their institutes of higher / education. Additionally the participants considered disabled, due to PTSD or TBI, were further queried relating to their specific experiences on campus. The study was conducted using a survey consisting of 4-point Likert scale questionnaire (Appendix A), with follow-up open-ended questions. The Likert scale questions were used to measure the overall perception of veterans' experiences in higher education. The open-ended questions were used to identify common themes and opinions from these same veterans. Additional survey questions were provided for veterans who self-identified as having PTSD and/or TBL The study was of particular interest to the researcher due to past experience in the military, work experience serving veterans on campus, and experience as a student having used GI Bill® benefits for graduate studies. The researcher served in the U.S. Army for over 22 years retiring in 2005, was grandfathered into the Post 9/11 GI Bill® benefits after retirement, and used those benefits in pursuit of a Master of Education degree at a university in a western state. Additionally the researcher is a service-connected veteran with disabilities. The researcher worked with veterans at a university as a staff member in a Department of Education program called Veterans Upward Bound (Department of Education, 2014), and was a member of a university committee of concerned faculty and staff, dedicated to creating a veteran friendly environment. MILITARY VETERAN EXPERIENCE 37 Participants The study surveyed veterans attending a university and a community college in a western state, who were associated with the Veterans Upward Bound (VUB) program at each campus. The survey was distributed to 158 veterans who participated in VUB between 2013 and 2015. Total respondents to the survey were 33, a 23% response rate. As with the military in general, it was anticipated that the majority of the respondents would be male (see Table 1). Part of the survey allowed the veterans to identify whether they had a service­connected disability for PTSD and/or TBI. Those that identified themselves as disabled due to PTSD/TBI were further queried, to gather information related to their particular experiences regarding disability accommodations and services on campus. Table I. Respondents by branch and years of service, and by branch and gender. 0-5 years 6-10 years 11-19 years Retired 20+ Male Female Army 4 4 1 1 8 2 Navy 2 1 NIA 1 3 1 Air Force NIA 4 NIA 4 5 3 Marine Corp 5 2 NIA NIA 6 1 Nat. Guard NIA NIA NIA 1 NIA 1 Reserve 1 2 NIA NIA 3 Total 12 13 1 7 25 8 MILITARY VETERAN EXPERIENCE 38 Instruments This research was conducted using a survey of questions related to the veterans' experiences and satisfaction level with campus services, including questions specifically for those veterans who identified themselves as having a service-connected disability (Appendix A). The questionnaire measured levels of satisfaction or dissatisfaction with each topic. No neutral response was offered to the respondents. The researcher's rationale being that the veterans were either satisfied or not with each aspect of their experience on campus. The open-ended questions required a written response that allowed the respondents to express deeper feelings related to the topics. These were used to further identify common themes. Procedure The study identified veterans enrolled in VUB using program specific database software known as Blumen® (Compansol, 2012). The database is used to track the progress of veterans in VUB and was readily available to the researcher. Although the researcher had access to the veterans in the VUB program, Institutional Review Board (IRB) permissions were requested in accordance with institutional procedures. The IRB request included all survey instruments and informed consent forms required for the study. Once approval of the study was given (Appendix B), the researcher obtained a current number ofVUB participants served between 2013 and 2015, and began the survey process. MILITARY VETERAN EXPERIENCE 39 An email was sent to 158 veterans emolled in VUB between 2013 and 2015. The initial email introduced the study and asked each veteran to participate in the survey. The email made clear that their participation in the survey was consent for their data to be used in the study. The veterans were instructed that these surveys would include descriptive information such as background, age, and sex, but that no identifiable information would be published in the results. Of the initial 158 emails sent, 15 were rejected due to invalid emails, and two veterans specifically requested not to be contacted further and were removed from the participant list. The final pool was 141 veterans. One week after the initial email, a second email was sent to each veteran with a link to the survey and they were asked to complete it as quickly as possible. After a two week response period the researcher sent the link again, to offer those veterans who have not yet responded the opportunity to participate. Due to minimal response, the survey link was then sent out two additional times before it was determined that the maximum voluntary response was likely reached. There were a total of 33 completed surveys received, or a 23% response rate approximately. Of those received, eight women veterans completed the survey, or 24%. Unfortunately researchers have found that response rates to online surveys are significantly lower than paper surveys, despite various practices used to lift total responses. It was reported that online surveys had response rates 23 % lower than that of paper surveys (Nulty 2008). Nulty suggests the following procedures as a way to boost response rates from online surveys such as: MILITARY VETERAN EXPERIENCE 1. "Pushing" the survey using an easy access URL sent directly to the participants. 2. Frequent reminders to the participants, at least 3, however some researchers in the study were concerned with irritating the survey population. 3. Involving academics with a vested interest, to remind possible participants. 40 4. Somehow persuading participants that the data from their responses will be used usefully and taken seriously. 5. Providing rewards of some sort, prizes, points, extra credit, etc. But some cautioned that students should do it because it is worth their time, versus extrinsic motivators that may skew the sample. 6. Help students to understand how to give constructive criticism, which can help their open-ended responses. 7. Create surveys that seek constructive criticism, which encourages participation and avoids the pitfalls of simple numerical rating surveys. During the data collection process, some of these tactics were employed to increase response rates. As indicated earlier in this research, multiple emails with an easy to access URL were used, providing frequent reminders, participants were informed that their data would be used to improve the situation of current and future veteran students, and the survey was constrncted in a way that would allow the veterans to provide constrnctive criticism using both a Likert scale survey and follow-up open-ended comments. MILITARY VETERAN EXPERIENCE 41 Based on the researcher's work with veterans for over 10 years prior to this study, the response rate for the current research was not a surprising. Most veterans have been reluctant to participate in extracurricular activities and assignments given through VUB, due to their busy life and their focus on the requirements of their education which effect their grades. In addition, female veterans seem more likely to participate than male veterans. Female veterans made up only 16% of the initial pool of veterans to whom the survey was sent, but responded at a rate of 24%. Additionally, of those who responded 33% indicated they had been diagnosed with PTSD and/or TBI. Data Analysis The survey was administered and gathered over the course of a semester and the results were analyzed. Data were reviewed on a regular basis as the surveys were returned by the respondents. The researcher reviewed the responses for overall concepts, emerging patterns, and overarching categorization. The data were described and interpreted to answer questions posed by the research on the military veteran experience in higher education in a western state. An ecological psychology approach was talcen to analyze the participant's perspectives related to their environment (Boudah, 2011). Ecological psychology is the study of the relationship of humans and their environments, and how that enviromnent affects the inhabitants. In this case the higher education environment and military veterans. The researcher collected the data over time and then coded the data for analysis. During coding the researcher worked to identify patterns, developed categories, and MILITARY VETERAN EXPERIENCE looked for common themes and trends. As new responses crune in, patterns categories and themes were changed and adjusted as necessary. 42 The researcher then moved beyond the patterns, categories and themes to develop a theory based on a review of the causes, consequences, and relationships of the veteran perspective. The researcher brought a theoretical sensitivity to the subject based on past experience in the military and current work with veterans on college and university crunpuses. MILITARY VETERAN EXPERIENCE RESULTS 43 The survey questions were broken down into demographic data, and seven survey sections: (a) overall experience in higher education, (b) website navigation, (c) admissions, (d) enrollment services, (e) veterans services office, (f) faculty awareness/classroom enviromnent/campus life, and (g) service-connected disability. Likert scale answers were gathered, and the respondents were also given the opportunity to comment on each section as well. See the Likert scale results (Appendix C). Demographic Data Based on the survey answers in this section, the researcher received a good mixture of military veterans. Of the respondents, seven indicated they were retired military (typically a minimum of20 years served), one had served 11-19 years, 13 had served 6-10 years, and 12 had served in the military 0-5 years. As to the question of how long each veteran had been out of the military before starting college, nine veterans had been out just 0-6 months, only three 7-12 months, seven had been out 1-2 years, three had been out 3-5 years, and 11 had been out of the military over five years. Of the veterans who responded, 25 were male and eight were female. Combat zone experience was high among respondents, which reflects the fact that the military has been involved in one conflict or another for over a decade. Of the 33 respondents 25 had been deployed to a combat zone, including six of the eight female veterans. There was a fairly even mixture of veteran students attending two or four year postsecondary institutions as well. Of the respondents, 10 were attending a 2-year institution and 13 were attending a 4-year institution. The rest were either imminently MILITARY VETERAN EXPERIENCE 44 graduating, starting school the following semester, or were just not enrolled in school at the time of the survey. The military branch breakdown of the respondents were 10 that had served in the Army, four from the Navy, eight from the Air Force, seven from the Marines, and four who had served in a reserve component. Overall Experience in Higher Education When asked iftheir overall experience in higher education had been positive, nearly 73% either agreed or strongly agreed with the statement, and the remaining 27% disagreed or strongly disagreed. As to whether their school was working to accommodate veterans, 66% either agreed or strongly agreed and the remaining 33% disagreed or strongly disagreed. And finally as to whether veteran programs/benefits have improved since they have been at school, nearly 56% either agreed or strongly agreed, while 44% either disagreed or strongly disagreed. Open ended comments from this section included one from a veteran who said, "Seems to be more difficult once you've been identified as a veteran." Another veteran commented, "Some departments are set up in such a way that Veterans who use their G .I. Bill do not get the full benefits. ([e.g.] the Automotive Department) Some of the classes have 25 hours of seat time for 1 week with homework and is considered part time." Website Navigation The respondents overwhelmingly agreed that their respective college/university website was easy to find online, with 100% that either agreed or strongly agreed. Once they found the site 75% either agreed or strongly agreed that the site was easy to navigate, MILITARY VETERAN EXPERIENCE 45 while 25% reported a negative experience and either disagreed or strongly disagreed that the website was easy to locate. When it came to veteran-specific webpages, 60% either agreed or strongly agreed that it was easy to locate veteran-specific webpages and that they were either in one location or easily linked. Yet 40% disagreed or strongly disagreed, and found the webpages more difficult to locate. The respondents that either agreed or strongly agreed that veteran webpages were clear and understandable was about 73%, with about 27% that disagreed or strongly disagreed. Finally, over 93% of the respondents either agreed or strongly agreed that contact information for Veterans Services was easy to find on the website. When asked to comment about website navigation, one veteran said, "Veterans Services website need[s] a complete makeover. Veterans Upward [B]ound need[s] some life to it, graphics. Still have very old pictures. Out of date. Its 2015 folks." Admissions A clear 100% of the respondents either agreed or strongly agreed that online admissions application was easily fotmd, clear, and understandable. Over 68% either agreed or strongly agreed that the application clearly asked them to identify as a military member or veteran, with approximately 31 % that either disagreed or strongly disagreed that the application clearly asked them to identify as a military member or veteran. The vast majority of the veterans, over 96%, either agreed or strongly agreed that the admissions office was easy to locate on their campus if needed. Approximately 63% either agreed or strongly agreed that the admissions staff was helpful, were able to answer MILITARY VETERAN EXPERIENCE veteran related questions, and understood veteran related procedures while over 36% disagreed or strongly disagreed. 46 Just over 53% of the veterans either agreed or strongly agreed that the procedure to transfer in credit for military experience was clear and understandable, while nearly 47% disagreed or strongly disagreed. As to whether their respective school offered veteran-specific orientations or information sessions, approximately 53% disagreed or strongly disagreed. Nearly 47% agreed or strongly agreed. When asked whether the overall admissions process was veteran friendly, nearly 70% either agreed or strongly agreed that it was, while about 30% disagreed or strongly disagreed that the process was veteran friendly. Comments on admissions included one veteran who said, [About the application] "the box that asks if you are a vet is a small box that most vets don't see." [As to whether the staff was helpful] "When you ask any questions on the phone, as soon as you say you're a vet, they transfer you to Veteran Services, even though your question is about admissions." [In reference to veteran orientation] "Some orientations include a portion for vets, but most don't." Another veteran commented, "I honestly can't remember if Veteran status was an option on the application. The local VA office had to add me as Veteran with school. There is a disconnect somewhere." Enrollment Services When asked about enrollment services, over 85% ofrespondents either agreed or strongly agreed that the online registration process was clear and understandable, with just over 14% disagreed or strongly disagreed. Nearly 94% of the veterans either agreed or strongly agreed that the registrar's office was easy to locate on their respective campus. MILITARY VETERAN EXPERIENCE 47 The veterans were also asked if they had access to an advisor for help planning and choosing courses, as well as assistance in enrolling. Approximately 74% of the respondents either agreed or strongly agreed, with just about 26% that disagreed or strongly disagreed. As to whether the registrar office staff were familiar with veteran­specific needs, only about 45% either agreed or strongly agreed, and 55% didn't feel their needs were met. Over 78% of the veterans surveyed either agreed or strongly agreed that enrollment deadlines, add/drop periods, and the semester schedules were made clear, while approximately 22 % disagreed or strongly disagreed. One veteran said concerning enrollment services, "I specifically had to ask for an adviser with a military background to assist me. It was difficult to process to figure out what classes I needed to finish my degree with the military. The other advisers gave a generic tutorial on general education classes which was helpful to a point. To be fair it was extremely difficult to get assistance from the military." Another veteran commented, "I could find no specific counselor to meet with to plan a course schedule. That was left up to the advisor for the degree you majored in. Getting a meeting with that person is absolutely ridiculous and time consuming. Not easy in the slightest." Veterans Services Office When it came to ease of locating Veterans Services on campus, almost 85% either agreed or strongly agreed that it was no problem, with the remaining 15% who either disagreed or strongly disagreed. Some 78% ofrespondents either agreed or strongly agreed that the staff was friendly, welcoming and knowledgeable on GI Bill® benefits, but the 22% remaining either disagreed or strongly disagreed. The majority of the veterans, just over 77%, either agreed or strongly agreed that procedures for certification of GI MILITARY VETERAN EXPERIENCE Bill® benefits clear and understandable, or they were explained adequately. The remaining 23% either disagreed or strongly disagreed. Nearly 81 % of the respondents either agreed or strongly agreed that the Veterans Services staff helpful in giving guidance for registration each semester, with the remaining 19% either disagreed or strongly disagreed. 48 When asked if problems with GI Bill® benefits were resolved for them in a timely manner, over 84% indicated that they either agreed or strongly agreed, with 16% that either disagreed or strongly disagreed. Comments about Veterans Services Office included one veteran who said, "The Veterans Student Services were very helpful, lmowledgeable and professional." While another commented, "The Veterans Services Office was able to answer my questions and refer me to the appropriate services I required, however, I wondered why other school officials hadn't referred me to Veterans Services first. I could have avoided a lot of confusion and wasted time." Faculty Awareness, Classroom Environment, and Campus Life When asked about whether their school had offered a reintegration program to help with transition, about 57% indicated that their school did not offer this type of program, and either disagreed or strongly disagreed. Only 43% either agreed or strongly agreed that a reintegration program was offered. Over 63% of the respondents either disagreed or strongly disagreed that their professors were aware of veteran resources on campus, with the remaining 3 7% who agreed or strongly agreed that professors were aware. Some 70% of respondents either agreed or strongly agreed that their instructors/professors interacted well with them, and MILITARY VETERAN EXPERIENCE 49 honored the veterans' confidentiality requests. The remaining 30% disagreed or strongly disagreed. When asked if veterans were aware of instructors being trained about what the military experience is like, over 60% either disagreed or strongly disagreed that the instructors had been trained, and only 40% agreed or strongly agreed that they were. As to whether the respondents felt they were treated fairly and respectfully on campus, almost 82% agreed or strongly agreed. The remaining 18% either disagreed or strongly disagreed. About 87% agreed or strongly agreed that they were allowed to share their military experiences when appropriate, while the remaining 13% disagreed or strongly disagreed. Of the veterans that responded, 80% agreed or strongly agreed that allowances were made for specific veteran seating needs. Nearly 82% agreed or strongly agreed that classroom populations are manageable in size and encourage learning, while the remaining 18% veterans disagreed or strongly disagreed. Peer mentoring programs allow veterans to get assistance with coursework, directly from other veteran students. Just over 64% of the respondents agreed or strongly agreed that their school had a peer mentoring program for support of veterans, while almost 36% disagreed or strongly disagreed. In addition, over 65% of the veterans agreed or strongly agreed that their school had a relationship with veteran service organizations, such as The American Legion, Disabled American Veterans, and the Veterans ofForeign Wars, that can assist veterans in obtaining further benefits, with the remaining respondents disagreed or strongly disagreed. Also, about 87% of the respondents agreed or strongly agreed that their school allowed the Veterans Administration (VA) to have a MILITARY VETERAN EXPERIENCE presence on campus to assist with things such as mental health counseling, education benefits, veterans with disabilities' benefits. 50 In regards to Student Veteran Organizations (SVO), about 47% agreed or strongly agreed that they were aware their school had a SVO on campus, but about 53% disagreed or strongly disagreed. Many colleges offer a "one-stop-shop" for any resource on campus related to veterans, such as Veteran Services, VUB, Admissions, Registration, and Disability Services. This helps the veterans by providing a streamlined process for administrative offices and support resources needed while applying for and attending college. Just 58% of veterans agreed or strongly agreed that their school offered such a resource, while the remaining 42% disagreed or strongly disagreed. When asked to comment on faculty awareness, classroom environment, and campus life, a veteran commented "A one-stop shop for veterans/military issues would be very beneficial." Another veteran commented, "The VA office was moved from the student services building to a building on the outskirt of campus. It should be co-located with other student services. Their current facilities are inadequate for study or parking. I pushed hard to assist and establish a veteran student organization with no luck. Finally, it was hard transition from the "military life" and it would have been nice to have a fellow Vet as a mentor." Another veteran said, "Veterans services are on opposite ends of the campus and not located "on campus" per se. The Veterans Services Office used to be located in the administration building on campus and it was more convenient to walk between the registrars, cashier, and Vet services when problems or questions arose, but MILITARY VETERAN EXPERIENCE last summer is was moved outside of the building and it now seems disconnected from the school." Service-connected Disability Of those that responded to this question of the survey, just over 35% (11) indicated that they had been diagnosed with PTSD, TBI, or a combination of the two illnesses. Nearly 83% of these veterans with disabilities agreed or strongly agreed that the staff of Disability Services, at their campus, were friendly, welcoming, and had an understanding of veteran-specific disabilities. 51 About 71 % of the veterans with disabilities agreed or strongly agreed that Disability Services staff had an understanding of the cognitive difficulties related to PTSD/TBI, and were trained to counsel veterans, while the remaining veterans with disabilities disagreed or strongly disagreed. As to whether Disability Services helped veterans deal with the stigma related to being "disabled", almost 74% agreed or strongly agreed, and the remaining 26% either disagreed or strongly disagreed. Over 82% of the veterans with disabilities agreed or strongly agreed that Disability Services coordinated with the VA to properly accommodate the veterans with disabilities on campus, while almost 18% disagreed or strongly disagreed. Just over 83% of veterans with disabilities agreed or strongly agreed that classroom accommodations are given to veterans with PTSD/TBI diagnoses, while nearlyl 7% disagreed or strongly disagreed. About 84% agreed or strongly agreed that test-taking and test location accommodations were given to veterans with these diagnoses, with the remaining that either disagreed or strongly disagreed. Finally, when asked whether Disability Services collaborates to educate other campus professionals MILITARY VETERAN EXPERIENCE 52 about veterans with disabilities' needs, 80% of the veterans with disabilities agreed or strongly agreed that they did, and 20% disagreed or strongly disagreed. Of those veterans that indicated they had either PTSD or TBI, one commented "If provisions are available at Weber State University for Disabled Veterans I am not aware of them." And finally, another commented "I experienced Sexual trauma in the military and received disability accommodations finally after three years at college. It would be helpful to have a female Psychologist for female veterans. I don't feel comfortable sharing my anxiety issues with a male." Table 2. Summary of responses by survey section, with the totals by section and response type. Section Strongly Agree Disagree Strongly Survey Sections Responses Agree Disagree a. Overall 93 27 34 14 18 Experience (3) b. Website 155 36 88 22 9 Navigation (7) c. College 224 48 111 43 22 Admissions (7) d. Enrollment 152 29 86 26 11 Services ( 5) e. Veteran Services 153 57 67 20 9 Office (5) f. Faculty 388 82 167 92 47 Awareness/ Classroom Environment (13) g. Service- 147 64 53 12 18 connected Disability (7) MILITARY VETERAN EXPERIENCE DISCUSSION 53 As seen in the review of previous research on this subject, the study found that with the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict, some 40 years ago (Cook & Kim, 2009; Rumann & Hamrick, 2009). In research by Zoli, Maury, and Fay (2015) of the more than 8,500 military members and veterans who participated, 92% indicated that education should play a role in post-service transition. This new GI Bill® has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. The previous research found that most colleges and universities across the country were inadequately prepared to meet the needs of this new influx of veterans and had been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Research also showed a need for improvement in areas related to veterans such as assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Previous research also suggested that institutions that encourage veterans to self­identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The university should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military MILITARY VETERAN EXPERIENCE training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). 54 The current study provided an opportunity to obtain the perspective of the veterans, in one western state, as to how their respective college or university was adapting to this change. The study sought to determine veteran/veterans with disabilities' perspectives as to what extent they have been integrated and accommodated at the community college and university level. In addition, the purpose of the study was to also determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. Specifically the study sought to determine to what extent the institutions of higher education have developed a veteran friendly campus, determine to what extent does the institutional faculty and staff have an adequate understanding of the military experience, are reintegrating veterans into the classroom and into higher education in general, and to determine to what extent do the institutions adequately understand and accommodate veterans with service-connected disabilities such at PTSD and TBI. What the current study demonstrated is that progress has been made in relation to this study group but there is still room for improvement, and that colleges and universities should continue to move in a positive direction. These institutions should focus on improving all aspects of interaction with military veterans to include improving the veteran experience through proper integration, user friendly web-based resources, veteran-specific admissions and registration procedures, proactive veteran services, faculty and staff awareness and training, developing a welcoming classroom MILITARY VETERAN EXPERIENCE environment, improved veteran integration in campus life, and also improved disability services and accommodations for veterans witb disabilities. Implications of the Results 55 There are very meaningful reasons why institutions should do tbe best job possible when serving, managing, and educating veterans. As pointed out in the previous research reviewed, Brown and Gross (2011) showed that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. The study sought to measure how the veterans felt that the institutions of higher education were doing in that respect. Overall, the results of tbe current research on the veteran perspective was quite positive. The survey results indicated that, in general, there were 949 (72 % ) positive responses to survey questions and 363 (28%) negative responses (Appendix C). This by no means indicates that there have been no negative impacts on veterans at the institutions involved, but it demonstrates tbat strides are being made in a positive direction when it comes to the veteran experience at the these schools. A portion of the survey addressed the research question related to how the veterans felt their respective college or university had developed a veteran friendly campus through streamlining the admission, enrollment, and veteran services processes. When it came to the admissions process, most of the survey participants felt that the admissions process was generally smooth and could be viewed as veteran-friendly, but over one-third of the veterans thought that the admissions staff was not helpful and lacked understanding of veteran-specific issues. Also a clear procedure for transferring credit for military experience is warranted, based on tbe nearly one-half of veterans MILITARY VETERAN EXPERIENCE 56 unsatisfied with that process. This would indicate that staff training related to veteran­specific issues and problems that arise could reduce that level of dissatisfaction. Another possible option would be to have a staff member with military experience available to assist veterans. The admissions process is likely the first stumbling block that these veterans have in starting their higher education journey, so it is incumbent on the institutions to ensure veterans are welcomed, treated fairly, and that veteran needs are being addressed. Once admitted to an institute of higher education, veterans must tackle the enrollment process and find coursework suited for their chosen academic major. This can be a daunting task for veterans, many of whom have never been in a higher education environment. Over one quarter of the veterans responding to the survey felt that they did not have access to an advisor that would work with them in choosing and enrolling in courses. It is critical that veterans are advised properly, given the fact that their GI Bill® benefits are finite. Veterans cannot afford to waste time or money on coursework unrelated to their major. In addition over one half of the respondents felt that the registrar staff was unfamiliar with veteran-specific needs. If a staff member is unaware of the VA policy (e.g. against paying for courses unrelated to the veteran's major) and improperly advises the veteran, then it may create financial for the veterans. Again, training on veteran related issues and/or the presence of a veteran staff member may mitigate these kinds of problems. Veterans Services is a critical part of the veteran experience on the community college and university campus, especially for those veterans using GI Bill® benefits. It can become financially difficult on veterans if they have issues with receiving their MILITARY VETERAN EXPERIENCE educational benefits, so Veterans Services must be efficient when certifying veterans' benefits. 57 Most survey responses relating to Veteran Services were positive, but some found that veteran services was hard to locate, that the staff was unfriendly, and that the process for obtaining GI Bill® benefits was not clear or explained properly. Some also had trouble getting proper guidance from Veteran Services during registration each semester, or when veterans experienced problems with receiving GI Bill®benefits, the problems were not resolved in a timely manner. Not all veterans will be satisfied with how a particular process unfolds, but veterans utilizing Veteran Services on campus should feel that the staff there are on the veterans' side to the best extent possible. Veteran Services should viewed by the veterans as an ally on campus, and staff should do the utmost to accommodate veteran needs. This office should be a safe haven where veterans can come for support when they are frustrated by other campus services and procedures. Interaction with instructors and professors make up most of the personal contact veterans have in higher education. Ideally they should have some knowledge about veteran issues and resources available. The second research question attempted to determine if veterans felt faculty and staffhad an adequate understanding of the experiences of military veterans. Additionally, the study attempted to determine veterans' perception as to whether the faculty and staff were aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general. Some of the difficulties that veterans face in higher education involve under informed MILITARY VETERAN EXPERIENCE faculty, their negative classroom experiences, and general non-involvement in campus life and activities. 58 The researcher believes that it is critical to the long-term viability of veteran students, for them to be understood, accommodated, and integrated into these institutions. Over one half of the veterans indicated that their respective school either did not have an integration program, or if it did they were unsatisfied with results. In addition, nearly two thirds of veteran respondents indicated that their instructors and professors were unaware of veteran resources on campus. All staff and faculty should be aware of resources that benefit veterans, which can serve to make things easier on the veteran, staff, and faculty. The study results indicate that over one half of the veterans in the survey perceived that the faculty were not adequately trained to understand the military experience. Some colleges across the country have establish a "basic training" type program for faculty to help them be more aware of different aspects of the military experience, to help them to understand and be sympathetic. For example Purdue University, and the Veterans Success Center there, offers "Green Zone Training" to discuss what it means to serve and what veterans bring to campus. With fewer and fewer staff and faculty having military experience themselves, a program like this would be beneficial and enlightening as more veterans pursue higher education. On a positive note, the veterans overwhelmingly felt that they were treated fairly and respectfully, and were given the opportunity to share their experiences when they felt comfortable doing so in class. Approximately 30 % of the veterans who responded did not feel that the faculty honored the veterans' confidentiality requests. Some veterans really want to blend into MILITARY VETERAN EXPERIENCE 59 the fabric of the campus and do not feel comfortable being singled out or identified as a military veteran. Faculty should be sensitive to this on an individual basis, and avoid calling attention to a veteran who may not want to be identified that way. Some veterans are uncomfortable speaking of their military experiences in class, or relating it to their education, especially if it involves combat experiences. Although if comfortable in sharing, veterans' experiences can contribute to classroom learning environment and to the learning experience of all students overall, so faculty need to be sensitive and aware. Peer mentoring and student veteran organizations are other programs that have been beneficial to veterans on campuses across the country. Veterans learning and being mentored by other veterans can be another way to increase retention of veterans at the respective college or university. Organized student groups can give similar kinds of support to veterans (e.g. Student Veterans of America). An experienced veteran in college can help newer student veterans get through the difficult times by showing these fellow veterans how they survived themselves. Over one third of the veterans in the survey did not feel that there was a sound peer mentoring program, or at least an effective one at their respective schools. In addition, over one half of the veterans in the study indicated that their school did not have an adequate student veteran's organization. This study also attempted to determine how veterans with disabilities perceived their college or university understood and accommodated veterans' disabilities, specifically those related to combat related issues such as PTSD and TBI. Recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed MILITARY VETERAN EXPERIENCE 60 with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). In the study by Zoli, Maury, and Fay (2015), the researchers reported over 3.9 million veterans had been identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents 58% reported a service related disability. Of the veterans that reported a service-connected disability, 79% indicated that the disability created obstacles for them as they transitioned to civilian life. In regards to pursuing higher education, 12% indicated the disability hindered beginning higher education, and 28% said the disability created obstacles in completing higher education (Zoli, Maury, and Fay, 2015). It is critical that colleges and universities across the country find ways to accommodate these military veterans who may be attending to their institutions, but especially those with these unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. The DS staff should be at the forefront when it comes to service-connected veterans with disabilities. In this study, of the veterans who identified as being disabled due to PTSD and/or TB!, over 82% agreed that DS staff at their campus were friendly and welcoming, and had an understanding of veteran-specific disabilities. It was by no means unanimous, with about 18% disagreeing, so there is room for improvement. The DS staff also seemed to have at least some understanding of the cognitive difficulties of those veterans experiencing PTSD/TBI issues, and these veterans felt the staff had adequate training to counsel them in relation to these issues. The DS staff was also widely viewed as being helpful to veterans struggling with the stigma that is felt by being called "disabled". MILITARY VETERAN EXPERIENCE 61 The results indicate that most of the veterans with disabilities were receiving accommodations in the classroom, and for test-taking, as well as these veterans feeling positive about how the DS staff educated other campus professionals about veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services. There were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. Limitations Although the surveys were conducted in only one western state, the researcher believes that the results can be viewed in the broader context in that improvements are being made in higher education for this new influx of veterans. Others may argue that the results of the research are not adequately generalizable based on the sample size. The researcher agrees that the response rate for the survey was not ideal, but given that overall response rates for online surveys are traditionally low, the researcher felt that there were enough data to proceed. Veterans tend to focus on what directly effects their education, and therefore if the veteran does not see a relation to coursework and grades they tend to be less interested in extracurricular inquiries (Quaye & Harper, 2014). In reviewing the demographic data, it appears that there was a well-represented sample of our military, in years served, branch of anned service, deployment to combat zones, and gender. There appeared to be few if any over-represented veterans in the specific categories, other than females (see Table 1). MILITARY VETERAN EXPERIENCE 62 Future Research The study can be expanded by conducting future research to include more colleges and universities in different regions of the country. Including more veterans in varied geographical and demographically diverse areas of the country would build a broader picture of how higher education is doing in serving, managing, and educating veterans. Future research could also include the use of varied survey tools including online surveys, mailed surveys, convenience surveys, one-on-one interviews, and group discussions. The study sought to measure only the perspective of the veterans from the beginning of the research project, using a convenience sample of Veterans Upward Bound (VUB) participants. Future research could also measure the perspectives of institutional staff and faculty as well as a broader spectrum of veterans, in order to identify any possible disconnects and common ground between veteran and institutional perspectives. An institution of higher education may believe that it is doing all it can to adequately serve veterans, whereas the veterans feel that there is room to improve. This needs analysis was undertalcen to inform the institutions of higher education regarding the perspectives of military veterans. It will infonn universities, and the entities that support those veterans, ways to improve the veteran experience. Additionally, the results will provide a veteran perspective in hopes of better meeting the needs of college and university veterans. It is recommended that future research will review these data and aslc additional questions of the veterans and university faculty and staff to better support those who have served on the country's behalf. MILITARY VETERAN EXPERIENCE 63 Summary The study began with historical background and context on the GI Bill® from the beginning in 1944, to the present configuration. With the newest iteration of the GI Bill® and the generous benefits to veterans, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). The literature review showed that institutions of higher education were ill prepared to meet the needs of this new influx of veterans, and had been reacting to the challenge rather than being proactive and anticipating changes that needed to be made. In addition, due to higher rates of survivability in combat, many of the veteran students entering higher education now have returned from conflict with injuries and illnesses such as PTSD and TBI. Previous research showed that nearly 85% of those receiving combat injuries are surviving due to advances in protective body armor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). In the current study, the researcher sought to measure the veteran perspective as to how the institutions of higher education are doing in relation to serving veterans in general, as well as veterans with disabilities. The study findings were more positive than expected, based on prior research, with 949 (72%) positive responses to survey questions and 363 (28%) negative responses (see appendix A). This could plainly be an indicator that the institutions of higher education in the western state involved are doing better than elsewhere, or a broader indicator that the veteran experience is improving generally. MILITARY VETERAN EXPERIENCE 64 The current research showed that improvements were being made, based on the perspective of the veterans involved. The responses to the research survey were generally positive, with some exceptions. This indicates that the institutions where these veterans have attended, are making strides in a positive direction. Responses from the survey participants did show that there are many areas relating to veterans that have room for improvement though. It is the intent of the researcher to make these results available to higher education institutions, in order to facilitate the needed improvements. The results also indicated that most of the veterans with disabilities were mostly positive about the institutions meeting veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services on campus. As reported earlier in the study, there were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. The researcher has concluded that there are still challenges ahead for veterans in higher education, but that the process in moving in a positive direction. Veterans are seeing these improvements and are becoming more optimistic in their outlook. The more optimistic that veterans become, the better the retention and graduation rates will become. Colleges and universities must work hand-in-hand with the veterans to improve the experience for faculty, staff, and student veterans in the future. The individtial veteran student, the higher education institutions, and the community at large will benefit from these improvements. MILITARY VETERAN EXPERIENCE REFERENCES 65 American Council on Education (2010). Accommodating student veterans with traumatic brain injury and post-traumatic stress disorder: Tips for campus faculty and staff. Retrieved from http://www.acenet.edu/news-room/Documents/Accommodating­Student- Veterans-with-Traumatic-Brain-Injury-and-Post-Traumatic-Stress­Disorder. pdf Boudah, D. J. (2011). Conducting educational research: Guide to completing a major project. Thousand Oaks, CA: Sage Publications, Inc. Brown, P.A., & Gross, C. (2011). Serving those who have served-Managing veteran and military best practices. The Journal of Continuing Higher Education, 59, 45- 49. doi:l0.1080/07377363.2011.544982 Burnett, S. E., Segoria, J. (2009). Collaboration for military transition students from combat to college: It takes a community. Journal of Postsecondary Education and Disability, 22(1), 53-58. Church, T. E. (2009). Returning veterans on campus with war related injuries and the long road back home. Journal of Postsecondary Education and Disability, 22(1 ), 43-52. Compansol, 2012. Bltunen® software. Retrieved from http://compansol.com/product.php Cook, B. J., & Kim, Y. (2009). From soldier to student: Easing the transition of service members on campus. Retrieved from http://www.acenet.edu/news­room/ Documents/From-Soldier-to-Student-Easing-the-Transition-of-Service­Members- on-Campus. pdf MILITARY VETERAN EXPERIENCE Department of Education (2014). Veterans Upward Bound. Retrieved from http://www2.ed.gov/programs/triovub/index.html Department of Veterans Affairs (2014a). Education: Benefits for veterans education. Retrieved from http://www.benefits.va.gov/REPORTS/abr/ABR-Education­FY13- 09262014.pdf Department of Veterans Affairs (2014b). Service-connected disabled veterans by disability rating group: FY 1986 to FY 2013. Retrieved from http://www.va.gov/vetdata/V eteran _Population.asp Department of Veterans Affairs (2013). Education and training: History and timeline. Retrieved from http://www.benefits.va.gov/gibill/history.asp DiRamio, D., & Spires, M. (2009). Partnering to assist disabled veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.319 66 Ellison, M. L., Mueller, L., Smelson, D., Corrigan, P. W., Torres Stone, R. A., Bokhour, B. G., Najavits, L. M., Vessela, J.M., & Drebing, C. (2012). Supporting the educational goals of post-9/11 veterans with self-reported PTSD symptoms: A needs assessment. Psychiatric Rehabilitation Journal, 35(3), 209-217. Fischer, H. (2014). A guide to U.S. Military casualty statistics: Operation new dawn, operation Iraqi freedom, and operation enduring freedom. Congressional Research Service. Retrieved from http://fas.org/sgp/crs/natsec/RS22452.pdf Grossman, P. D. (2009). Forward with a challenge: Leading our campuses away from the perfect storm. Journal of Postsecondary Education and Disability, 22(1 ), 4-9. MILITARY VETERAN EXPERIENCE Madaus, J. W., Miller II, W. K., & Vance, M. L. (2009). Veterans with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 22(1), 10-17. Mettler, S. (2005). Soldiers to citizens: The G.I. Bill and the making of the greatest generation. New York, NY: Oxford University Press, Inc. Military.com (2006). GI Bill turns 62. Retrieved from http://www.military.com/N ewsContent/O, 13319,1023 83 ,00.html Nulty, D. D. (2008). The adequacy ofresponse rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301-314. 67 Ostovary, F., & Dapprich, J. (2011). Challenges and opportunities of operation enduring freedom/operation Iraqi freedom veterans with disabilities transitioning into learning and workplace enviromnents. New Directions for Adult Continuing Education, 132, 63-73. doi:I0.1002/ace.432 Post-9/11 GI Bill overview (n.d.). Retrieved from http://www.military.com/education/gi­bill/ new-post-911-gi-bill-overview.html Quaye, S. J., & Harper, S. R. (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge. Radford, A. W. (2009). Military service members and veterans in higher education: What the new GI Bill may mean for postsecondary institutions. Retrieved from http://www. acenet. edu/news-room/Documents/Military-Servi ce-Members-and- V eterans-in-Higher-Education. pdf MILITARY VETERAN EXPERIENCE Rumann, C. B., & Hamrick, F.A. (2010). Student veterans in transition: Re-enrolling after war zone deployments. The Journal of Higher Education, 81 ( 4), 431-458. 68 Rumann, C. B., & Hamrick, F.A. (2009). Supporting student veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.313 Steele, J. L., Salcedo, N., & Coley, J. (2010). Service members in school: Military veterans' experiences using the Post 9/11 GI Bill and pursuing postsecondary education. Retrieved from http://www.acenet.edu/news­roorn/ Documents/Service-Mernbers-in-School-Executi ve-Surnmary-2010. pdf Tanielian, T., & Jaycox, L. H. (2008). Invisible wounds: Psychological and cognitive injuries, their consequences, and services to assist Recovery. Retrieved from http://www.rand.org/content/darn/rand/pubs/monographs/2008/RAND MG720.pd f Vance, M. L., & Miller II, W. K. (2009). Serving wounded warriors: Current practices in postsecondary education. Journal of Postsecondary Education and Disability, 22(1 ), 18-35. Zoli, C., Maury, R., & Fay, D. (2015). Missing perspectives: Servicemembers' transition from service to civilian life. Institute for Veterans & Military Family Members, Syracuse University. MILITARY VETERAN EXPERIENCE APPENDICES Appendix A: Veterans Survey Questions Appendix B: IRB Approval Letter Appendix C: Survey Results Spreadsheet 69 MILITARY VETERAN EXPERIENCE APPENDIX A Veterans Survey Questions Veteran Experience Questions and Comments All survey questions (except open-ended comments) will have one of the following responses: Strongly Agree, Agree, Disagree, and Strongly Disagree, Not Applicable (N/A). a. Overall Experience in Higher Education 1. My overall experience on the campus has been positive. 2. My school seems to be working to accommodate military veterans. 3. Veteran programs/benefits have improved since I've been at my school. b. Website Navigation 4. The website for the college/university was easy to find online. 5. Once fmmd, the website was easy to navigate once found. 70 6. It was easy to find veteran specific web pages, they were one location and/or were easily linked. 7. Information on the veteran pages was clear and tmderstandable. 8. Contact information for Veteran Services was easy to find. c. Admissions 9. The online admissions application was easy to find, and was clear and understandable. 10. The application clearly asks individuals to identify as a military member or veteran. 11. When needed the admissions office was easy to locate. MILITARY VETERAN EXPERIENCE 12. The admissions staff was helpful, able to answer veteran related questions, and understand veteran related procedures. 71 13. Procedures for military experience transfer credits were clear and understandable. 14. The college/university offered veteran specific orientations of information sessions. 15. Overall the admissions process was veteran friendly. d. Enrollment 16. The online course registration process was clear and understandable. 17. The registrar's office was easy to find on campus. 18. Veterans have access to an advisor to help plan, choose proper courses, and enroll in classes. 19. Staff from the registrar's office is familiar with veteran-specific needs. 20. Enrollment deadlines, add/drop periods, and semester schedule were made clear. e. Veteran Services Office 21. The Veterans Services Office was easy to find on campus. 22. The Veterans Services staff were friendly and welcoming, were knowledgeable with all aspects of the GI Bill®. 23. Campus procedures for GI Bill® certification were clear and understandable or were explained. 24. The Veteran Services staff were helpful in giving guidance for registration each semester. 25. Problems with my GI Bill® benefits were resolved in a timely manner. f. Faculty Awareness/Classroom Environment/Campus Life MILITARY VETERAN EXPERIENCE 72 26. The college/university offered a (re)integration program to help veterans transition into higher education. 27. Instructors/Professors are familiar with veteran resources on campus. 28. Instructors/Professors interact well with veteran students and honor veterans' confidentiality requests. 29. Instructors/Professors have been trained on what the military experience is like. 30. Military veteran students are treated fairly and respectfully on campus. 31. Instructors/Professors allow veterans to share military experiences when appropriate. 32. Allowances are made for specific veteran seating needs when necessary. 33. Class populations are manageable in size and encourage learning. 34. The college/university has a peer mentoring program providing veteran to veteran support. 35. The college/university has a relationship with Veteran Service Organizations (American Legion, DAV, VFW, etc.). 36. There is an established veteran student organization on campus. 37. The college/university allows the Veterans Administration (VA) to have a presence on campus. 38. The college/university has a "one stop shop" where veterans can go for services. Disabled Veteran Experience Questions and Comments g. Disability Services 1. The Disability Services staff was friendly and welcoming, and understands veteran specific disabilities. MILITARY VETERAN EXPERIENCE 2. Disability Services staff understands cognitive difficulties related to PTSD/TBI, and have been trained to counsel veterans with PTSD/TBI. 3. Disability Services helps veterans to deal with the stigma related to being "disabled". 4. Disability Services coordinate with the VA to properly acconnnodate disabled veterans. 5. Classroom acconnnodations are given to veterans with documented PTSD/TBI diagnoses. 6. Test taking and testing location accommodations are given to veterans with documented PTSD/TBI diagnoses. 7. Disability Services staff collaborates well with other campus professionals to educate them on disabled veteran needs. 73 MILITARY VETERAN EXPERIENCE APPENDIXB WEBER STATE UNIVERSITY Institutional Review Board April 29, 2015 Daniel Czech MC 4401 Weber State University Ogden, UT 84408 Daniel, Your project entitled "The Military Veteran Experience in Higher Education" has been reviewed and is approved as written. The project was reviewed as "exempt" because it involves using curriculum and assessments which would normally be used. Subjects are considered adults and may choose not to participate. Informed consent is required for participation. Notification of the study and how data will be reported are appropriate. No individual subject data will be revealed. All subject information will be confidential. Dr. Williams is the chair of the committee who will oversee this study. Anonymity and confidentiality are addressed appropriately, and the type of information gathered could not "reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation" (Code of Federal Regulations 45 CFR 46, Subpart D.) You may proceed with your study when district/site approval is given. Please remember that any anticipated changes to the project and approved procedures must be submitted to the !RB prior to implementation. Any unanticipated problems that arise during any stage of the project require a written report to the !RB and possible suspension of the project. A final copy of your application will remain on file with the !RB records. If you need further assistance or have any questions, call meat 626-7370 or e-mail me at lgowans@weber.edu. Sincerely, Linda Gowans, Ph.D. Chair, Institutional Review Board, Education Subcommittee 74 MILITARY VETERAN EXPERIENCE Title of Project: Primary Investigator(s): Approval Number: Reviewer: Date: April 29, 2015 The Military Veteran Experience in Higher Education Daniel Czech 15-ED-088 Linda Gowans, Ph.D. Chair, Institutional Review Board Education Subcommittee COMMITTEE ACTION YOUR PROPOSAL (PROJECT) AND CONSENT DOCUMENTS HA VE BEEN RECEIVED AND CLASSIFIED BY THE HUMAN SUBJECTS IN RESEARCH COMMITTEE AS: _High Risk __ Moderate Risk _X _Low Risk BY THE FOLLOWING PROCESS: _Full board review_ Expedited review_X_Exemption THE PROJECT HAS BEEN: _x Approved __ Not Approved COMMENTS: See Attached Approval Letter Linda Gowans, Ph.D. --- IRB EDUCATION SUBCOMMITTEE CHAIR INVESTIGATOR'S RESPONSIBILITY AFTER COMMITTEE ACTION 75 The federal regulations provide that after the committee has approved your study, you may not make any changes without prior committee approval except where necessary to eliminate apparent immediate hazards to the subjects. Further, you must report to the committee any changes that you make and any unanticipated problems involving risks to subjects or others that arise. 4/29/2015 REVIEW DATE MILITARY VETERAN EXPERIENCE 76 APPENDIXC Su rvey R esul tsS > prea ds heet Survey Section Question Strongly Agree Disagree Strongly N/A Total (excluding Number Agree Disagree N/A) a. Overall . . ·· .·.I ••••• . ·:· ' -' . ·. .·· .· . . . Experience . · . . ' . . . . .·· . . • 1 12 12 5 4 0 33 2 11 11 4 7 0 33 3 4 11 5 7 6 27 b. Website . . . . ·. ·.· . . . · . . •. Navigation . ··. . . . . . 4 10 22 0 0 1 32 5 5 19 8 0 1 32 6 5 13 9 3 3 30 7 6 16 4 4 3 30 8 10 18 1 2 2 31 College . ·. . · . c. . . . ' • . Admissions ·.·. . . · . . I . .· . 9 7 22 0 0 4 29 10 6 16 8 2 1 32 11 10 22 1 0 0 33 12 4 17 8 4 0 33 13 6 11 10 5 0 32 14 7 8 10 7 1 32 15 8 15 6 4 0 33 d. Enrollment . I . . ' ': < ·. I . I ' I . Services . .• . · . . .· . . . ·.· . ' . 16 5 19 2 2 4 28 17 9 21 2 0 0 32 18 7 16 7 1 0 31 19 1 12 11 5 3 29 20 7 18 4 3 0 32 e. Veteran Services Office 21 11 17 4 1 0 33 22 12 13 5 2 1 32 23 12 12 5 2 2 31 24 13 12 4 2 2 31 25 9 13 2 2 7 26 MILITARY VETERAN EXPERIENCE 77 f. Faculty Awareness/ Classroom Environment 26 1 11 9 7 5 28 27 3 8 13 6 3 30 28 8 13 4 5 2 30 29 2 5 14 6 6 27 30 6 21 5 1 0 33 31 8 19 3 1 2 31 32 7 13 4 1 8 25 33 11 16 4 2 0 33 34 7 11 8 2 4 28 35 5 14 8 2 3 29 36 5 10 10 7 1 32 37 9 18 2 2 1 31 38 10 8 8 5 1 31 g. Service-connected Disability 1 10 9 1 3 9 23 2 9 6 3 3 11 21 3 9 8 3 3 9 23 4 10 9 1 3 9 23 5 8 7 1 2 14 18 6 10 6 1 2 13 19 7 8 8 2 2 12 20