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AbstractTipping point feedback structures can push a series of product development projects into fire‐fighting mode in which rework overwhelms progress. Similar dynamics also threaten the performance of individual development projects. The current work extends previous tipping point dynamics research to single projects and demonstrates how a simple, common feedback structure can cause complex tipping point dynamics, trap projects in deteriorating modes of behavior, and cause projects to fail. Basic tipping point dynamics in single projects are described, demonstrated, and analyzed with a model. The concept of applying robustness to project design is preliminarily tested and system robustness to tipping point‐induced failure is quantified for a simple project and analyzed with sensitivity analysis. Impacts of tipping points on project performance and future research opportunities concerning tipping point and robustness in project management are discussed. Copyright © 2006 John Wiley & Sons, Ltd.

Elementary teachers can integrate social studies into their curriculum through thematic or interdisciplinary units. This study explores fourth-grade students' responses to a month-long, structured inquiry. For two weeks, fourth-graders engaged in multiple readings of five secondary and fourteen primary sources using closed- and open-ended analysis questions and extemporaneous, text-based writing. For another two weeks, the writing process guided students through concept mapping, skeleton outlining, peer- and teacher-review, and revision. Three researchers examined students' writings for criticality, complexity, and clarity. Findings yielded positive, statistically significant correlations between secondary source usage and historical significance, secondary source usage and continuity-and-change, and primary source usage and contextualization. Positive, weak correlations appear between primary source usage and sourcing. No relationship appears between corroboration and other variables. Meaning is extrapolated for classroom practice and applied to seminal studies. Limitations include a small sample of largely homogeneous, inexperienced students.

PurposeElementary classroom teachers can infuse social studies into the curriculum by integrating history, civics and English/language arts. Elementary teachers can bundle close reading, critical thinking and text-based writing within historical inquiries using accessible primary sources with engaging secondary sources.Design/methodology/approachThis article reports the successes and struggles of one fourth-grade teacher's theory-into-practice interdisciplinary unit. The month-long, history-based inquiry integrated close readings of primary and secondary sources to scaffold and refine students' text-based writing about the oft-ignored interconnections between two Civil Rights icons who never met.FindingsFindings included the import of historical inquiries within the elementary grades, students' abilities to scrutinize and extract meaning from dozens of sources and the value of revision for text-based writing, particularly its impact on the clarity, criticality and complexity of students' writing.Originality/valueThe inquiry's length, use of repeated readings, bulk of curricular resources and integration of revision are each comparably unique within the elementary social studies research literature.

Transaction costs and risk have generally not been taken into account in assessing the Kyoto mechanisms JI, CDM and emissions trading. However, they can have a significant influence. With regard to the project-based mechanisms, the factor that most determines the influence of transaction costs on the implementation of a project is the size of the particular project. For some projects transaction costs amount up to over 1000 ?/ton C reduced, which proves the necessity of streamlining procedures, as recognised in the Marrakesh Accords. With regard to international emissions trading it will be of high importance to build on experience with past national emissions trading schemes in order to keep transaction costs low. However, international trading schemes of the type envisaged under the Kyoto Protocol are likely to have significant issues that have not been addressed in previous national experience. In addition to transaction costs, we determine country risk premia to account for the fact that projects in different states may induce different levels of risk of default or project failure.

AbstractCausal loop diagrams (CLDs) are often used to provide an overview of important systemic elements related to an issue, rather than to inform empirical evaluations (studies which assess changes following an intervention using observed data). We suggest that empirical evaluations may benefit from the development of systems‐informed research propositions (specific testable causal assumptions with an emphasis on feedback loops) used to guide subsequent data collection, hypothesis testing and interpretation. We describe a qualitative systems‐thinking informed approach building on preexisting CLDs, published evidence, and expert/stakeholder consultation and reflect on our experience applying this to the early stages of two nature‐based solution (NBS) evaluations. We reflect on our experience and suggest that CLDs can be usefully employed to develop systems‐informed research propositions to inform subsequent empirical evaluation. This may lead to novel policy‐relevant research propositions which differ substantially from effectiveness‐oriented ("did it work?") research questions. © 2023 The Authors. System Dynamics Review published by John Wiley & Sons Ltd on behalf of System Dynamics Society.

Involving and engaging the public are crucial for effective prioritisation, dissemination and implementation of research about the complex interactions between environments and health. Involvement is also important to funders and policy makers who often see it as vital for building trust and justifying the investment of public money. In public health research, 'the public' can seem an amorphous target for researchers to engage with, and the short-term nature of research projects can be a challenge. Technocratic and pedagogical approaches have frequently met with resistance, so public involvement needs to be seen in the context of a history which includes contested truths, power inequalities and political activism. It is therefore vital for researchers and policy makers, as well as public contributors, to share best practice and to explore the challenges encountered in public involvement and engagement. This article presents a theoretically informed case study of the contributions made by the Health and Environment Public Engagement Group to the work of the National Institute for Health Research (NIHR) Health Protection Research Unit in Environmental Change and Health (HPRU-ECH). We describe how Health and Environment Public Engagement Group has provided researchers in the HPRU-ECH with a vehicle to support access to public views on multiple aspects of the research work across three workshops, discussion of ongoing research issues at meetings and supporting dissemination to local government partners, as well as public representation on the HPRU-ECH Advisory Board. We conclude that institutional support for standing public involvement groups can provide conduits for connecting public with policy makers and academic institutions. This can enable public involvement and engagement, which would be difficult, if not impossible, to achieve in individual short-term and unconnected research projects.