Transport Knowledge Center (TKC) Catalogue

SERI 319
ISBN 1,85339199913E+11
KLASIFIKASI LIT 388.09 Daw r
PENGARANG Dawson, Jonathan
JUDUL Roads are not enough. New perspectives on rural transport planning in developing
countries. Jonathan Dawson, Ian Barwell
EDISI
KOTA London
PENERBIT Intermediate Technology Publications
TAHUN 1993
DESKRIPSI vii, 76 hlm. . ill. ; 30 cm.
KATA KUNCI Rural transport planning

land evaluation and land use planning

Land evaluation is formally defined as 'the assessment of land performance when used for a specified purpose, involving the execution and interpretation of surveys and studies of land forms, soils, vegetation, climate and other aspects of land in order to identify and make a comparison of promising kinds of land use in terms applicable to the objectives of the evaluation' (FAO, 1976.

Conceptually, land evaluation requires matching of the ecological and management requirements of relevant kinds of land use with land qualities , whilst taking local economic and social conditions into account. Land evaluation provides practical answers to such questions as "What other uses of land are physically possible and economically and socially relevant?", "What inputs are necessary to bring about a desired level of production?", and "What are the current land uses and what are the consequences if current management practices stay the same?"

Depending on the questions that need to be answered, land evaluation can be carried out at different scales (e.g. local, national regional and even global) and with different levels of quantification (i.e. qualitative vs quantitative). Studies at the national scale may be useful in setting national priorities for development, whereas those targeted at the local level are useful for selecting specific projects for implementation. Land evaluation is applicable both in areas where there is strong competition between existing land uses in highly populated zones as well as in zones that are largely undeveloped

Land evaluation is often carried out in response to recognition of a need for changes in the way in which land is currently being used. The information and recommendations from land evaluation represent only one of multiple inputs into the land use planning process (discussed in a later section of this paper), which often follows land evaluation. In turn, the land use planning process can serve to screen preliminary land use options that should be considered for land evaluation. The two processes are therefore interlinked

Land evaluation should be distinguished from land valuation (i.e. estimation of the monetary or "market" value of land for the purpose for which it is currently used, e.g. farming). It should also be distinguished from 'land capability' as used, for example, within the context of the Canada Land Inventory or the USDA land classification system. For these systems, capability is based primarily on an assessment of soil conditions to support common cultivated crops and pasture plants. The FAO land-evaluation approach, on the other hand, additionally takes into account specific crops and aspects related to land-management and socio-economic setting. The approach has been applied extensively in projects backstopped by FAO in various countries in different parts of the world for over thirty years

Sample Proposal (English)

All research reports use roughly the same format. It doesn't matter whether you've done a customer satisfaction survey, an employee opinion survey, a health care survey, or a marketing research survey. All have the same basic structure and format. The rationale is that readers of research reports (i.e., decision makers, funders, etc.) will know exactly where to find the information they are looking for, regardless of the individual report.

Once you've learned the basic rules for research proposal and report writing, you can apply them to any research discipline. The same rules apply to writing a proposal, a thesis, a dissertation, or any business research report.

The most commonly used style for writing research reports is called "APA" and the rules are described in the Publication Manual of the American Psychological Association. Any library or bookstore will have it readily available. The style guide contains hundreds of rules for grammar, layout, and syntax. This paper will cover the most important onoes.

An Introduction to Integrated Planning Templates

Integrated Planning (IP) Templates are a series of “excel” based worksheets that form a major component of resource planning, a key element of college/division’s Integrated Plan. It is planned that when IP at the University is fully implemented, there will be templates for all of the key resources that will be part of any Integrated Plan including dollars, people (FTES – full time equivalents) and space . For 2007/2008 planning, templates have been prepared for two of these resources components (Dollars and People).

Purpose:
Integrated Planning (IP) Templates have been developed with several major objectives;
1. To provide a vehicle to document major allocation/reallocation decisions in college/divisions.
2. To provide an overall accountability framework for decisions in the context of college/division plans.
3. To provide initial resource plans for major college/divisional initiatives.
4. To help ensure that college/divisional plans align with the overall University resources.

What to Emphasize in Completing the IP Templates:

In order to achieve the basic objectives of the templates, it is important that the primary task in preparing the templates is that they be “complete”; in other words that the estimated resource implications of all major decisions and initiatives be documented on the templates.

While the most obvious feature of the templates are the numerical “cells” on the worksheet, efforts have been made to provide input areas for “notes”. These “note” fields should be used capture, in words, the major assumptions that are stated in the Integrated Plan and which are reflected in the numbers.

The templates have been formatted using the University’s “chart of accounts” or financial dictionary. This has been done to provide a starting point for the planning; the current resources assigned to colleges/divisions. For dollars and FTES the starting point is the base budget. While the base budget is used to start the planning period it is very important to remember that these templates are not approved budgets. College/division planners therefore need not try for the same degree of precision of the future years’ numbers to the same extent they do for approved budgets and other financial transactions. What is important is that all decisions are recognized on the templates using reasonable estimates that the college/division could be justify with in the context of current costs and achievable revenues/recoveries. (These templates are expressed in “constant dollars” i.e., no provision for general inflation.)

Human Capital Development; Labor and Employment

What Drives Mass Education? Economy, Policies, Institutions.

This research project studied the expansion of education in developing countries in 1960–2000, relating it to economic and institutional factors. In particular, the research attempted to identify the kinds of policies consistent with enhancing the demand for education.

The research was based on multivariate regression analysis with fixed effects using cross-country data from the World Bank’s World Development Indicators database and provincial data on China from the China Statistical Yearbook for 1986–2002. The initial analysis found that educational attainment around the world has increased at a pace exceeding income growth. This finding prompted research into the causes  of expansion in education, which led to consideration—both in the cross-country framework and across provinces in China—of the effect of economic openness. This analysis produced two main findings.

1.Increased educational attainment was related to an economy’s degree of openness.

2.Economic openness apparently enhanced the demand for skilled labor as a result of technological spillovers, thus generating demand for education.

The findings suggested that improvements in trade policies and aspects of governance related to openness could be expected to lead to advances in schooling. The research contributed to the debate on how best to achieve the Millennium Development Goals in education.