Wwf

Inquadramento geologico, pedologico, idrogeologico e geomorfologico del "Varesotto" raccontando la storia geologica prodotta dalle glaciazioni e  l'evoluzione geomorfologica del territorio per fornire la "base" ad una attenta e sostenibile Pianificazione Urbanistica.

This is an add-on follow-up study to the Green Games Changers initiative from WWF-UK. A Delphi panel of experts from major business, E-NGOs and academia were selected and answered a questionnaire to ascertain which initiatives, projects or frameworks had the most potential to effect major, systems change. An in-depth case study was performed in each of the five selected initiatives.

Sustainable supply chain management (SSCM) is a topic that has become increasingly important in recent years. However, very few papers focus on studying SSCM from both leadership and learning perspectives. In this research, we carry out a content-based literature review on the intersections of Supply Chain leadership, Supply Chain Learning and SSCM; we propose a conceptual framework on how focal companies assuming a leadership role initiate and disseminate sustainable practices in their supply chains. Three types of sustainable supply chain management (SSCM) strategies (i.e., reactive, contributive and proactive) have been identified in this research based on four dimensions of SSCM governance, supply chain learning, supply chain leadership and SSCM performance. It is argued that two new constructs of supply chain learning and supply chain leadership are an integral part of the SSCM conceptual framework developed from the literature and have significant implication to our understanding of SSCM.

The term of non-governmental organization (NGO) was firstly used in 1945 after the creation of United Nations. NGOs are voluntary and non-profit groups that work on a local, national and international scope. Individuals with mutual interests often drive these organisations, working on issues towards specific goals. NGOs action is often related to the provision of aid and developing projects to areas affected by armed conflicts, natural disasters and poor develop regions. Nowadays NGOs are known for their fast growth and development. This rapid expansion translates into a wide variety of groups working in broad fields of action. To some extents this diversity may hinder the establishment of a generally accepted definition of NGO, however we can identify common features between these organisations. Due to the altruistic nature of NGOs, they are not related to any sort of violent or criminal activity. NGOs can collaborate with political parties but must not be constituted as one of them or being involved within the political process. As the acronym states, NGOs cannot be officially associated with governments, however the symbiotic relationship of cooperation continues unhindered; raising principal questions about the management of NGOs. As of late, the boundaries between governments and NGOs have been distorted, this could be directly linked to the recent increase of government staff administrating NGOs. These organisations are likely to receive funding from governments and in some cases NGOs may become permanent contractors of them. As contractors, these organisations may assist regions on the normative basis but also contribute to the provision of and classified data and information to foreign governments. Other critiques of NGOs are that since most organisations originate from the west, they may be seen to promote western values in their operational regions, which may result in radicalization and pragmatically rejection of the west. Within the broad field of NGOs David Lewis identifies three different roles carried out by NGOs; catalyst, implementers and partners, Lewis, (2007). A catalyst group is the one that work to inspire change within the region of work. Its action is often directed towards local communities, but also instigates positive change to other bodies such as governments, business and donors. The work of these NGOs is mainly oriented towards influence wider policy processes, gender and empowerment work, lobbying and advocacy work. The second role identified by Lewis is the implementer role. It has to do with the provision of goods and services to the needed. A wide range of activities are covered by these NGOs, areas like healthcare, microcredits, emergency relief and human rights are on their agendas. This role has gained ground in the last decades as organisations are being ''contracted'' to cover specific task within the humanitarian intervention framework. The third acknowledged role is the partner NGO. These groups work with other groups, governments or private institutions as a joint venture. In this case the programmes are broader and have a multi agenda with different projects. These projects are related with capacity building, in other words, analysing the situation of the working region and establishing a plan to develop and foster the potential and capabilities of the communities. NGOs can perform different roles at a time, shifts on the roles may happen as the context and external conditions change. As I already stated, there is a wide spectrum of non-governmental organizations operating throughout the world. Apart from humanitarian intervention groups, there is other organizations that advocate for other interests. One of the fields that has become more relevant and has gained weight within international context is the one related to the nature and the environment preservation. The task performed by these groups is primarily focused on rising public concern about the actual threats to the security of the wildlife and the importance of the conservation of the habitats. In this essay I intend to analyse the development course of the international NGO 'World Wildlife Fund for Nature' (WWF). I will look at its achievements and present projects as well as to the future projection of the organization. Jesus Diaz Moreno-14022061

WWF is an international non government organization (INGO) that has a wide scope of cooperation. In its vision and mission, the WFF is accommodating its policies through cooperation with state government agencies, NGOs and community communities with authority within the country. As a legal entity in Indonesia, WWF then began its work in 1996. In Indonesia, environmental issues have become a very important topic of discussion. To that end, WWF-Indonesia through its global existence is calling for action to save the environment for the survival of human life and other living creatures. One of the problems that exist in Indonesia and until now still the attention of the international world is the forest and the diversion of land for industrial and mining activities, so the cause of the reduced natural forest area as the supplier of oxygen. From the above questions, finally make a variety of negative impacts for the environment also for humans themselves. At first WWF concentrated more on the survival of endangered animals in Indonesia, WWF is not only a rare animal conservation institution as well as an environmental conservation institution. WWF then tries to make various cooperation efforts with the Indonesian government to solve and also provide solutions through the conservation of the sustainability of a healthier and more natural environment.

Abstract
ABSTRACT The present paper explores the learning that occurs in two environmental non-governmental organizations (ENGOs). Examples of non-formal workplace learning were studied in two transnational environmental organisations: Greenpeace and WWF. An investigation was carried out in four countries ‒ Croatia, Italy, Poland and Sweden. I was interested to determine how learning in these two ENGOs was organized; who defined needs, content, priorities and solutions; how people engaged in these organizations gained knowledge and competences; where did training competences come from; where did it took place ‒ within the organization (in-service training) or outside; were there any significant differences in how non-formal learning processes are run within two ENGOs active in four countries? To find answers to these questions I conducted a series of open-ended interviews. Interviewees were staff members of both ENGOs from all four countries. Collected interviews disclosed, that Greenpeace and WWF "store knowledge" and make good use of it, although they do not necessarily actively foster learning. Most successful, and efficient, ways of non-formal workplace learning tend to be when gained experiences are transferred to new co-workers. In this way ENGOs did convert their tacit knowledge into explicit one. My findings lead me also to an observation that people do act differently in different countries, while they learn in similar ways.


STRESZCZENIE Niniejszy artykuł traktuje o procesach uczenia się w dwóch ekologicznych organizacjach pozarządowych (ENGOs). Przykłady nieformalnej edukacji w miejscu pracy zaczerpnięto z dwóch ENGOs: Greenpeace i WWF. Badanie prowadzono w czterech krajach ‒ Chorwacji, Polsce, Szwecji i we Włoszech. Byłem zainteresowany ustaleniem jak kształcenie w tych dwóch ENGOs zostało zorganizowana; kto określał potrzeby, treści, priorytety i rozwiązania praktyczne; jak pracownicy tych organizacji uzyskiwali wiedzę i umiejętności; jakie były kompetencje zawodowe szkoleniowców; gdzie to kształcenie się odbywało ‒ w ramach organizacji czy poza nią; czy były jakieś znaczące różnice w sposobie organizowania nieformalnego kształcenia się w dwóch organizacjach działających w czterech krajach? Aby znaleźć odpowiedź na te pytania przeprowadziłem serię wywiadów z pracownikami obu ENGOs we wszystkich czterech krajach. Zebrany materiał empiryczny ujawnił, że Greenpeace i WWF "magazynują wiedzę" i potrafią zrobić z tego dobry użytek, jakkolwiek rzadko aktywnie wspierają uczenie się. Najbardziej udane i skuteczne sposoby nieformalnego uczenia się w miejscu pracy to kiedy zdobyte doświadczenia są przekazywane nowym współpracownikom. W ten sposób ENGOs dokonują konwersji wiedzy ukrytej w wiedzę jawną. Moje ustalenia doprowadziły mnie również do obserwacji, że ludzie działają w różny sposób w różnych krajach, ale uczą się w sposób podobny.