Suchergebnisse

Effectively mitigating climate change entails a quick upscaling and redirection of electricity infrastructure investment. Given that the bulk of greenhouse gas emissions increases until 2050 will come from low- and middle-income countries, finding cost-effective ways to mitigate climate change while meeting development targets is essential. However, recent research has shown some of the limitations of broad financing mechanisms, such as the Clean Development Mechanism (CDM) and existing carbon markets. This has resulted in a growing interest in designing novel investment support schemes, such as modifications of targeted feed-in-tariffs (FiTs) that may be more cost effective and better targeted towards particular outcomes when compared to traditional deployment subsidies or broad financing mechanisms. We evaluate the design and outcomes of one such novel support schemes: the GET FiT (Global Energy Transfer Feed-in Tariff) investment support scheme in Uganda, which has attracted ~ 453 million USD in private sector investment for 17 small-scale renewable energy projects (solar, hydro, bagasse) in only three years. Using financial modelling on detailed project-level data, we find that the majority of projects were additional and would therefore not have been built without the subsidy. In addition, using firm-level panel data, we show that power outages hamper manufacturing performance in Uganda. In the absence of reliable outage-data for the entire Ugandan territory, we use nightlight variations to proxy changes in outages. We show that outages have declined substantially since the introduction of GET FiT. Yet, our analysis also demonstrates that programmes to incentivise additional renewable generation in developing countries funded internationally or domestically should liaise closely with grid authorities to ensure that supply does not outstrip demand. ; European Union's Horizon 2020 INNOPATHS project (Grant agreement no. 730403) The Department of Land Economy and the School of Humanities and Social Sciences, University of Cambridge Heinrich Böll Foundation.

Much of the literature on teaching qualitative research consists of instructional philosophies or descriptions of classroom activities. Little has been written about the actual experience of a qualitative research course, especially from the students' perspective. Writing about a course without the voices of those being taught would be like critiquing a meal only by speaking with those who cooked it: we might know what was intended but not what was experienced. Thus, this collaborative paper, written from the perspectives of both instructor and students, offers a unique multilensed view of a course on qualitative social work research. Doctoral students from diverse backgrounds describe their struggles, frustrations, and moments of illumination as they engaged with this new paradigm of knowledge. Because no teaching module will affect all students in the same way, their reflections also explore the role of culture and individual history in shaping response to qualitative methods. Theories of adult learning are suggested as a way to assist the process of adjustment to what are, for many, unsettling new concepts. Students' experiences are then compared with the existing literature. The paper concludes with applications of qualitative research for social justice and human rights.