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2016 IUCNAEL EJournal i (2016)

handle is hein.journals/icnael2016 and id is 1 raw text is: IUCN ACADEMY OF ENVIRONMENTAL LAW E JOURNAL ISSUE 7: 2016 A Word from the Editors This issue of the eJournal is the first produced under the guidance of new Co-Editors. Professors Amanda Kennedy and Elizabeth Kirk stepped down as Co-Editors-in-Chief during 2015 and were replaced by Michaela Young, previously Managing Editor for the Journal, and Gay Morgan as the new Co-Editors. The role of Managing Editor is now in the hands of Dr. Opi Outhwaite. Thankfully, the Board was able to continue drawing on the assistance and expertise of Maria Marques i Banque in respect of Teaching Articles, Prof. David Hodas in respect of Book Reviews and Dr. Emma Lees and Dr. Kylie Lingard as Assistant Editors for Country Reports. As the new Co-Editors we hope to grow and expand on the foundation laid by the previous Editors and the founders of the eJournal. We look forward to working with the Editorial Board on future issues of the eJournal. This issue of the eJournal once again reflects a wide array of contributions from all over the globe and attests to the fact that environmental law and scholarship in this field continues to grow and develop. We are especially pleased that for the first time, this issue also features three Teaching Articles, which may serve as an inspiration for and a repository of information regarding the practice of teaching environmental law. The first Teaching Article by Karen Bubna-Litic provides feedback on a 'Train the Trainers' project in the Asia-Pacific Region. This project was focused on teaching methodologies rather than building substantive content-driven knowledge amongst developing country scholars and teachers of environmental law. This contribution provides a useful record of the project and may inspire, and provide the basis for future training programmes in other regions of the globe. The Teaching Article by Michelle Lim then focuses on a particular teaching method as a means of enriching and strengthening the student learning experience. Lim advocates for using qualitative scenarios in teaching environmental law. This teaching method entails the use of storylines which describe plausible futures with the intention of creating an opportunity for students to reflect on the extent to which existing laws and institutions are capable to bring about the future scenario.