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• 41. [Article] A Discussion of Sustainable Development of Yemeni Fisheries in the Context of Millennium Development Goals and Stakeholder Aspiration

  Research Paper

  Citation × Citation Citation Abstract Copy Title: A Discussion of Sustainable Development of Yemeni Fisheries in the Context of Millennium Development Goals and Stakeholder Aspiration Author: Pollard, Iain C. Research Paper Title: A Discussion of Sustainable Development of Yemeni Fisheries in the Context of Millennium Development Goals and Stakeholder Aspiration Author: Pollard, Iain C. Research Paper Close

• 42. [Article] Tuna industries development potential in Pacific Islands countries: aspirations, feasibility and influences in the WCPFC

  Power Point presentation.

  Citation × Citation Citation Abstract Copy Title: Tuna industries development potential in Pacific Islands countries: aspirations, feasibility and influences in the WCPFC Author: Barclay, Kate Power Point presentation. Title: Tuna industries development potential in Pacific Islands countries: aspirations, feasibility and influences in the WCPFC Author: Barclay, Kate Power Point presentation. Close

• 43. [Article] A Blueprint for Ocean Energy Development 2010-2015

  In an effort to foster a collaborative approach to advancing the ocean energy industry, OWET convened the OWET 2010 Developersʼ Summit on September 27 and 28, 2010 in Portland, Oregon. The purpose of the ...

  Citation × Citation Citation Abstract Copy Title: A Blueprint for Ocean Energy Development 2010-2015 Author: Oregon Wave Energy Trust In an effort to foster a collaborative approach to advancing the ocean energy industry, OWET convened the OWET 2010 Developersʼ Summit on September 27 and 28, 2010 in Portland, Oregon. The purpose of the Summit was to create an open dialogue among developers, utilities, and regulatory and policy leaders to develop a strategy to advance ocean energy development in Oregon and the Pacific Northwest of North America by 2015. Approximately 40 attendees gathered for two days of dialog and brainstorming sessions, information sharing, and discussion about opportunities to advance the industry. Key topics addressed in the Summit included regulatory and permitting processes, policies to encourage and finance the early stages of ocean energy development, and connecting facilities to the electrical transmission infrastructure. This Blueprint captures the results of the Summit, identifies goals for 2015, and recommends actions discussed at the Summit. OWET intends for this Blueprint to be used as a focused action plan to advance a responsible ocean energy industry.2 This Blueprint also introduces the concept of “Blue Tag Power” that was discussed at the Summit and developed further at Ocean Renewable Energy Conference V. Blue Tag Power is a designation that would include wave, tidal, in-stream current and offshore wind. Title: A Blueprint for Ocean Energy Development 2010-2015 Author: Oregon Wave Energy Trust In an effort to foster a collaborative approach to advancing the ocean energy industry, OWET convened the OWET 2010 Developersʼ Summit on September 27 and 28, 2010 in Portland, Oregon. The purpose of the Summit was to create an open dialogue among developers, utilities, and regulatory and policy leaders to develop a strategy to advance ocean energy development in Oregon and the Pacific Northwest of North America by 2015. Approximately 40 attendees gathered for two days of dialog and brainstorming sessions, information sharing, and discussion about opportunities to advance the industry. Key topics addressed in the Summit included regulatory and permitting processes, policies to encourage and finance the early stages of ocean energy development, and connecting facilities to the electrical transmission infrastructure. This Blueprint captures the results of the Summit, identifies goals for 2015, and recommends actions discussed at the Summit. OWET intends for this Blueprint to be used as a focused action plan to advance a responsible ocean energy industry.2 This Blueprint also introduces the concept of “Blue Tag Power” that was discussed at the Summit and developed further at Ocean Renewable Energy Conference V. Blue Tag Power is a designation that would include wave, tidal, in-stream current and offshore wind. Close

• 44. [Article] Appendix A.pdf

  Citation × Citation Citation Abstract Copy Title: Appendix A.pdf Author: Butler, Barbara, Webster, Janet Title: Appendix A.pdf Author: Butler, Barbara, Webster, Janet Close

• 45. [Article] Argentina.ppt

  Citation × Citation Citation Abstract Copy Title: Argentina.ppt Author: Butler, Barbara, Webster, Janet Title: Argentina.ppt Author: Butler, Barbara, Webster, Janet Close

• 46. [Article] MOWLA IIFET.pdf

  Citation × Citation Citation Abstract Copy Title: MOWLA IIFET.pdf Author: Naher, Nurun, Mowla, Runia Title: MOWLA IIFET.pdf Author: Naher, Nurun, Mowla, Runia Close

• 47. [Article] Mowla 115 IIFET 2014.pdf

  Citation × Citation Citation Abstract Copy Title: Mowla 115 IIFET 2014.pdf Author: Naher, Nurun, Mowla, Runia Title: Mowla 115 IIFET 2014.pdf Author: Naher, Nurun, Mowla, Runia Close

• 48. [Article] A self-directed learning-based model for training needs assessment of clients at small business development centers

  The purpose of this study was to improve instructional system design at Small Business Development Centers by developing a best practice model for assessing client training needs. Two research questions ...

  Citation × Citation Citation Abstract Copy Title: A self-directed learning-based model for training needs assessment of clients at small business development centers Author: Good, Glenn C. The purpose of this study was to improve instructional system design at Small Business Development Centers by developing a best practice model for assessing client training needs. Two research questions were addressed: 1. Is self-directed learning an appropriate framework for instructional system design at Small Business Development Centers? 2. What are the components of a self-directed learning-based model for assessing the training needs of Small Business Development Center clients in Small Business Management programs? The theoretical framework that guided the research was constructivism. METHODS: Data collection included: 1) reviews of self-directed learning, instructional system design, needs assessment and Small Business Development Center literature; 2) preliminary interviews of Small Business Development Centers clients and instructors and university professors; 3) facilitation of a Delphi Method (using email); and 4) final interviews of the Delphi panelists. Analysis included qualitative and quantitative techniques. Findings included the compatibility of self-directed learning with Small Business Development Center educational practices and Delphi panel consensus on 34 training needs assessment items. CONCLUSIONS AND RECOMMENDATIONS: The conclusions were: 1. Self-directed learning is an appropriate framework for instructional system design at Small Business Development Centers. 2. Knowles' Andragogical Process Model is an appropriate foundation upon which to design instructional systems for Small Business Development Centers. 3. A self-directed learning-based training needs assessment model that incorporates the components of Knowles' Andragogical Process Model serves the needs of clients enrolled in the Small Business Management program at Small Business Development Centers. 4. Self-directed learning-based instructional systems for graduate programs in business and adult education will prepare personnel qualified to improve Small Business Development Center and other adult education programs. A model for assessing client training needs at Small Business Development Centers was developed from this study. The model illustrates the integration of self-directed learning with instructional design in Small Business Management programs. Recommendations were made for program development and further research. Self-directed learning-based instructional designs were recommended for Small Business Development Center and adult education program developers. Research is needed to test the model and to conduct action research that includes Small Business Development Center instructors and clients and university professors. Title: A self-directed learning-based model for training needs assessment of clients at small business development centers Author: Good, Glenn C. The purpose of this study was to improve instructional system design at Small Business Development Centers by developing a best practice model for assessing client training needs. Two research questions were addressed: 1. Is self-directed learning an appropriate framework for instructional system design at Small Business Development Centers? 2. What are the components of a self-directed learning-based model for assessing the training needs of Small Business Development Center clients in Small Business Management programs? The theoretical framework that guided the research was constructivism. METHODS: Data collection included: 1) reviews of self-directed learning, instructional system design, needs assessment and Small Business Development Center literature; 2) preliminary interviews of Small Business Development Centers clients and instructors and university professors; 3) facilitation of a Delphi Method (using email); and 4) final interviews of the Delphi panelists. Analysis included qualitative and quantitative techniques. Findings included the compatibility of self-directed learning with Small Business Development Center educational practices and Delphi panel consensus on 34 training needs assessment items. CONCLUSIONS AND RECOMMENDATIONS: The conclusions were: 1. Self-directed learning is an appropriate framework for instructional system design at Small Business Development Centers. 2. Knowles' Andragogical Process Model is an appropriate foundation upon which to design instructional systems for Small Business Development Centers. 3. A self-directed learning-based training needs assessment model that incorporates the components of Knowles' Andragogical Process Model serves the needs of clients enrolled in the Small Business Management program at Small Business Development Centers. 4. Self-directed learning-based instructional systems for graduate programs in business and adult education will prepare personnel qualified to improve Small Business Development Center and other adult education programs. A model for assessing client training needs at Small Business Development Centers was developed from this study. The model illustrates the integration of self-directed learning with instructional design in Small Business Management programs. Recommendations were made for program development and further research. Self-directed learning-based instructional designs were recommended for Small Business Development Center and adult education program developers. Research is needed to test the model and to conduct action research that includes Small Business Development Center instructors and clients and university professors. Close

• 49. [Article] Diagramming practices in open source software development

  Visual information presented in diagrams promotes information processing both in an individual and in collaborative work. Previous literature has identified the role of diagrams in understanding information ...

  Citation × Citation Citation Abstract Copy Title: Diagramming practices in open source software development Author: Chung, Eunyoung Visual information presented in diagrams promotes information processing both in an individual and in collaborative work. Previous literature has identified the role of diagrams in understanding information processing in a variety of disciplines. In software engineering, diagrams are a prevalent method involved in process development: diagrams are used for system comprehension, design of architecture, design and improvement of usability and communication with developers. Free/Open Source software (FOSS) development is a highly distributed environment where developers and users share content over multiple sites and communicate through computer-mediated channels. However, prior research lacks a deep understanding of diagramming practices in OSS. To understand how and why diagramming practices occur in FOSS, we first conducted interviews with nine contributors from a single project, Ubuntu. Next, to generalize our study, we conducted a large-scale survey with contributors from a wide range of FOSS communities as well as follow-up interviews that provided insights into understanding their diagramming practices. We found that although contributors mostly agree that diagram use has positive effects toward development, FOSS contributors occasionally are not willing to use them due to a lack of supporting tools outside of the conventions related to FOSS culture. We propose that diagramming practices can support and promote collaboration in FOSS. This thesis is composed of three manuscripts. First, we study diagramming practices in the Ubuntu project. Second, we report diagramming practices, focusing on design-oriented activities in which developers and designers extensively use diagrams in collocated development. We also investigate whether or not OSS contributors appreciate diagramming practices for design-oriented activities in non-collocated development. We finally report how and why diagramming practices occur in FOSS communities. Title: Diagramming practices in open source software development Author: Chung, Eunyoung Visual information presented in diagrams promotes information processing both in an individual and in collaborative work. Previous literature has identified the role of diagrams in understanding information processing in a variety of disciplines. In software engineering, diagrams are a prevalent method involved in process development: diagrams are used for system comprehension, design of architecture, design and improvement of usability and communication with developers. Free/Open Source software (FOSS) development is a highly distributed environment where developers and users share content over multiple sites and communicate through computer-mediated channels. However, prior research lacks a deep understanding of diagramming practices in OSS. To understand how and why diagramming practices occur in FOSS, we first conducted interviews with nine contributors from a single project, Ubuntu. Next, to generalize our study, we conducted a large-scale survey with contributors from a wide range of FOSS communities as well as follow-up interviews that provided insights into understanding their diagramming practices. We found that although contributors mostly agree that diagram use has positive effects toward development, FOSS contributors occasionally are not willing to use them due to a lack of supporting tools outside of the conventions related to FOSS culture. We propose that diagramming practices can support and promote collaboration in FOSS. This thesis is composed of three manuscripts. First, we study diagramming practices in the Ubuntu project. Second, we report diagramming practices, focusing on design-oriented activities in which developers and designers extensively use diagrams in collocated development. We also investigate whether or not OSS contributors appreciate diagramming practices for design-oriented activities in non-collocated development. We finally report how and why diagramming practices occur in FOSS communities. Close

• 50. [Article] An examination of Oregon Writing Project teachers : a qualitative study of professional development experiences

  This qualitative study examined the influence of the 2011 Oregon Writing Project (OWP) Summer Institute (SI) on the professional development of six teachers in the following ways: 1. The development of ...

  Citation × Citation Citation Abstract Copy Title: An examination of Oregon Writing Project teachers : a qualitative study of professional development experiences Author: Obery, Angela D. This qualitative study examined the influence of the 2011 Oregon Writing Project (OWP) Summer Institute (SI) on the professional development of six teachers in the following ways: 1. The development of case descriptions of teachers' personal and professional backgrounds relevant to their teaching of writing. 2. An examination of the effects of the Summer Institute on participants' self-reported teaching practices, attitudes, and beliefs about the teaching of writing. 3. An examination of participants' perceptions of aspects of the SI program that they deemed 'influential' in their professional development. Data was collected from Summer Institute application materials, written coursework, and follow-up interviews. Using inductive reasoning, systematic analysis of the data resulted in the following findings: 1. Teachers reported a neglect of writing education in their teacher preparation programs, as well as in the professional development programs offered by K-12 schools. 2. Participants tended to report change in their professional and personal practices, attitudes, and beliefs related to writing following the Summer Institute. 3. Participants unanimously identified the characteristics of time and a safe learning environment as significant in their professional development experience. The study suggests the need for more comprehensive inclusion of writing instructional methods in preservice and professional development programs. The study also reinforces pre-existing research that supports professional development models that are designed to be teacher and context-centered within a collaborative community. The present research highlights the need to consider factors of time and participant feelings of "safety" when designing professional development programs. Finally, the study maintains that effective professional development may offer the important teacher learning and confidence needed in K-12 schools Title: An examination of Oregon Writing Project teachers : a qualitative study of professional development experiences Author: Obery, Angela D. This qualitative study examined the influence of the 2011 Oregon Writing Project (OWP) Summer Institute (SI) on the professional development of six teachers in the following ways: 1. The development of case descriptions of teachers' personal and professional backgrounds relevant to their teaching of writing. 2. An examination of the effects of the Summer Institute on participants' self-reported teaching practices, attitudes, and beliefs about the teaching of writing. 3. An examination of participants' perceptions of aspects of the SI program that they deemed 'influential' in their professional development. Data was collected from Summer Institute application materials, written coursework, and follow-up interviews. Using inductive reasoning, systematic analysis of the data resulted in the following findings: 1. Teachers reported a neglect of writing education in their teacher preparation programs, as well as in the professional development programs offered by K-12 schools. 2. Participants tended to report change in their professional and personal practices, attitudes, and beliefs related to writing following the Summer Institute. 3. Participants unanimously identified the characteristics of time and a safe learning environment as significant in their professional development experience. The study suggests the need for more comprehensive inclusion of writing instructional methods in preservice and professional development programs. The study also reinforces pre-existing research that supports professional development models that are designed to be teacher and context-centered within a collaborative community. The present research highlights the need to consider factors of time and participant feelings of "safety" when designing professional development programs. Finally, the study maintains that effective professional development may offer the important teacher learning and confidence needed in K-12 schools Close