Ethics in science: enhancing the democratisation of knowledge production in transdisciplinary research partnerships for sustainable development

Better access to knowledge and knowledge production has to be reconsidered as key to successful individual and social mitigation and adaptation strategies for global change. Indeed, concepts of sustainable development imply a transformation of science towards fostering democratisation of knowledge production and the development of knowledge societies as a strategic goal. This means to open the process of scientific knowledge production while simultaneously empowering people to implement their own visions for sustainable development. Advocates of sustainability science support this transformation. In transdisciplinary practice, they advance equity and accountability in the access to and production of knowledge at the science–society interface. UNESCO points to advancements, yet Northern dominance persists in knowledge production as well as in technology design and transfer. Further, transdisciplinary practice remains experimental and hampered by inadequate and asymmetrically equipped institutions in the North and South and related epistemological and operational obscurity. To help identify clear, practicable transdisciplinary approaches, I recommend examining the institutional route – i.e., the learning and adaptation process – followed in concrete cases. The transdisciplinary Eastern and Southern Africa Partnership Programme (1998–2013) is a case ripe for such examination. Understanding transdisciplinarity as an integrative approach, I highlight ESAPP’s three key principles for a more democratised knowledge production for sustainable development: (1) integration of scientific and “non-scientific” knowledge systems; (2) integration of social actors and institutions; and (3) integrative learning processes. The analysis reveals ESAPP’s achievements in contributing to more democratic knowledge production and South ownership in the realm of sustainable development.

Knowledge as a resource: enhancing the democratisation of knowledge production in transdisciplinary research partnerships for sustainable development

Better access to knowledge and knowledge production has to be reconsidered as key to successful individual and social mitigation and adaptation strategies for global change. Indeed, concepts of sustainable development imply a transformation of science (Lubchenco 1998; WBGU 2011 and 2012) towards fostering democratisation of knowledge production as a contribution to the development of knowledge societies as a strategic goal (UNESCO 2005). This means to open the process of scientific knowledge production while simultaneously empowering people to implement their own visions for sustainable development. Advocates of sustainability science support this transformation. In transdisciplinary practice, they advance equity and accountability in the access to and production of knowledge at the science–society interface (Hirsch Hadorn et al 2006; Hirsch Hadorn et al 2008; Jäger 2009; Adger and Jordan 2009; KFPE 2012). UNESCO (2010) points to advancements, yet Northern dominance persists in knowledge production as well as in technology design and transfer (Standing and Taylor 2007; Zingerli 2010). Further, transdisciplinary practice remains experimental and hampered by inadequate and asymmetrically equipped institutions in the North and South and related epistemological and operational obscurity (Wiesmann et al 2011). To help identify clear, practicable transdisciplinary approaches, I recommend examining the institutional route (Mukhopadhyay et al 2006) – i.e., the learning and adaptation process – followed in concrete cases. The transdisciplinary Eastern and Southern Africa Partnership Programme (1998–2013) is a case ripe for such examination. Understanding transdisciplinarity as an integrative approach (Pohl et al 2008; Stock and Burton 2011), I highlight ESAPP’s three key principles for a more democratised knowledge production for sustainable development: (1) integration of scientific and “non-scientific” knowledge systems; (2) integration of social actors and institutions; and (3) integrative learning processes. The analysis reveals ESAPP’s achievements in contributing to more democratic knowledge production and South ownership in the realm of sustainable development.

Software Development in the Cloud: Exploring the Affordances of Platform-as-a-Service

Software development teams increasingly adopt platform-as-a-service (PaaS), i.e., cloud services that make software development infrastructure available over the internet. Yet, empirical evidence of whether and how software development work changes with the use of PaaS is difficult to find. We performed a grounded-theory study to explore the affordances of PaaS for software development teams. We find that PaaS enables software development teams to enforce uniformity, to exploit knowledge embedded in technology, to enhance agility, and to enrich jobs. These affordances do not arise in a vacuum. Their emergence is closely interwoven with changes in methodologies, roles, and norms that give rise to self-organizing, loosely coupled teams. Our study provides rich descriptions of PaaS-based software development and an emerging theory of affordances of PaaS for software development teams.

Competition between firms in developing and developed countries

We analyze competition in emerging markets between firms in developing and developed countries from the viewpoint of the boundaries of the firm. Although indigenous firms generally face a disadvantage in technology compared with foreign firms, they have an advantage in marketing as local firms. Moreover, they have opportunities to leave weaker fields to independent specialized firms and use lower wages. On the other hand, foreign firms also have their own advantages and disadvantages for growth. Therefore, entry conditions for indigenous firms can vary greatly depending on the situation. We classify these conditions into eight cases by developing a model and showing each boundary choice for indigenous firms.

Accessing advanced computational resources in Africa through Cloud Computing

Low resources in many African locations do not allow many African scientists and physicians to access the latest advances in technology. This deficiency hinders the daily life of African professionals that often cannot afford, for instance, the cost of internet fees or software licenses. The AFRICA BUILD project, funded by the European Commission and formed by four European and four African institutions, intends to provide advanced computational tools to African institutions in order to solve current technological limitations. In the context of AFRICA BUILD we have carried out, a series of experiments to test the feasibility of using Cloud Computing technologies in two different locations in Africa: Egypt and Burundi. The project aims to create a virtual platform to provide access to a wide range of biomedical informatics and learning resources to professionals and researchers in Africa.

One or two poles of attraction in the international technological cooperation process?

In recent years, international cooperation processes have become a key mechanism for companies to internationalise their innovative activities, par ticularly in the case of small businesses whose size reduces their possibilities of developing internationalisation strategies autonomously in the same way as larger companies. In Spain, the existence of two parallel programmes with similar structures oriented towards Europe (EUREKA) and Latin America (IBEROEKA) raises the question as to whether the fact that companies participate in only one (unipolar) or both (bipolar) of these programmes is the result of a selection process, which, in turn, results in the existence of different collectives with different efficiency parameters. The aim of this study is to provide a comparative analysis based on the final reports of Spanish companies that have participated in the EUREKA programme. Two groups of companies were compared: one comprising companies that have only had international experience in Europe (EUREKA); and another formed by companies that have also carried out IBEROEKA projects. The conclusions confirm that the behaviour of both groups of companies differs substantially and reveal the importance of geographical perspective in the analysis of international cooperation in technology. This disparate behaviour is a relevant aspect that must be taken into account when designing policies to promote international technological cooperation.

Proposal of a trust and reputation model to provide recommendation in open quality oriented environments

El auge y penetración de las nuevas tecnologías junto con la llamada Web Social están cambiando la forma en la que accedemos a la medicina. Cada vez más pacientes y profesionales de la medicina están creando y consumiendo recursos digitales de contenido clínico a través de Internet, surgiendo el problema de cómo asegurar la fiabilidad de estos recursos. Además, un nuevo concepto está apareciendo, el de pervasive healthcare o sanidad ubicua, motivado por pacientes que demandan un acceso a los servicios sanitarios en todo momento y en todo lugar. Este nuevo escenario lleva aparejado un problema de confianza en los proveedores de servicios sanitarios. Las plataformas de eLearning se están erigiendo como paradigma de esta nueva Medicina 2.0 ya que proveen un servicio abierto a la vez que controlado/supervisado a recursos digitales, y facilitan las interacciones y consultas entre usuarios, suponiendo una buena aproximación para esta sanidad ubicua. En estos entornos los problemas de fiabilidad y confianza pueden ser solventados mediante la implementación de mecanismos de recomendación de recursos y personas de manera confiable. Tradicionalmente las plataformas de eLearning ya cuentan con mecanismos de recomendación, si bien están más enfocados a la recomendación de recursos. Para la recomendación de usuarios es necesario acudir a mecanismos más elaborados como son los sistemas de confianza y reputación (trust and reputation) En ambos casos, tanto la recomendación de recursos como el cálculo de la reputación de los usuarios se realiza teniendo en cuenta criterios principalmente subjetivos como son las opiniones de los usuarios. En esta tesis doctoral proponemos un nuevo modelo de confianza y reputación que combina evaluaciones automáticas de los recursos digitales en una plataforma de eLearning, con las opiniones vertidas por los usuarios como resultado de las interacciones con otros usuarios o después de consumir un recurso. El enfoque seguido presenta la novedad de la combinación de una parte objetiva con otra subjetiva, persiguiendo mitigar el efecto de posibles castigos subjetivos por parte de usuarios malintencionados, a la vez que enriquecer las evaluaciones objetivas con información adicional acerca de la capacidad pedagógica del recurso o de la persona. El resultado son recomendaciones siempre adaptadas a los requisitos de los usuarios, y de la máxima calidad tanto técnica como educativa. Esta nueva aproximación requiere una nueva herramienta para su validación in-silico, al no existir ninguna aplicación que permita la simulación de plataformas de eLearning con mecanismos de recomendación de recursos y personas, donde además los recursos sean evaluados objetivamente. Este trabajo de investigación propone pues una nueva herramienta, basada en el paradigma de programación orientada a agentes inteligentes para el modelado de comportamientos complejos de usuarios en plataformas de eLearning. Además, la herramienta permite también la simulación del funcionamiento de este tipo de entornos dedicados al intercambio de conocimiento. La evaluación del trabajo propuesto en este documento de tesis se ha realizado de manera iterativa a lo largo de diferentes escenarios en los que se ha situado al sistema frente a una amplia gama de comportamientos de usuarios. Se ha comparado el rendimiento del modelo de confianza y reputación propuesto frente a dos modos de recomendación tradicionales: a) utilizando sólo las opiniones subjetivas de los usuarios para el cálculo de la reputación y por extensión la recomendación; y b) teniendo en cuenta sólo la calidad objetiva del recurso sin hacer ningún cálculo de reputación. Los resultados obtenidos nos permiten afirmar que el modelo desarrollado mejora la recomendación ofrecida por las aproximaciones tradicionales, mostrando una mayor flexibilidad y capacidad de adaptación a diferentes situaciones. Además, el modelo propuesto es capaz de asegurar la recomendación de nuevos usuarios entrando al sistema frente a la nula recomendación para estos usuarios presentada por el modo de recomendación predominante en otras plataformas que basan la recomendación sólo en las opiniones de otros usuarios. Por último, el paradigma de agentes inteligentes ha probado su valía a la hora de modelar plataformas virtuales complejas orientadas al intercambio de conocimiento, especialmente a la hora de modelar y simular el comportamiento de los usuarios de estos entornos. La herramienta de simulación desarrollada ha permitido la evaluación del modelo de confianza y reputación propuesto en esta tesis en una amplia gama de situaciones diferentes. ABSTRACT Internet is changing everything, and this revolution is especially present in traditionally offline spaces such as medicine. In recent years health consumers and health service providers are actively creating and consuming Web contents stimulated by the emergence of the Social Web. Reliability stands out as the main concern when accessing the overwhelming amount of information available online. Along with this new way of accessing the medicine, new concepts like ubiquitous or pervasive healthcare are appearing. Trustworthiness assessment is gaining relevance: open health provisioning systems require mechanisms that help evaluating individuals’ reputation in pursuit of introducing safety to these open and dynamic environments. Technical Enhanced Learning (TEL) -commonly known as eLearning- platforms arise as a paradigm of this Medicine 2.0. They provide an open while controlled/supervised access to resources generated and shared by users, enhancing what it is being called informal learning. TEL systems also facilitate direct interactions amongst users for consultation, resulting in a good approach to ubiquitous healthcare. The aforementioned reliability and trustworthiness problems can be faced by the implementation of mechanisms for the trusted recommendation of both resources and healthcare services providers. Traditionally, eLearning platforms already integrate recommendation mechanisms, although this recommendations are basically focused on providing an ordered classifications of resources. For users’ recommendation, the implementation of trust and reputation systems appears as the best solution. Nevertheless, both approaches base the recommendation on the information from the subjective opinions of other users of the platform regarding the resources or the users. In this PhD work a novel approach is presented for the recommendation of both resources and users within open environments focused on knowledge exchange, as it is the case of TEL systems for ubiquitous healthcare. The proposed solution adds the objective evaluation of the resources to the traditional subjective personal opinions to estimate the reputation of the resources and of the users of the system. This combined measure, along with the reliability of that calculation, is used to provide trusted recommendations. The integration of opinions and evaluations, subjective and objective, allows the model to defend itself against misbehaviours. Furthermore, it also allows ‘colouring’ cold evaluation values by providing additional quality information such as the educational capacities of a digital resource in an eLearning system. As a result, the recommendations are always adapted to user requirements, and of the maximum technical and educational quality. To our knowledge, the combination of objective assessments and subjective opinions to provide recommendation has not been considered before in the literature. Therefore, for the evaluation of the trust and reputation model defined in this PhD thesis, a new simulation tool will be developed following the agent-oriented programming paradigm. The multi-agent approach allows an easy modelling of independent and proactive behaviours for the simulation of users of the system, conforming a faithful resemblance of real users of TEL platforms. For the evaluation of the proposed work, an iterative approach have been followed, testing the performance of the trust and reputation model while providing recommendation in a varied range of scenarios. A comparison with two traditional recommendation mechanisms was performed: a) using only users’ past opinions about a resource and/or other users; and b) not using any reputation assessment and providing the recommendation considering directly the objective quality of the resources. The results show that the developed model improves traditional approaches at providing recommendations in Technology Enhanced Learning (TEL) platforms, presenting a higher adaptability to different situations, whereas traditional approaches only have good results under favourable conditions. Furthermore the promotion period mechanism implemented successfully helps new users in the system to be recommended for direct interactions as well as the resources created by them. On the contrary OnlyOpinions fails completely and new users are never recommended, while traditional approaches only work partially. Finally, the agent-oriented programming (AOP) paradigm has proven its validity at modelling users’ behaviours in TEL platforms. Intelligent software agents’ characteristics matched the main requirements of the simulation tool. The proactivity, sociability and adaptability of the developed agents allowed reproducing real users’ actions and attitudes through the diverse situations defined in the evaluation framework. The result were independent users, accessing to different resources and communicating amongst them to fulfil their needs, basing these interactions on the recommendations provided by the reputation engine.

Caracterización de la cerámica para su empleo como material de enfriamiento evaporativo en la envolvente de los edificios = Ceramic characterization towards its application as evaporative cooling material in building envelopes

El presente trabajo de investigación determina las características de la cerámica que más eficientemente se comporta a evaporación y a enfriamiento. Con el objeto de ser empleado como material integrado en la envolvente de los edificios para reducir su carga de refrigeración. La cerámica es un buen material para ser empleado para la refrigeración por evaporación. Es un sólido poroso inerte que, tras ser sometido a cocción a temperaturas por encima de los 900ºC, resulta uno de los materiales que mejor se comportan como contenedor de agua en su red capilar para, posteriormente, ir liberándola por evaporación al mismo tiempo que se enfría su superficie. La metodología general de investigación, se divide en tres etapas: Búsqueda y análisis del estado de la técnica y de la investigación. Estudio teórico de la eficacia del enfriamiento evaporativo como estrategia de enfriamiento pasivo en la arquitectura. Etapa experimental, desarrollada en tres fases: una primera de definición de los parámetros determinantes del Enfriamiento Evaporativo en piezas cerámicas, una segunda de selección cerámica y diseño de ensayos experimentales y una tercera de caracterización de la cerámica bajo criterios de evaporación y de enfriamiento. El recorrido por el estado de la cuestión ha identificado las aplicaciones tecnológicas y las investigaciones científicas que emplean el Enfriamiento Evaporativo con piezas cerámicas como técnica de enfriamiento. Como resultado se ha obtenido una tabla de clasificación de sistemas de enfriamiento evaporativo y se ha constatado que el conjunto de las aplicaciones están centradas en el diseño de piezas o sistemas pero que, sin embargo, no existe una definición de las características de la cerámica para su empleo como material de enfriamiento por evaporación. El estudio teórico de la eficacia del empleo del enfriamiento evaporativo como estrategia de enfriamiento pasivo en la arquitectura se ha realizado mediante cálculos de porcentaje de ampliación de horas en confort con empleo de técnicas de enfriamiento evaporativo directo e indirecto (EED y EEI). Como resultado se obtienen unos mapas para el ámbito español de potencial de aplicación del EED y EEI. Los resultados permiten afirmar que mediante EE se puede llegar a confort en prácticamente la totalidad de las horas de los días más cálidos del año en muchas localidades. La metodología experimental se ha desarrollado en tres fases. En la fase inicial, se han definido los parámetros determinantes del enfriamiento evaporativo en un medio cerámico mediante ensayos experimentales de capacidad de evaporación y de caracterización. Se realizaron un total de 12 ensayos. Se determinó que el material cerámico tiene una gran influencia en la capacidad de evaporación y enfriamiento en las piezas cerámicas, apoyando la hipótesis inicial y la necesidad de caracterizar el material. La primera fase empírica se centró en la selección cerámica y el diseño de los ensayos experimentales de comportamiento hídrico. Se seleccionaron muestras de 5 tipos de cerámica. Se realizaron 4 tipos de ensayos de caracterización y 6 tipos de ensayos experimentales de comportamiento hídrico (total 123 muestras ensayadas). Los resultados obtenidos son de dos tipos, por un lado, se determinó cuál es el tipo de cerámica que más eficientemente se comporta a EE y, por otro, se rediseñaron los ensayos de la última fase experimental. Para la segunda fase experimental se seleccionaron cerámicas de fabricación manual abarcando el mayor número de localidades del ámbito español. Se realizaron ensayos de caracterización de 7 tipos y ensayos de comportamiento hídrico de 5 tipos (total 197 muestras ensayadas). Los resultados de caracterización han permitido aportar unos rangos de las características de la cerámica que más eficientemente se comporta en los ensayos de comportamiento hídrico. Al final de la investigación se ha caracterizado el material cerámico aportando características acerca de su porosidad, capacidad de absorción, color, rugosidad y mineralogía. Así como datos de referencia de su comportamiento hídrico. Además se ha desarrollado una metodología de ensayo específica que permite evaluar la capacidad de enfriamiento eficiente de una pieza cerámica. ABSTRACT The purpose of this research is to determine the characteristics of ceramic materials having the most efficient performance in terms of evaporation and cooling, so that they can be integrated in building envelopes to reduce cooling loads. Ceramics are suitable materials for cooling through passive evaporation. After being fired at temperatures over 900 °C (1,652 °F), the capillary network of this inert porous medium turns to be excellent to retain water, which is progressively liberated by evaporation while the material surface gets colder. Research methodology has involved the following steps: Search and analysis on the state of the art in technology and research. Theoretical study on the efficiency of evaporation as passive cooling strategies in buildings. Experimental stage developed in three phases, namely: definition of parameters determining evaporative cooling in ceramic elements; ceramic selection and design of experimental tests; characterization of ceramic materials under evaporation and cooling criteria. Search and analysis on the state of the art in this field have been useful to identify technology applications and scientific research where ceramics are employed for evaporative cooling. The resulting table shows that applications are wholly focused on the design of pieces and systems. Nonetheless, there is lack of definition of material characteristics in this scope. The theoretical study on efficiency of the passive strategy applied to buildings has been realized by calculation of the percentage increase in comfort hours through direct/indirect evaporative cooling techniques (DEC/IEC). The mapping of their potential application in Spain clearly shows that comfort conditions can be reached in almost all the hours of the hottest days in many towns. In the initial phase of the experimental stage, parameters determining evaporative cooling in ceramic media have been defined. For this purpose, characterization tests and evaporation and cooling rates experiments have been carried out; the number of samples tested amounted to 12. It has been concluded that material characteristics have great influence on these rates, which supports the initial hypothesis and the need for their characterization. The first empirical phase has focused on ceramic selection and design of water behaviour experimental methods. The samples covered five different kinds of ceramic materials. Four different characterization tests and six different water behaviour experiments were carried out; the number of samples tested amounted to 123. The experimental testing procedures served to determine the most efficient types of ceramic materials in terms of evaporative cooling efficiency and, at the same time, made it necessary to change the original designed experimental test for the last phase. In the second phase, a number of varied hand-made ceramic tiles have been selected. Seven different characterization tests and five different water behaviour tests were carried out; the number of samples amounted to 197. The results of characterization served to establish a range of features in ceramic materials according to their efficiency in water behaviour experiments. Finally, ceramic materials have been characterized according to porosity, water absorption, colour, surface roughness and mineralogy. Also, reference data regarding water behaviour have been included. Moreover, an innovative and specific experimental test to evaluate cooling efficiency of ceramic tiles has been developed.

O ESTUDANTE DA EAD (EDUCAÇÃO A DISTÂNCIA): UM ESTUDO DE PERFIL E INTERAÇÃO GERACIONAL

A aprendizagem formal e tradicional tem dado lugar a um cenário desafiador no qual educador e educando não comungam do mesmo espaço físico. A Educação a Distância (EAD), ainda é vista como uma solução que agrega cada vez mais alunos de diferentes idades que desejam uma graduação de ensino superior ou a continuidade dela. A pesquisa com o título: “O estudante da EAD (educação a distância): um estudo de perfil e interação geracional” propõe conhecer as características do perfil atual do estudante da EAD, abordando o diálogo entre as gerações no ambiente social escolar. O enfoque da pesquisa é qualitativa, exploratória e descritiva com dados que foram coletados através de entrevista com 08 alunos das gerações X e Y para assim entender se este perfil tem sido renovado com alunos mais jovens, do que a faixa etária de 25 a 45 anos. O resultado demonstra que alunos na faixa de 17 a 24 anos a cada ano aumentam 1% das matrículas. Já a faixa de 25 a 45 anos prevalece com 70% das matrículas. Portanto, este resultado revela que o perfil do aluno EAD ainda é o do jovem adulto, para adulto mais experiente, que busca a graduação com o propósito de progressão no ambiente profissional. As duas gerações citadas geração X e geração Y, mesmo em contextos históricos diferenciados de valores, crenças e comportamentos participam atualmente de uma transformação social que contempla os meios de produção do trabalho, a formação educacional e as relações sociais. O diálogo intergeracional direciona a um aprendizado compartilhado, participativo na troca de experiências mutuas. Para a geração X o jovem atual não é mais nomeado como o que precisa escutar e aprender, mas tem muito a partilhar, principalmente diante da facilidade com os meios tecnológicos. E para a geração Y, na partilha não há barreiras de idade, mas a segurança de interagir e se comunicar diante da troca de experiências

Long-term change in the organization of inventive activity

Relying on a quantitative analysis of the patenting and assignment behavior of inventors, we highlight the evolution of institutions that encouraged trade in technology and a growing division of labor between those who invented new technologies and those who exploited them commercially over the nineteenth and early-twentieth centuries. At the heart of this change in the organization of inventive activity was a set of familiar developments which had significant consequences for the supply and demand of inventions. On the supply side, the growing complexity and capital intensity of technology raised the amount of human and physical capital required for effective invention, making it increasingly desirable for individuals involved in this activity to specialize. On the demand side, the growing competitiveness of product markets induced firms to purchase or otherwise obtain the rights to technologies developed by others. These increasing incentives to differentiate the task of invention from that of commercializing new technologies depended for their realization upon the development of markets and other types of organizational supports for trade in technology. The evidence suggests that the necessary institutions evolved first in those regions of the country where early patenting activity had already been concentrated. A self-reinforcing process whereby high rates of inventive activity encouraged the evolution of a market for technology, which in turn encouraged greater specialization and productivity at invention as individuals found it increasingly feasible to sell and license their discoveries, appears to have been operating. This market trade in technological information was an important contributor to the achievement of a high level of specialization at invention well before the rise of large-scale research laboratories in the twentieth century.

Investigating and Understanding Student Learning Outcomes in an Online and Face-to-Face Graduate Level Legal Administration Course: An Embedded Mixed Methods Design

Online education is a new teaching and learning medium with few current guidelines for faculty, administrators or students. Its rapid growth over the last decade has challenged academic institutions to keep up with the demand, while also providing a quality education. Our understanding of the factors that determine quality and effective online learning experiences that lead to student learning outcomes is still evolving. There is a lack of consensus on the effectiveness of online versus face-to-face education in the current research. The U.S. Department of Education conducted a meta-analysis in 2009 and concluded that student-learning outcomes in online courses were equal to and, often times, better than face-to-face traditional courses. Subsequent research has found contradictory findings, and further inquiry is necessary. The purpose of this embedded mixed methods design research study is to further our understanding of the factors that create quality and successful educational outcomes in an online course. To achieve this, the first phase of this study measured and compared learning outcomes in an online and in class graduate-level legal administration course. The second phase of the study entailed interviews with those students in both the online and face-to-face sections to understand their perspectives on the factors contributing to learning outcomes. Six themes emerged from the qualitative findings: convenience, higher order thinking, discussions, professor engagement, professor and student interaction, and face-to-face interaction. Findings from this study indicate the factors students perceive as contributing to learning outcomes in an online course are consistent among all students and are supported in the existing literature. Higher order thinking, however, emerged as a stronger theme than indicated in the current research, and the face-to-face nature of the traditional classroom may be more an issue of familiarity than a factor contributing to learning outcomes. As education continues to reach new heights and developments in technology advance, the factors found to contribute to student learning outcomes will be refined and enhanced. These developments will continue to transform the ways in which we deliver and receive knowledge in both traditional and online classrooms. While there is a growing body of research on online education, the field’s evolution has unsettled earlier findings and posed new areas to investigate.

Land, Labour and Capital Markets in European Agriculture: Diversity under a Common Policy. CEPS Paperback. October 2013

Well-functioning factor markets are an essential condition for the competitiveness and sustainable development of agriculture and rural areas. At the same time, the functioning of the factor markets themselves is influenced by changes in agriculture and the rural economy. Such changes can be the result of progress in technology, globalisation and European market integration, changing consumer preferences and shifts in policy. Changes in the Common Agricultural Policy (CAP) over the last decade have particularly affected the rural factor markets. This book analyses the functioning of factor markets for agriculture in the EU-27 and several candidate countries. Written by leading academics and policy analysts from various European countries, these chapters compare the different markets, their institutional framework, their impact on agricultural development and structural change, and their interaction with the CAP. As the first comparative study to cover rural factor markets in Europe, highlighting their diversity − despite the Common Agricultural Policy and an integrated single market − Land, Labour & Capital Markets in European Agriculture provides a timely and valuable source of information at a time of further CAP reform and the continuing transformation of the EU's rural areas.

Hydroaccoustic pinging as a diver tool for underwater navigation in surveying Puget Sound Eelgrass (Zostera marina) densities

Senior thesis written for Oceanography 445

Individual and Organizational Factors Influencing Technology Adoption for Construction Safety

Thesis (Master's)--University of Washington, 2016-06

Meaningful Interaction in Virtual Learning Environments

There is still a great deal of opportunity for research on contextual interactive immersion in virtual heritage environments. The general failure of virtual environment technology to create engaging and educational experiences may be attributable not just to deficiencies in technology or in visual fidelity, but also to a lack of contextual and performative-based interaction, such as that found in games. However, there is little written so far on exactly how game-style interaction can help improve virtual learning environments.