Biological surveys of five southern artificial reefs: Oceanside #1, Oceanside #2, Carlsbad, Pacific Beach, and Mission Bay

(Document pdf contains 19 pages)

A report of biological observations at Oceanside #1 and #2 artificial reefs, Carlsbad artificial reef, Pacific Beach artificial reef, and Mission Bay Park artificial reef

(Document pdf contains 22 pages)

Institutional designs to face the dark side of total allowable catches

Setting total allowable catches (TACs) is an endogenous process in which different agents and institutions, often with conflicting interests and opportunistic behaviour, try to influence policy-makers. Such policy-makers, far from being the benevolent social planners many would wish them to be, may also pursue self-interest when making final decisions. Although restricted knowledge of stock abundance and population dynamics, and weakness in enforcement, have effects, these other factors may explain the reason why TAC management has failed to guarantee sustainable exploitation of fish resources. Rejecting the exogeneity of the TAC and taking advantage of fruitful debate on economic policy (i.e. the rules vs. discretion debate, and that surrounding the independence of central banks), two institutional developments are analysed as potential mechanisms to face up to misconceptions about TACs: long-term harvest control rules, and a central bank of fish.

Building an Ocean of Information Drop by Drop : realities of a multi-institutional large scale digitization project

An overview of the workflow process the MBLWHOI Library has created through their digitization efforts with the Internet Archive as the part of two consortial projects. This includes some lessons learned as well as future plans to facilitate access. (21 powerpoint slides)

Ecosystem science capabilities required to support NOAA’s mission in the year 2020

The mission of the National Oceanic and Atmospheric Administration (NOAA) is to understand and predict changes in the Earth’s environment and conserve and manage coastal and marine resources to meet our nation’s economic, social and environmental needs (NOAA, 2004). In meeting its marine stewardship responsibilities, NOAA seeks to ensure the sustainable use of resources and balance competing uses of coastal and marine ecosystems, recognizing both their human and natural components (NOAA, 2004). Authorities for executing these responsibilities come from over 90 separate pieces of Federal legislation, each with unique requirements and responsibilities. Few of these laws explicitly mandate an ecosystem approach to management (EAM) or supporting science. However, resource managers, the science community, and increasingly, the public, are recognizing that significantly greater connectedness among the scientific disciplines is needed to support management and stewardship responsibilities (Browman and Stergiou, 2004; 2005). Neither NOAA nor any other science agency can meet the increasing demand for ecosystem science products addressing each of its mandates individually. Even if it was possible, doing so would not provide the integration necessary to solve the increasingly complex array of management issues. This focus on the integration of science and management responsibilities into an ecosystem view is one of the centerpieces of the U.S. Commission on Ocean Policy’s report (USCOP, 2004), and the Administration’s response to that report in the U.S. Ocean Action Plan (CEQ, 2004). (PDF contains 100 pages)

Emerging Practice in a Digital Age: A guide to technology-enhanced institutional innovation

Since the launch of the JISC guide Innovative Practice with e-Learning (JISC, 2005), so much has changed. At that time, early adopters were exploring the potential of mobile and wireless learning. Since then, the increased availability of public and institutional wireless networks, the emergence of new and more powerful technologies and an increase in personal ownership of these technologies are changing the way we connect, communicate and collaborate. Emerging Practice in a Digital Age, one of a series of Effective Practice guides, draws on recent JISC reports and case studies and looks at how colleges and universities are continuing to embrace innovation and respond to changes in economic, social and technological circumstances in a fastchanging world.

Institutional Approaches to Curriculum Design: final synthesis report

This report provides a final synthesis of findings, deliverables and outcomes from the JISC Institutional Approaches to Curriculum Design Programme (the 'Design Programme'), based on the final reports from projects. The report also includes quotes and commentary from ‘Report to JISC: Senior Management Project Interviews’ produced by Professor Peter Chatterton.

Promoting the institutional repository at the University of West London

Implementing resource discovery techniques at the University of West London Promoting the institutional repository at the University of West London

Enriching the content provided by cultural catalogues with data from institutional repositories

[EN] This paper is an outcome of the ERASMUS IP program called TOPCART, there are more information about this project that can be accessed from the following item:

University of Southampton: Mission Employable case study

Technology for employability: HE case studies

Inland fisheries and aquaculture mission Myanmar

Results of an inland fisheries and aquaculture mission in Myanmar carried out by the Department of Fisheries of Myanmar together with STREAM and NACA to evaluate and plan in the field of inland fisheries from the point of view of livelihoods from freshwater fisheries and aquaculture. (Pdf contains 22 pages)

Conhecimentos pedagógicos como orientação para a "missão docente": a formação na Escola Normal de Niterói na Primeira República (1893-1915)

A dissertação analisa a política de formação docente oferecida pela Escola Normal de Niterói entre 1893 e 1915. O projeto de institucionalização da escolarização de professores representou momento de transformações significativas na profissão, então associada aos ideais de progresso e modernidade republicanos, com destaque para a circulação e apropriação de teorias pedagógicas. Buscou-se conhecer o lugar de tais teorias e dos saberes na formação institucional de professores, visando compreender, em que medida, as representações sobre a missão docente se fez presente nos discursos dos Presidentes de Estado no período. Com esse objetivo, analisamos as reformas de ensino e as frequentes inserções e retiradas de disciplinas escolares, em meio aos intensos debates na esfera governamental sobre o que ensinar ao povo e aos professores. Almejava-se um saber que fosse capaz de ampliar a visão do cidadão brasileiro, modificar seus hábitos e inseri-lo na modernidade, aspectos que condiziam com a construção de um espírito republicano. Para compreender o funcionamento e a contribuição dessa escola para a história da educação fluminense, analisamos a legislação educacional, os programas e as disciplinas, e também alguns exames de admissão e finais dos alunos. Foram utilizadas as mensagens dos presidentes do Estado (1892 a 1918), as leis que reformaram ou regulamentaram a instrução pública (1893, 1895, 1900, 1912 e 1915), em particular a Escola Normal de Niterói, os exames de admissão (1901 a 1908), os exames finais dos alunos (1897 a 1911) e um diário de Geografia (1915). Tais documentos foram analisados à luz de extensa historiografia sobre a formação docente e permitiram conhecer práticas escolares da instituição. As leis que modificaram os programas tentaram imprimir um caráter mais científico ao curso e muito se discutiu sobre a questão prática. Para tanto, as disciplinas tencionavam articular a teoria à experiência corroborando a aptidão do professor. A aprendizagem era verificada por meio de exames finais, que sucediam as sabatinas e as provas. Examinar era um dispositivo de poder que comparava e excluía e não apenas mensurava o conhecimento. Investigar a formação de professores nos levou a olhar as articulações históricas e as relações de forças que a constituíram. A pesquisa documental sugere a necessidade de ampliarmos a visão sobre a formação docente na Primeira República, tendo em vista que houve esforços em se organizar a instrução pública, sobretudo, no que concerne à Escola Normal de Niterói.