Organizational Structures and Strategies For the Hard Clam Aquaculture Industry in Florida

This study provides guidance on statewide organization for the commercial hard clam culture industry in Florida. The study characterizes the structure of and identifies strategies for successful agricultural and aquacultural organizations designed to provide the resources needed to solve current and projected industry problems. Objectives were to 1) characterize the structure of successful and relevant organizations, 2) identify successful revenue generating strategies, 3) provide the hard clam culture industry with options to help facilitate their organizational decisions, and 4) assist clam growers in Florida in developing an umbrella organizational strategy that will meet their future industry needs. (PDF has 60 pages.)

Organic Contaminant Analytical Methods of the National Status and Trends Program: 2000-2006

This document describes the analytical methods used to quantify core organic chemicals in tissue and sediment collected as part of NOAA’s National Status and Trends Program (NS&T) for the years 2000-2006. Organic contaminat analytical methods used during the early years of the program are described in NOAA Technical Memoranda NOS ORCA 71 and 130 (Lauenstein and Cantillo, 1993; Lauenstein and Cantillo, 1998) for the years 1984-1992 and 1993-1996, respectively. These reports are available from our website (http://www.ccma.nos.gov) The methods detailed in this document were utilized by the Mussel Watch Project and Bioeffects Project, which are both part of the NS&T program. The Mussel Watch Project has been monitoring contaminants in bivalves and sediments since 1986 and is the longest active national contaminant monitoring program operating in U.S. costal waters. Approximately 280 Mussel Watch sites are sampled on a biennial and decadal timescale for bivalve tissue and sediment respectively. Similarly, the Bioeffects Assessment Project began in 1986 to characterize estuaries and near coastal environs. Using the sediment quality triad approach that measures; (1) levels of contaminants in sediments, (2) incidence and severity of toxicity, and (3) benthic macrofaunal conmmunities, the Bioeffects Project describes the spatial extent of sediment toxicity. Contaminant assessment is a core function of both projects. These methods, while discussed here in the context of sediment and bivalve tissue, were also used with other matricies including: fish fillet, fish liver, nepheloid layer, and suspended particulate matter. The methods described herein are for the core organic contaminants monitored in the NS&T Program and include polycyclic aromatic hydrocarbons (PAHs), polychlorinated biphenyls (PCBs), butyltins, and organochlorines that have been analyzed consistently over the past 15-20 years. Organic contaminants such as dioxins, perfluoro compounds and polybrominated biphenyl ethers (PBDEs) were analyzed periodically in special studies of the NS&T Program and will be described in another document. All of the analytical techniques described in this document were used by B&B Laboratories, Inc, an affiliate of TDI-Brook International, Inc. in College Station, Texas under contract to NOAA. The NS&T Program uses a performance-based system approach to obtain the best possible data quality and comparability, and requires laboratories to demonstrate precision, accuracy, and sensitivity to ensure results-based performance goals and measures. (PDF contains 75 pages)

Proceedings of the Nineteenth Annual Symposium on Sea Turtle Conservation and Biology, 2-6 March 1999 South Padre Island, Texas, U.S.A.

The 19th Annual Symposium on Sea Turtle Biology and Conservation was the largest to date. The beautiful venue was the South Padre Island Convention Centre on South Padre Island, Texas from March 2-6, 1999. Key features of the 19th were invited talks on the theme The Promise, the Pain, and the Progress of 50 years of Sea Turtle Research and Conservation, a mini-symposium on the Kemp's ridley and an increased emphasis on high quality poster sessions. Hosts for the meeting included Texas A&M University, the Texas Sea Grant College Program, The Gladys Porter Zoo and Sea Turtle, Inc. Co-sponsors included the National Marine Fisheries Service-Southeast Fisheries Science Center, the National Marine Fisheries Service-Protected Resources Branch, Padre Island National Seashore and the U.S. Fish and Wildlife Service. With the assistance of Jack Frazier, we were fortunate to obtain a $30,000 grant from the David and Lucile Packard Foundation. This grant provided travel support to 49 individuals from 24 nations who presented a total of 50 presentations. (PDF contains 309 pages)

Hopwood Hall College: Touchscreen technology overtakes interactive whiteboards as interactive teaching tool of choice

Hopwood Hall is adopting the use of touch screen technology and gradually replacing its interactive whiteboards to improve access to interactive learning. The touch screen monitors connected to LCD TV’s provide a cheaper classroom build with technology that’s more user-friendly and better suited to classroom delivery. Until now, interactive boards had been the mainstay of classrooms but they created teaching barriers for staff including the additional software to learn and master. They are also expensive and often have usability issues with 'pens' not working or having a delay when used as the mouse tool.

Birkenhead Sixth Form College: Opening up remote access to the college network brings wider benefits to all

Birkenhead Sixth Form College implemented a virtual network to open up remote access to the college network for its students, staff and governors. In particular, for childcare students on work placements, this has meant 24/7 secure access to their work and resources, and the ability to make timely updates to their work evidence logs. The impact is better continuity of learning and a dramatic increase in the hand-in rate for work. For the staff, governors and college as a whole, the benefits of anytime-access to the network are more than were envisaged at the outset; not only is it saving them valuable time and eliminating the need for large print runs, it is expected to bring cost-savings to the College in the long term.

Priestley College: How do you successfully develop your new learning space? ...ask your students, of course!

When Priestley College began to plan the redevelopment of its learning resource centre, it continued the culture of student involvement that exists within the College by asking students to help plan and create the new development. This case study describes how the Jisc infoKit on 'Planning and Designing Technology-Rich Learning Spaces' was used as the starting point for ideas and planning, and how the finished development was the recognisable result of students' ideas and plans.

Blackburn College: DIY! College departments catalogue their own technologies on Library Management System for loan

Blackburn College is making use of its Heritage Library Management System (LMS) for a wide variety of loans beyond that of books; this has enabled them to better manage the growing numbers and types of technologies that are being used in teaching and learning. In an additional pilot development, they have taken the bold step of training college departments in cataloguing their own technologies to add to the LMS for loan. This has enabled the departments to keep track of their own equipment easily, and provided a more consistent approach to equipment loan within the College.

Bolton Sixth Form College: The springboard project

Mishka Fielding, Learning Resources Manager with the help of Anthony Beal, e-Learning Adviser, RSC Northwest, created a one-hour interactive session to promote Learning Resources and Information Literacy to staff and students within the College. These sessions successfully promoted the department, increasing their stock circulation by 50% and their usage of e-books, putting them 1st out of 200 in the ‘Jisc Collections Project’.

Xaverian College: Seeing the long term benefit of personalised learning with bespoke VLE

Xaverian College has created a bespoke web-based solution for the academic, pastoral, managerial and administrative requirements of the College that is accessible to all staff and students. Their VLE/ILP intranet system is cutting edge as it offers a remarkable degree of integration because of its holistic approach and is very ‘student-friendly’.

Oldham College: Using online courses and e-Assessment

Oldham College have used on-line learning to offer certificated courses in Internet Safety, Environmental Sustainability, Health and Safety and Personal Finance whilst at the same time freeing up teaching staff and obtaining funding.

Thurrock Adult Community College: All aboard! Let's learn!

Through LSC funding, Thurrock Adult Community College (TACC) purchased a single-deck bus, equipped with all the essential equipment that has allowed them to deliver fundamental IT skills within local communities. The bus travels to various local towns and villages which in turn has brought learning to the learners. This has proved to be very useful for those who perhaps have difficulty travelling to the main campuses or do not have the confidence to enrol on a course.

South Essex College: Learner voice - a 360-degree approach

South Essex College has developed a college intranet called C_Space. This has grown from a handful of HTML pages to an intranet hosting 70 in-house developed applications and two million staff and student-generated pages. In the past three years, the College has developed a range of social networking tools within the site to engage students. This has provided a 360-degree appraisal system for the College, which has informed the content and design of the intranet, as well as influenced the overall development of the College.

Huntingdonshire Regional College: e-Portfolio system motors students to success and improves organisational efficiency

By introducing the OneFile e–portfolio system, the Motor Vehicle department at Huntingdonshire Regional College has revolutionised its teaching and learning delivery, improved organisational efficiency, and helped students achieve qualifications quicker. Bundles of paper have been scrapped, students can now upload video and audio as reflective evidence, and assessors no longer have to go on unnecessary visits to collect papers and signatures. What's more, the department has saved time and money, diversified learning and made an impact on its carbon footprint.

Chelmsford College: Full circle – using systems integration to enhance observation, appraisal and CPD

Chelmsford College has created an observation, appraisal and continuing professional development (CPD) cycle by successfully integrating a collection of bespoke web-based systems together within its intranet. Students have benefitted from improved teaching and learning because of the rapid, transparent and thorough cycle of staff being observed, appraised and given appropriate CPD. The College has also saved time and money by being able to use single-source data to schedule observations, appraisals and CPD to individuals' needs.