SOCIAL, ECONOMIC, AND INSTITUTIONAL INCENTIVES TO DRAIN OR PRESERVE PRAIRIE WETLANDS

Land Economics/Use,

When the fingers do the talking: A study of group participation for different kinds of shareable surfaces

and other research outputs When the fingers do the talking: A study of group par-ticipation for different kinds of shareable surface

Overcoming Barriers: How Community College Faculty Successfully Overcome Barriers to Participation in Distance Education

To determine the primary barriers encountered by community college faculty in participating in distance education, community college faculty and administrators from community colleges in North Carolina and Virginia were surveyed using both quantitative and qualitative methods. Two separate online surveys were provided to faculty and distance education administrators (including chief academic officers) that included demographic questions and barrier assessment questions for both groups. Follow-up interviews were conducted among faculty and administrators at colleges that self-reported having successful or poorly performing distance education programs. To further frame the attributes of faculty participators and non-participators in distance education, the diffusion of innovations theory (Rogers, 1995) was used to assess the survey results. The results showed that the faculty group that engage in distance education tend to be individuals with full-time status, possessing significant amount of community college teaching experience, and possessing characteristics that align themselves closely with innovators and early adopters of innovations as described by the diffusion of innovations theory. Conversely, faculty with less college teaching experience and tendencies of early and late majority types relative to adoption of innovations or technology were shown to not engage in distance education. The faculty reported that the main obstacles to participation in distance education included \u27faculty workload\u27, \u27lack of faculty compensation\u27, \u27the quality of students\u27, \u27additional responsibilities\u27, \u27the quality of distance courses\u27, and \u27the strong need for direct in-class contact with students\u27 as the major barriers to their participation in distance education. The study showed that administrators feel the biggest barrier to faculty participation is the lack of a strong technological background. The results of the survey also revealed that two categories of barriers to participation in distance education that were not reported in the literature, \u27philosophy and belief and \u27no opportunity\u27

Developing the Evaluation Framework of Technology Foresight Program: Lesson Learned from European Countries

Atlanta Conference on Science and Innovation Policy 2009This presentation was part of the session : Roundtables on Methods, Measures, and DataThis material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder. ©2009 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.Foresight activities are valued in many countries since 1990s due to their long term strategic planning. These governments consequently allocate most resources in these foresight activities. As a result, the paper mainly develops the evaluation framework of technology foresight program, by integrating the concepts of evaluation and logic framework with the experience of foresight evaluation from developed countries, for instance European Union, Britain etc., to realize the outcomes of implementing foresight activities. Taking Sweden as a case study, the paper is also proposed to show the effectiveness of this new framework

Quantifying Peoples' Participation and Psychological Empowerment: A Model of Individual Behavior in Nepal

Occasional Papers in Sociology and Anthropology - Volume 8, 200

Social networks in east Cleveland: a study of powerlessness and non-participation

This thesis is based on material gathered as part of a larger, multi-methodological study of public participation in Structure Planning in Cleveland County in the North East of England. The variations in local responses to planning policies were investigated through the use of the social networks approach, in which the interaction between individuals and sets of individuals was the main focus of the analysis. The case-study in this thesis covers an area in which there was little, if any, response to the Structure Plans. It is, therefore, primarily an explanation of non-participation. The former "ironstone mining settlements of the Skelton and Brotton area of East Cleveland are marked by declining employment opportunities, poor roads and facilities, and much old and obsolete housing. The image of dereliction, fragmentation and deprivation is reinforced by the planners' treatment of the area, both in the plans and in the way that public participation in the area was managed. Analysis of interaction in networks shows some inter- penetration of group membership, but no coherent, enduring involvement by participators from more than one village together, raising questions of cohesion and conflict. Within the context of fragmentation and competition between villages, the impact of major demolition and renovation schemes is assessed. The explanation of non-participation in a situation of clear inequality and disadvantage necessitates the use of power theory of a more radical type than that which has usually been applied to the inherently political process of planning. A theoretical frame work adequate to deal with the powerlessness of a population whose interests are adversely affected by those in power, is a modified version of Lukes' three-dimensional approach. Ideological factors such as deference can thus be related to the acquiescence found

Introducing built environment to children: Learning through the recent practices of architecture organizations in Turkey

Thesis (Master)--İzmir Institute of Technology, Architecture, İzmir, 2013Includes bibliographical references (leaves: 93-96)Text in English; Abstract: Turkish and Englishxi, 112 leavesThis academic study investigates the varying approaches for introducing built environment to children through the practices of architecture organizations in Turkey, namely the studies of built environment education. The practices of built environment education are novel and improving field of inquiry for Turkey which have influence for varying disciplines and also for the built environment itself. The purpose of the thesis is first to identify and examine the notions belongs to both built environment and built environment education. This theoretical attempt is to understand and learn from the documented practices of built environment education for the children in international and national scale. Secondly, the thesis focuses on and criticizes the selected cases from Ankara and İzmir in order to construct the implementation mapping to compare each selected educational practices. Besides, the study offers and implements an alternative case analysis in Turunç town / Muğla in the context of built environment education as a result of the examinations and observations of the previous studies held in local and international level. This special case is examined and evaluated as a part of the workshop series of “Turunç Mud Brick Preschool Workshops†. This analysis is to pursuit the ways of establishing an interactive learning and collaborating platform with the children, the local people, the volunteers and the professionals worked in Turunç within the same collective purpose for the awareness of built environment. Key words: architecture organizations, built environment, built environment education, children and architecture