"Estimating the Impact of Whaling on Global Whale Watching"

After the commercial whaling moratorium was enacted in 1986, whale watching became one of the fastest growing tourism industries worldwide. As whaling was regarded as an activity incompatible with whale watching, the possible resumption of commercial whaling caused an urgent need to investigate the potential negative effects of whaling on the whale-watching industry. We examine the potential impacts of whaling on the global whale-watching tourism industry using unbalanced panel data model. The empirical results indicate that the resumption of commercial whaling has the potential for a negative effect on the global whale-watching industry, especially for nations that are engaged in whaling.

Estimating the Impact of Whaling on Global Whale Watching

After a commercial whaling moratorium was enacted in 1986, whale watching became one of the fastest growing tourism industries worldwide. As whaling is regarded as an activity that is incompatible with whale watching, the possible resumption of commercial whaling has caused an urgent need to investigate the potential negative effects of whaling on the whale-watching industry. We examine the potential impacts of whaling on the global whale-watching tourism industry using an unbalanced panel data model. The empirical results indicate that the resumption of commercial whaling has the potential for a negative effect on the global whale-watching industry, especially for nations that are engaged in whaling.Global whale watching; Commercial whaling; Delay-difference equation model; Unbalanced panel data model

NAVIGATION SUPPORT AND SOCIAL VISUALIZATION FOR PERSONALIZED E-LEARNING

A large number of educational resources is now made available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produced at least two problems: how to help students to find the most appropriate resources and how to engage them into using these resources and benefit from them. Personalized and social learning have been suggested as potential ways to address these problems. This work attempts to combine the ideas of personalized and social learning by providing navigation support through an open social student modeling visualization. A series of classroom studies exploited the idea of the approach and revealed promising results, which demonstrated the personalized guidance and social visualization combined helped students to find the most relevant resources of parameterized self-assessment questions for Java programming. Thus, this dissertation extend the approach to a larger collection of learning objects for cross content navigation and verify its capability of supporting social visualization for personalized E-Learning. The study results confirm that working with the non-mandatory system, students enhanced the learning quality in increasing their motivation and engagement. They successfully achieved better learning results. Meanwhile, incorporating a mixed collection of content in the open social student modeling visualizations effectively led the students to work at the right level of questions. Both strong and weak student worked with the appropriate levels of questions for their readiness accordingly and yielded a consistent performance across all three levels of complexities. Additionally, providing a more realistic content collection on the navigation supported open social student modeling visualizations results in a uniform performance in the group. The classroom study revealed a clear pattern of social guidance, where the stronger students left the traces for weaker ones to follow. The subjective evaluation confirms the design of the interface in terms of the content organization. Students’ positive responses also compliment the objective system usage data

Progressor: Social navigation support through open social student modeling

The increased volumes of online learning content have produced two problems: how to help students to find the most appropriate resources and how to engage them in using these resources. Personalized and social learning have been suggested as potential ways to address these problems. Our work presented in this paper combines the ideas of personalized and social learning in the context of educational hypermedia. We introduce Progressor, an innovative Web-based tool based on the concepts of social navigation and open student modeling that helps students to find the most relevant resources in a large collection of parameterized self-assessment questions on Java programming. We have evaluated Progressor in a semester-long classroom study, the results of which are presented in this paper. The study confirmed the impact of personalized social navigation support provided by the system in the target context. The interface encouraged students to explore more topics attempting more questions and achieving higher success rates in answering them. A deeper analysis of the social navigation support mechanism revealed that the top students successfully led the way to discovering most relevant resources by creating clear pathways for weaker students. © 2013 Taylor and Francis Group, LLC

INTERNATIONALIZATION OF HOSPITALITY EDUCATION IN TAIWAN: THE CAST AT A PUBLIC UNIVERSITY

The main purpose of this study is to explore the ways in which internationalization of hospitality education in Taiwan has grown and changed over time. Literature related to recent strategies and policies in internationalizing Taiwan's higher education and hospitality education are reviewed. A qualitative case study approach was adopted to learn what strategies a public vocational university has adopted to make it successful. The findings shows that some patterns of development are identified, and numerous strengths and challenges in institutional strategies are revealed. An in-depth critical analysis of the case leads to recommendations for institutional governance and operations in internationalization initiatives

An Analysis of the Patent Linkage System and Development of the Biosimilar Industry in Taiwan

In 2019, as an effort to join the Trans-Pacific Partnership (TPP) Agreement (now Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP)), Taiwan has implemented the patent linkage system which covers both small molecule generic drugs and large molecule biosimilar into the Pharmaceutical Affair Act. The system modeled after the U.S.’s patent linkage system designed for small molecule drugs under the Hatch Waxman Act (HWA). Based on the experience of the patent linkage system under the HWA, biosimilar industry representatives in Taiwan contended that the adoption of the patent linkage system will be detrimental to the development of local industry. By adopting patent linkage system, foreign biologics company would implement evergreening strategies to delay the marketing of locally produced biosimilar, conduct improper patent listing, and to abuse the granting of automatic stays. This article critically evaluates whether Taiwan’s patent linkage system could serve the dual goal of fostering biologic innovation and promoting biosimilar industry development by examining patent linkage systems for biosimialrs in the U.S, South Korea and Taiwan. This article argues that this dual goal could be achieved if the method of manufacturing patents could be included in patent listings and through a wider institutional collaboration between Taiwan Food and Drug Regulation Agency and Taiwan Intellectual Property Office

A Lens Comparison of Vocational Education and Training in the Beauty Sectors in Taiwan and the UK

A number of studies have highlighted the importance of effective interaction between vocational education and industry in nurturing professionals. A common strategy is to build a partnership between industry and education to ensure that graduates meet the requirements of industry, in preparation for employment. Using a lens comparison approach, which provides the capability to draw on ethnographic experiences, this paper explores and compares the relationship between industry and vocational education in the beauty sectors of Taiwan and the UK. The overall method included observation, informal interviews and documentation analysis. Significant differences were found not only in culture and levels of vocational education structure, but also in the unified standard and levels of skill formation, which are key points in preparing graduates’ confidence and competence. In Taiwan, the lack of a body with responsibility for regulations, the overlapping levels in qualifications and ineffective communication between education and industry have led to beauty graduates lacking confidence in their ability, adversely impacting on their aspirations. Whereas, in the UK, based on a unified structure, the learners’ educational and working experiences are recognised by both education and industry. Findings from this study will be beneficial for curriculum design and individual career development in this field and may also form a broader concept for use in other fields