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1. Author Correction: Pathways to sustaining tuna-dependent Pacific Island economies during climate change

Author

Bell, Johann D, Senina, Inna, Adams, Timothy, Aumont, Olivier, Calmettes, Beatriz, Clark, Sangaalofa, Dessert, Morgane, Gehlen, Marion, Gorgues, Thomas, Hampton, John, Hanich, Quentin, Harden-Davies, Harriet, Hare, Steven R, Holmes, Glen, Lehodey, Patrick, Lengaigne, Matthieu, Mansfield, William, Menkes, Christophe, Nicol, Simon, Ota, Yoshitaka, Pasisi, Coral, Pilling, Graham, Reid, Chis, Ronneberg, Espen, Gupta, Alex Sen, Seto, Katherine L, Smith, Neville, Taei, Sue, Tsamenyi, Martin, and Williams, Peter

Subjects
Environmental Sciences, Climate Action, Engineering, Environmental sciences
Abstract

Correction to: Nature Sustainability. Published online 29 July 2021. In the version of this article originally published, there was an error in Supplementary Figure 15 where the current x-axis labels for Skipjack percentage of biomass change were also applied for the Yellowfin and Bigeye graphs; x-axis labels are now revised for all graphs in the online version of the article.

Published
2023

2. Pathways to sustaining tuna-dependent Pacific Island economies during climate change

Author

Bell, Johann D, Senina, Inna, Adams, Timothy, Aumont, Olivier, Calmettes, Beatriz, Clark, Sangaalofa, Dessert, Morgane, Gehlen, Marion, Gorgues, Thomas, Hampton, John, Hanich, Quentin, Harden-Davies, Harriet, Hare, Steven R, Holmes, Glen, Lehodey, Patrick, Lengaigne, Matthieu, Mansfield, William, Menkes, Christophe, Nicol, Simon, Ota, Yoshitaka, Pasisi, Coral, Pilling, Graham, Reid, Chis, Ronneberg, Espen, Gupta, Alex Sen, Seto, Katherine L, Smith, Neville, Taei, Sue, Tsamenyi, Martin, and Williams, Peter

Subjects
Climate Action
Abstract

Climate-driven redistribution of tuna threatens to disrupt the economies of Pacific Small Island Developing States (SIDS) and sustainable management of the world’s largest tuna fishery. Here we show that by 2050, under a high greenhouse gas emissions scenario (RCP 8.5), the total biomass of three tuna species in the waters of ten Pacific SIDS could decline by an average of 13% (range = −5% to −20%) due to a greater proportion of fish occurring in the high seas. The potential implications for Pacific Island economies in 2050 include an average decline in purse-seine catch of 20% (range = −10% to −30%), an average annual loss in regional tuna-fishing access fees of US$90 million (range = −US$40 million to –US$140 million) and reductions in government revenue of up to 13% (range = −8% to −17%) for individual Pacific SIDS. Redistribution of tuna under a lower-emissions scenario (RCP 4.5) is projected to reduce the purse-seine catch from the waters of Pacific SIDS by an average of only 3% (range = −12% to +9%), indicating that even greater reductions in greenhouse gas emissions, in line with the Paris Agreement, would provide a pathway to sustainability for tuna-dependent Pacific Island economies. An additional pathway involves Pacific SIDS negotiating within the regional fisheries management organization to maintain the present-day benefits they receive from tuna, regardless of the effects of climate change on the distribution of the fish.

Published
2021

4. Collaboration of Students and Faculty Creating a Web-Site Based for Homework.

Author

Packard, Abbot L. and Holmes, Glen A.

Abstract

This paper chronicles the building of a student based Web site method of quickly getting homework graded and back to the students with feedback. A Web site-supported statistics class offers an opportunity for students to check answers, get immediate feedback, and submit homework. A web-based support system should provide assistant for students of varied abilities (Lee & Hawworth, 1997). Using previously gathered students' and instructors suggestions, development of a meaningful tool for student learning through homework assignments was undertaken. During the last two semesters, when students turned in their assignments before the absolute deadline, their quiz grades reflected an average of twenty percent better performance when compared to those who waited until the last moment. Those who waited until the last moment stated a need for additional help before they could finish their assignments. From the instructors' point of view, some of the suggestions for the Web site were as follows: a user-friendly data entry was very important in order for any member of the faculty to use and benefit; a textbook interface to be able to transfer information already created by the publishers; to be able to build assignments, quizzes, exams using an instructional objectives base; to have the capacity to support multiple academic disciplines; multiple question formats (multiple choice, multiple-responses, true and false, matching); automated transfer of student records such that explanation for current grades could be offered quickly and easily. A self-reflection of faculty practice would be strengthened by feedback received from a web-based system. Feedback demonstrating areas of student weakness can enable faculty to alter their teaching to reemphasize those concepts before the next quiz or exam (Paulsen & Feldman, 1995). From the students' input, some of the suggestions were as follows: assignment schedules; illustrative examples (practice problems); immediate feedback; multiple trials prior to submission; the ability to determine where mistakes are made (seeing the completed solution); the capacity to interrupt their on-line sessions and return at their leisure within time frame); self monitoring of progress by means of a grid for each student. To create a web site that addresses all of these thoughts and more requires a systematic procedure. It was believed that using a suite of products which would be familiar and interconnected would widen the use of the final product. It was with these thoughts that FrontPage2000 and Access2000 would be the major resources which faculty and students would use. The first stage was a homework site which would present assignments, allow student to interact and check answers, grade assignments, enter grades into a grade book, and give faculty members important information about each student and/or class. Seven appendixes provide supporting materials. (AEF)

Published
2001

5. Using Action Research To Create a Computer-Assisted Homework Site.

Author

Packard, Abbot L. and Holmes, Glen A.

Abstract

This paper investigates a collaboration between faculty and students in a college statistics course to develop a method of quickly getting homework graded with feedback indicated and returned to the students. Using a World Wide Web site to deliver this support was a possible solution. A survey was developed to gain student input in the process of creating a computer assisted homework site. The survey asked students to reply to ten questions that addressed the following issues related to homework: reasons for homework; student expectations of the instructor with regard to processing homework; percentage of grade; whether they would use a Web site; how should it be designed; submission; type of feedback; improvement of teaching practice opportunity; and instructor feedback. The first attempt at creating a homework Web site used information gained from the responses of the survey. The Web site design was created to be user friendly by not making major changes from the previous paper and pencil form. The software used was Microsoft Access and FrontPage. Further developments are being created to include animation and audio during the feedback to students. (Contains 14 references.) (MES)

Published
2000

6. The Instructional Technology Clinical Experience: Expectations and Realities.

Author

Cennamo, Katherine S. and Holmes, Glen

Abstract

This paper provides an overview of the IT (Instructional Technology) Clinical graduate course at Virginia Tech and compares the perceived reality of the Clinical experience, in terms of benefits and concerns, with students' initial expectations. The paper begins with a discussion of the IT Clinical plan, the sociology of the learning environment (e.g., situated learning, community of practice, intrinsic motivation, and cooperation), methods for developing expertise (e.g., modeling, coaching, scaffolding, reflection, articulation, and exploration), content knowledge necessary for expertise, and sequencing of learning activities. Data collection is then described: open-ended questionnaires were used to gather data from students enrolled in a professional development seminar (n=27) about expectations of the Clinical experience; quantitative and qualitative data were gathered from students in two IT Clinical courses after fourteen weeks (n=10), representing the reality of the Clinical experience. Expectations and realities are examined related to peer interactions, faculty interactions, client interactions, task scope, personal/professional resources, professional development, and personal development. Responses to open-ended questions are discussed and illustrated with student comments around two general themes--client relations, and the benefits of the experience within the context of the characteristics of a cognitive apprenticeship learning environment. It is concluded that an environment conducive to apprenticeship learning was successfully established. (MES)

Published
1999

7. Visual Fidelity and Learning via Computer-Based Simulations.

Author

Holmes, Glen A.

Abstract

Effective classroom simulations can provide opportunities for end-users to analyze human teaching and learning behaviors and can also help prepare teachers for real-world experiences. This paper proposes a simulation project based on an aggregation of ideas associated with knowledge-based simulations, behavior observations, visualization, and the team approach to product development. Knowledge-based simulations use special knowledge to boost run-time performance and fidelity, often relying upon disciplines such as game and probability theory for implementation. They can use virtual reality to offer navigation through, and three-dimensional viewing of, worlds in real time; the user's role shifts from passive to involved. For the project, a research team of computer programmers, instructional designers, videographers, graphic artists, behavioral psychologists, educational researchers, and a project manager was assembled. The team, taking into account issues of quantifying human behavior and depicting it via simulation, will: develop a knowledge base using several electronic databases; review new technology and software as they emerge; and carry on running discussions of feasibility and the formative evaluation process. (AEF)

Published
1997

8. Cable Television in the Classroom. ERIC Digest.

Author

ERIC Clearinghouse on Information and Technology, Syracuse, NY., Holmes, Glen A., and Branch, Robert C.

Abstract

Using cable television in the classroom allows teachers to include the latest news and current events in class discussions. However, many educational practitioners are uninformed about the concept and lack the knowledge to implement the technology in the classroom. This digest describes how cable television can be integrated into elementary and secondary classroom instruction. Topics covered include systems that link schools with cable television; current cable network school collaborations; and examples of cable television applications in schools. (Contains 18 references.) (JLB)

Published
1994

9. Combating Computer Fear and Apprehension through Interactive Multimedia.

Author

Hergert, Tom and Holmes, Glen

Abstract

An interactive tool was created to gauge the skills and attitudes of individuals and populations regarding computer technology and its attendant changes. The goal of the project was to develop a non-threatening, user-friendly instrument to assess the computer skills and attitudes of preservice and inservice teachers and administrators at all levels. The program was created in Authorware, an icon-based interactive courseware-development tool, to give each user a series of tasks, surveys, and audiovisual presentations about the use of computers in education. Only basic keyboard skills and the use of a mouse are required initially, and computer skills are expected to develop during the course of the interaction. Presentation of the instrument at the 25th annual conference of the International Visual Literacy Association (IVLA) resulted in user feedback that can refine and further develop the instrument. It appears that it can serve its original purpose and may be adaptable for other purposes. Four figures illustrate screens and elements from the instrument. (SLD)

Published
1993

11. Moral injury and psychosocial functioning in healthcare workers during the COVID-19 pandemic

Author

Weber, Marcela C., Smith, Andrew J., Jones, Russell T., Holmes, Glen A., Johnson, Alicia L., Patrick, Rafael, Alexander, M. David, Miyazaki, Yasuo, Wright, Hannah, Ehman, Anandi C., Langenecker, Scott, Benight, Charles C., Pyne, Jeffrey M., Harris, J. Irene, Usset, Timothy J., Maguen, Shira, Griffin, Brandon J., Weber, Marcela C., Smith, Andrew J., Jones, Russell T., Holmes, Glen A., Johnson, Alicia L., Patrick, Rafael, Alexander, M. David, Miyazaki, Yasuo, Wright, Hannah, Ehman, Anandi C., Langenecker, Scott, Benight, Charles C., Pyne, Jeffrey M., Harris, J. Irene, Usset, Timothy J., Maguen, Shira, and Griffin, Brandon J.

Abstract

Studies of moral injury among nonmilitary samples are scarce despite repeated calls to examine the prevalence and outcomes of moral injury among civilian frontline workers. The purpose of this study was to describe the prevalence of moral injury and to examine its association with psychosocial functioning among health care workers during the COVID-19 pandemic. We surveyed health care workers (N = 480), assessing exposure to potentially morally injurious events (PMIEs) and psychosocial functioning. Data were analyzed using latent class analysis (LCA) to explore patterns of PMIE exposure (i.e., classes) and corresponding psychosocial functioning. The minimal exposure class, who denied PMIE exposure, accounted for 22% of health care workers. The moral injury-other class included those who had witnessed PMIEs for which others were responsible and felt betrayed (26%). The moral injury-self class comprised those who felt they transgressed their own values in addition to witnessing others’ transgressions and feeling betrayed (11%). The betrayal-only class included those who felt betrayed by government and community members but otherwise denied PMIE exposure (41%). Those assigned to the moral injury-self class were the most impaired on a psychosocial functioning composite, followed by those assigned to the moral injury-other and betrayal-only classes, and finally the minimal exposure class. Moral injury is prevalent and impairing for health care workers, which establishes a need for interventions with health care workers in organized care settings.

Published
2023
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12. Moral injury and psychosocial functioning in health care workers during the COVID-19 pandemic.

Author

Weber, Marcela C., primary, Smith, Andrew J., additional, Jones, Russell T., additional, Holmes, Glen A., additional, Johnson, Alicia L., additional, Patrick, Rafael N. C., additional, Alexander, M. David, additional, Miyazaki, Yasuo, additional, Wright, Hannah, additional, Ehman, Anandi C., additional, Langenecker, Scott A., additional, Benight, Charles C., additional, Pyne, Jeffrey M., additional, Harris, J. Irene, additional, Usset, Timothy J., additional, Maguen, Shira, additional, and Griffin, Brandon J., additional

Published
2023
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13. Proceedings of the DLA 2022 Conference

Author

Packard, Abbot L., Holmes, Glen A., Rowland, Stacey, Kayanuma, Bryce Platt, and Clay, Melanie N.

Abstract

This paper will present and discuss the analysis of research findings to determine the efficacy of immediate feedback delivered in an online educational research course. Feedback delivered via two instructional strategies (problem-based instruction and multiple-choice content assessment) are compared for their impact on student learning outcomes. Published version Yes, full paper (Peer reviewed?)

Published
2022

14. Prototype Features of a Statistics Homework Web-Site to Advise Instructors about Student Progress

Author

Packard, Abbot L. and Holmes, Glen A.

Abstract

Instructors teaching any college statistics course hold to a standard practice of assigning homework, grading it, and returning it to students with some form of feedback. However, with a course as difficult, intimidating, or as intense as statistics, students often need help from the instructor during non-office hours. Large class sizes often exacerbate the problem, making the instructor's timely completion of grading even more daunting. The authors explore problems associated with the teaching of statistics using a homework web site in an effort to report on an evolving solution to a teaching and learning problem. (Contains 2 charts.)

Published
2006

15. Determining the Efficacy of Immediate Feedback Delivered to Students Enrolled in an Online Educational Research Course

Author

Clay, Melanie N., Packard, Abbot L., Holmes, Glen A., Rowland, Stacey, Kayanuma, Bryce Platt, Clay, Melanie N., Packard, Abbot L., Holmes, Glen A., Rowland, Stacey, and Kayanuma, Bryce Platt

Abstract

This paper will present and discuss the analysis of research findings to determine the efficacy of immediate feedback delivered in an online educational research course. Feedback delivered via two instructional strategies (problem-based instruction and multiple-choice content assessment) are compared for their impact on student learning outcomes.

Published
2022

16. Distance Learning.

Author

Orey, Michael, Koenecke, Lynne, Snider, Richard C., Perkins, Ross A., Holmes, Glen A., Lockee, Barbara B., Moller, Leslie A., Harvey, Douglas, Downs, Margaret, Godshalk, Veronica M., Orey, Michael, Koenecke, Lynne, Snider, Richard C., Perkins, Ross A., Holmes, Glen A., Lockee, Barbara B., Moller, Leslie A., Harvey, Douglas, Downs, Margaret, and Godshalk, Veronica M.

Abstract

Contains four articles covering trends and issues on distance learning including: the experience of two learners learning via the Internet; a systematic approach to determining the scalability of a distance education program; identifying factors that affect learning community development and performance in asynchronous distance education; and streaming video in a teacher preparation program. Each article contains references. (MES)

Published
2003

17. The Importance of Culture When Creating Audio-Enhanced, Web-Based Instruction.

Author

Holmes, Glen and LaBoone, Emet

Abstract

Discussion of the importance of cultural considerations in instructional design focuses on audio messages in multimedia materials. Describes the development of a Web-based audio instructional series by a consortium of Historically Black Colleges and Universities, including planning, context selection, implementation, cost effectiveness, formative evaluation, and research methodology. (LRW)

Published
2002

19. Developing Awareness of Client Relations through Immersion in Practice.

Author

Cennamo, Katherine S. and Holmes, Glen

Abstract

Discusses the need for increased emphasis on client relations in instructional technology programs of study and describes a graduate course that was developed to meet that need for experiential learning and practice. Explains the model of cognitive apprenticeship learning environments used which includes the sociology, methods, content, and sequencing. (LRW)

Published
2001

20. Culture as a Decision Variable for Designing Computer Software.

Author

Williams-Green, Joyce, Holmes, Glen, and Sherman, Thomas A.

Abstract

Culture represents the complex of social, emotional, intellectual, physical, and personal factors that individuals use to create meaning. When these are missing from instructional materials, achievement may be imperiled. Examples of how cultural variables can be incorporated into instructional decisions are presented to illustrate the potential for enhancing computer software design. (Author/AEF)

Published
1998

21. Revisiting Cable TV in the Classroom.

Author

Holmes, Glen A. and Wenrich, John

Abstract

Discussion of cable television focuses on its use in the classroom. Topics include the learning environment; design, preparation, and delivery of instruction; teacher-learner interactions; examples of cable television use in the classroom; program development; equipment infrastructure; costs; and current trends and federal legislation. (LRW)

Published
1997

22. Pathways to sustaining tuna-dependent Pacific Island economies during climate change

Author

Bell, Johann D., Senina, Inna, Adams, Timothy, Aumont, Olivier, Calmettes, Beatriz, Clark, Sangaalofa, Dessert, Morgane, Gehlen, Marion, Gorgues, Thomas, Hampton, John, Hanich, Quentin, Harden-davies, Harriet, Hare, Steven R., Holmes, Glen, Lehodey, Patrick, Lengaigne, Matthieu, Mansfield, William, Menkes, Christophe, Nicol, Simon, Ota, Yoshitaka, Pasisi, Coral, Pilling, Graham, Reid, Chis, Ronneberg, Espen, Gupta, Alex Sen, Seto, Katherine L., Smith, Neville, Taei, Sue, Tsamenyi, Martin, Williams, Peter, Bell, Johann D., Senina, Inna, Adams, Timothy, Aumont, Olivier, Calmettes, Beatriz, Clark, Sangaalofa, Dessert, Morgane, Gehlen, Marion, Gorgues, Thomas, Hampton, John, Hanich, Quentin, Harden-davies, Harriet, Hare, Steven R., Holmes, Glen, Lehodey, Patrick, Lengaigne, Matthieu, Mansfield, William, Menkes, Christophe, Nicol, Simon, Ota, Yoshitaka, Pasisi, Coral, Pilling, Graham, Reid, Chis, Ronneberg, Espen, Gupta, Alex Sen, Seto, Katherine L., Smith, Neville, Taei, Sue, Tsamenyi, Martin, and Williams, Peter

Abstract

Climate-driven redistribution of tuna threatens to disrupt the economies of Pacific Small Island Developing States (SIDS) and sustainable management of the world’s largest tuna fishery. Here we show that by 2050, under a high greenhouse gas emissions scenario (RCP 8.5), the total biomass of three tuna species in the waters of ten Pacific SIDS could decline by an average of 13% (range = −5% to −20%) due to a greater proportion of fish occurring in the high seas. The potential implications for Pacific Island economies in 2050 include an average decline in purse-seine catch of 20% (range = −10% to −30%), an average annual loss in regional tuna-fishing access fees of US$90 million (range = −US$40 million to –US$140 million) and reductions in government revenue of up to 13% (range = −8% to −17%) for individual Pacific SIDS. Redistribution of tuna under a lower-emissions scenario (RCP 4.5) is projected to reduce the purse-seine catch from the waters of Pacific SIDS by an average of only 3% (range = −12% to +9%), indicating that even greater reductions in greenhouse gas emissions, in line with the Paris Agreement, would provide a pathway to sustainability for tuna-dependent Pacific Island economies. An additional pathway involves Pacific SIDS negotiating within the regional fisheries management organization to maintain the present-day benefits they receive from tuna, regardless of the effects of climate change on the distribution of the fish.

Published
2021
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25. Adaptive Life-Long Learning for an Inclusive Knowledge Economy

Author

Calhoun Center for Higher Education Innovation, Virginia Tech Publishing, Arnold, Amy, Lindsey, Andrew, McCoy, Andrew P., Khademian, Anne M., Lockee, Barbara B., Adams, Carol, Amelink, Catherine T., Blankenship, Chip, Glover, Christopher, Harris, Chrystal, Hoyle, Clayton, Potts, Colin, Pike, Dale, Whittaker, Dale, Kjellsson, Daniel, Hare, David, Tegarden, David P., Tinapple, David, Ucko, David, Nahapetian, Eta, Hou, Feng, Holmes, Glen A., Keyel, Jared, Garrett, Jeff, Joo, Jenna, McPhee, Joel, Boyer, John D., Flato, John, Lister, Jonothan, Haldane, Joseph, Greenwood, Julie, Sanders, Karen Eley, Bruce, Karla, Lindsey, Kate, Carlson, Kimberly, Wingfeld, Kristin, Hamilton, Laura, McNair, Lisa D., Kamlet, Mark, Semmel, Marsha, Holt, Matthew, Richey, Michael, Kumar, Mukul, Spivy, Nene, Cardwell, Owen, Holloway, Rachel L., Swearer, Randy, Hall, Ralph P., Clark-Stallkamp, Rebecca, Mazer, Robert, Smith, Robert, Reynolds, Roger, Bess, Diego Scott, Weimer, Scott, Sagheb, Shahabedin, Garmise, Sheri, Ashburn, Sherrell, Johnson, Sylvester, Cardone, Taran, Nicewonger, Todd, Martin, Tom, Quick, Tom, Rikakis, Thanassis, Skuzinski, Thomas, Contomanolis, Manny, Calhoun Center for Higher Education Innovation, Virginia Tech Publishing, Arnold, Amy, Lindsey, Andrew, McCoy, Andrew P., Khademian, Anne M., Lockee, Barbara B., Adams, Carol, Amelink, Catherine T., Blankenship, Chip, Glover, Christopher, Harris, Chrystal, Hoyle, Clayton, Potts, Colin, Pike, Dale, Whittaker, Dale, Kjellsson, Daniel, Hare, David, Tegarden, David P., Tinapple, David, Ucko, David, Nahapetian, Eta, Hou, Feng, Holmes, Glen A., Keyel, Jared, Garrett, Jeff, Joo, Jenna, McPhee, Joel, Boyer, John D., Flato, John, Lister, Jonothan, Haldane, Joseph, Greenwood, Julie, Sanders, Karen Eley, Bruce, Karla, Lindsey, Kate, Carlson, Kimberly, Wingfeld, Kristin, Hamilton, Laura, McNair, Lisa D., Kamlet, Mark, Semmel, Marsha, Holt, Matthew, Richey, Michael, Kumar, Mukul, Spivy, Nene, Cardwell, Owen, Holloway, Rachel L., Swearer, Randy, Hall, Ralph P., Clark-Stallkamp, Rebecca, Mazer, Robert, Smith, Robert, Reynolds, Roger, Bess, Diego Scott, Weimer, Scott, Sagheb, Shahabedin, Garmise, Sheri, Ashburn, Sherrell, Johnson, Sylvester, Cardone, Taran, Nicewonger, Todd, Martin, Tom, Quick, Tom, Rikakis, Thanassis, Skuzinski, Thomas, and Contomanolis, Manny

Abstract

This report addresses the globalized knowledge economy in the 21st century; not only as it exists today, but the knowledge economy needed to meet the demands of tomorrow. This report proposes that in order for our knowledge economy to grow and be sustainable, it must be inclusive in ways that enable it to adapt to—and incorporate within it—the personal and professional growth of a large and diverse body of lifelong learners. In this introduction, we first define what we mean by inclusive knowledge and explain how our proposed definition expands some of the traditional understandings. We then show that an expansive and dynamic conceptualization of knowledge increases inclusion and promotes lifelong adaptive learning as a mindset and a practice.

Published
2020

28. Evaluating Learning through a Constructivist Paradigm.

Author

Holmes, Glen A. and Leitzel, Thomas C.

Abstract

Discussion of evaluation of learning focuses on a constructivist approach to evaluation based on a constructivist learning model. Topics addressed include comparing traditionalist and constructivist views; traditional evaluation of learning; and constructivist evaluation strategies that include one-sentence summaries, concept maps, annotated portfolios, invented dialogs, and prospectus. (Contains 16 references.) (LRW)

Published
1993

29. Opportunities for promoting the recycling of gypsum board from construction, renovation, and demolition in Manitoba

Author

Sinclair, John (Natural Resources Institute) Holmes, Glen (Government of Manitoba), Davidson-Hunt, Iain (Natural Resources Institute), Oh, Hyunjoo, Sinclair, John (Natural Resources Institute) Holmes, Glen (Government of Manitoba), Davidson-Hunt, Iain (Natural Resources Institute), and Oh, Hyunjoo

Abstract

This thesis is the result of a two-year (2016-2018) study through literature and document review and semi-structured interviews; many people in Manitoba from industry and government participated in the interviews, and many others in other Canadian provinces shared their knowledge and experience in the construction, gypsum manufacturing, and recycling industries. The research aimed to explore opportunities for promoting the recycling of gypsum board in Manitoba, given that gypsum is largely landfilled despite its high recyclability. Overall, this study concludes that the establishment of recycling infrastructure and minimized distance of transport are key factors in gypsum recycling. Considering these factors of importance and regional recycling conditions and circumstances, the study highlights the fact that government initiative and support through financial (dis)incentives and regulations are at the core of promoting the recycling of gypsum board in Manitoba.

Published
2019

30. Drifting fish aggregating devices (FADs) deploying, soaking and setting - when is a FAD 'fishing'?

Author

Hanich, Quentin A, Davis, Ruth A, Holmes, Glen, Amidjogbe, Elizabeth-Rose, Campbell, Brooke M, Hanich, Quentin A, Davis, Ruth A, Holmes, Glen, Amidjogbe, Elizabeth-Rose, and Campbell, Brooke M

Abstract

This article describes the proliferation of drifting fish aggregating devices (FADs) and analyses subsequent legal questions that arise for fisheries and marine litter management over who is responsible for FADs during their drifting stage. This follows recent concerns about unlicensed FADs drifting through closed areas. This article analyses a case study of the Western and Central Pacific Fisheries Commission (WCPFC) in order to determine State obligations to manage drifting FADs. Analysis concludes that a drifting FAD in the WCPFC Area is 'fishing' from deployment to recovery, thereby creating obligations to monitor, control and report drifting FADs, consistent with broader obligations for coastal and flag States. The article recommends strengthening regional management in three ways: implement regional drifting FAD monitoring systems; control deployment of drifting FADs so as to promote recovery and minimize lost gear; and define appropriate responses for FADs that drift into national or closed waters without a license.

Published
2019

32. Applying Computer Spreadsheet Technology to Front-End Instructional Design Tasks.

Author

Holmes, Glen and Sherman, Thomas M.

Abstract

Describes the use of a computerized spreadsheet technique to assist in the front-end analysis phase of an instructional design project in an industrial training program. The use of a microcomputer is explained as a decision-making aid to analyze, select, and sequence instructional goals and objectives and to develop criterion performance measures. (LRW)

Published
1989

37. Two computer-graphics variations (animated vs still) and their impact on the knowledge and performance of cognitive-behavioral skills: fire-safety training

Author

Holmes, Glen A., Curriculum and Instruction, Dodl, Norman R., Jones, Russell T., Burton, John K., Moore, David M., and Sherman, Thomas M.

Subjects
education, behavior and behavior mechanisms, Fire prevention -- Study and teaching, LD5655.V856 1991.H656, Fire prevention -- Computer-assisted instruction, psychological phenomena and processes, Computer-assisted instruction, ComputingMethodologies_COMPUTERGRAPHICS, Learning, Psychology of
Abstract

Fifty-six fourth-grade children served as participants in this study. Three training procedures (behavioral, animated-graphics, and still-graphics) were assessed for relative effectiveness in the acquisition of fire emergency skills and attainment of knowledge, Each of the training groups was compared to a no-treatment control group. Performance on dependent measures was assessed prior to and immediately following training. Hypotheses predicted that the behavioral and animated graphics conditions would produce the greatest level of skill and knowledge acquisition. Results demonstrated a significantly higher level of fire emergency skill acquisition and knowledge attainment for both the behavioral and animated graphics groups relative to the still graphics and no-training groups. The value of using animated versus static images in computerized instruction for fire-safety skills training was demonstrated. Ed. D.

Published
1991

38. The Manitoba Product Stewardship Program, a comparative review and assessment

Author

Holmes, Glen and Holmes, Glen

Abstract

Packaging Stewardship is an elusive term that defies a static definition. In a broad sense, it suggests that responsibility be taken by industry, in whole or in part, for the waste resulting from its products. Shared responsibility is touted in Canada as an important principle of stewardship, which allows all those who benefit from packaging to play a role in its management. The Manitoba Product Stewardship Program (MPSP) is a stewardship initiative intended to instill a degree of responsibility among product distributors within the Province of Manitoba. The purpose of this research was to comparatively review, and assess the state of stewardship in Manitoba, and specifically determine the strengths and weaknesses of the MPSP. A stakeholder survey and literature review was performed as a means of achieving the following objectives: to define the concept of packaging stewardship; to document the evolution of the MPSP; to outline the program's strengths and weaknesses; to establish the effective components of other stewardship programs; and to make recommendations regarding the future development of the MPSP. (Abstract shortened by UMI.)

Published
1999

39. Synthesis Fundamentals Seminar: Testing the Instructional Project Development and Management (IPDM) Model

Author

Education, Holmes, Glen A., Husser, John, Burton, John K., Fowler, Christian, Education, Holmes, Glen A., Husser, John, Burton, John K., and Fowler, Christian

Abstract

This paper presents the development of an instructional unit that tested an instructional development model. The model was based on the Instructional Project Development and Management (IPDM) model designed by Castelle Gentry. A short student seminar was developed using the stages and techniques proposed by Gentry. The subject of the seminar was electronic music synthesizer programming. An evaluation of the seminar concludes that it is an efficient and complete model for developing instructional units.

Published
1998

43. The Collaborative Design and Development of a Database Management System as a Tool for Historical Inquiry

Author

Hicks, David, Potter, Ken, Snider, Richard C., and Holmes, Glen A.

Abstract

AbstractThe field of social studies, with its reliance on textual information, archiving, interpretation, and revision, appears well suited to take full advantage of the potential of computer technology to support and foster authentic inquiry in the classroom. However, the literature reveals that social studies teacher educators appear to struggle to use technology as a partner in the networked 21st century social studies classroom in any sophisticated and systematic manner (Bolick et al., 2003). Simply hoping that social studies teacher educators will eventually have the time, energy, and knowledge base required to become more comfortable with using technology is wishful thinking. This paper details a case where a database management system was designed, through ongoing collaborative efforts of social studies and instructional technology teacher education faculty and preservice and inservice teachers, to serve as a partner in the classroom to facilitate the teaching of historical inquiry.

Published
2004
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45. Probe into last-ditch loans at Andrew bank.

Author

Lawrie Holmes , Glen Owen

Abstract

A SHADOWY offshore bank linked to Prince Andrew was last night at the centre of a fraud investigation into the Icelandic financial collapse which cost British savers billions of pounds. [ABSTRACT FROM PUBLISHER]

Published
2011

46. Guidelines for applying the IUCN protected area management categories to marine protected areas. Second edition

Author

Day, Jon, Dudley, Nigel, Hockings, Marc, Holmes, Glen, Laffoley, Dan, Stolton, Sue, Wells, Sue, and Wenzel, Lauren

Subjects
MPA, Cross-discipline [Parameter Discipline], Environment [Parameter Discipline], Marine Protected Areas, Protected area management, Coastal areas
Abstract

The primary purpose of these supplementary guidelines is to increase the accuracy and consistency of assignment and reporting of the IUCN categories when applied to marine and coastal protected areas. To avoid unnecessary duplication of text, these supplemental guidelines therefore must be read in association with Guidelines for Applying Protected Area Management Categories (referred to as the 2008 Guidelines throughout this document). Published Refereed Current 14.2 14.5 Best Practice Manual (incl. handbook, guide, cookbook etc)

Published
2019

47. Learning 2-Way Audio and Its Impact on Communication within Needs Assessment Group Processes

Author

Farmer, Scott Douglas, Teaching and Learning, Holmes, Glen A., Adams, Joe, Burton, John K., Lockee, Barbara B., McAlister, J. Douglas, and Moore, David M.

Subjects
communication anxiety, needs assessment, distance learning
Abstract

There is a significant amount of literature on needs assessment group processes and distance learning. There is practically no literature on the affects of using distance learning technologies to facilitate needs assessment processes. This study takes a look at the participation of professionals in a needs assessment using distance learning technologies, the affect it has on their communication anxiety in small group settings using the Communication Anxiety Inventory, and their impressions of the process. Participants used a computer with internet connection and a telephone to take part in the assessment. Three small group needs assessments were conducted. Participants were administered a survey that measured their trait (typical) anxiety score, conducted through the needs assessment, and were administered a survey that measured their state (actual) anxiety score during the assessment and their impressions of the process. Those with low trait anxiety tended to experience an increase in anxiety in this environment while those with high trait anxiety had a decrease in anxiety. It was inconclusive as to whether or not anxiety was a factor in participants contributions to the group process. All participants were willing to participate in this type of needs assessment again. They found the assessment outcomes valuable and the method in which it was conducted convenient. This would seem to indicate that participants felt the impact of using 2-way audio and distance learning tools was minimal but a larger and more diverse study is necessary in order to make any generalizations. Ph. D.

Published
2005

48. Development of a Technology Mentoring Program Using Rogers' Diffusion of Innovations

Author

Mosley, Barbra F., Teaching and Learning, Lockee, Barbara B., Holmes, Glen A., Moore, David M., Falls, Jane Ann, and Burton, John K.

Subjects
Rogers, Mentoring, Diffusion of Innovations, Technology Training
Abstract

This developmental research used primary components of Rogers' Diffusion of Innovations theory to develop a technology mentoring program for K-12 instructional environments. This investigation utilized K-12 teachers, administrators, technology coordinators, and higher education faculty to evaluate the effectiveness of the proposed technology mentoring program. Findings showed that this program would be very effective in K-12 instructional environments. The final product resulted in a step-by-step procedural guide consisting of suggestions and activities that can be used to implement a technology mentoring program. Ph. D.

Published
2005

49. The Effects of Training, Modality, and Redundancy on the Development of a Historical Inquiry Strategy in a Multimedia Learning Environment

Author

McNeill, Andrea Lynn, Teaching and Learning, Hicks, David, Burton, John K., Holmes, Glen A., Cennamo, Katherine S., and Doolittle, Peter E.

Subjects
multimedia, strategy instruction, redundancy effect, education, modality effect, strategy
Abstract

Research in the area of multimedia instruction has yielded results that indicate that learning is better when verbal information is presented auditorily instead of visually (i.e. modality effect) and when redundant on-screen text is removed from the instructional environment (i.e. redundancy effect). The present study aimed to extend these findings by exploring the effects of presentation modality and redundancy of verbal information on students' ability to apply and recall a historical inquiry strategy. Fifty-six students were randomly assigned to three treatment groups, which differed according to the presentation mode combination used to present the strategy instruction. Specifically, students received the instruction either as animation and narration, animation and text, or animation, narration, and text. The students were engaged in a multimedia strategy intervention for a total of five days, for approximately 25 minutes a day. Three strategy application tests (i.e., pre-test, post-test, maintenance test) and a recall test were used to measure the students' learning. Data attained through the strategy application tests and recall tests were analyzed using Analysis of Variance (ANOVA) procedures. The results of the study revealed significant differences in the training main effects analysis indicating that strategy instruction can be effectively provided in a multimedia learning environment. However, no significant differences were found for the modality and redundancy main effects indicating that there was no difference in strategy application or recall between the groups. Although the results did not provide the statistical significance that supports the literature on the modality and redundancy effects, the implications of the findings of the research provide several viable areas for future research. Ph. D.

Published
2004

50. An Assessment of Business Teacher Educators' Adoption of Computer Technology

Author

Chapman, Betty Foust, Teaching and Learning, Heath-Camp, Betty A., Holmes, Glen A., Skaggs, Gary E., Brown, Ralphael L., and Stewart, Daisy L.

Subjects
diffusion of innovation theory, computer technology, computer history in education, ComputingMilieux_COMPUTERSANDEDUCATION, integration, instructional technology, adoption
Abstract

Federal legislation, the Office of Technology Assessment of the U. S. Congress, and national and state technological standards strongly encourage faculty to use computer technology in their lessons as a teaching tool. Technological standards have existed for several years that strongly encourage the use of computer technology in colleges and universities as a teaching tool. Yet it is difficult for faculty to infuse technology into their teaching. The purpose of this study was to assess and identify the factors that influence business teacher educators to adopt computer technology methods and utilize them in their instruction and to determine the extent to which business teacher educators are adopting computer technology in their teaching. The population consisted of 95 members of the National Association of Teacher Educators for Business Education. Findings from the descriptive statistics revealed that the largest percentage of the business teacher educators were early adopters. They indicated that they always used word processing and almost always integrated computers, projectors, and email in their instruction during the past semester. The study also found certain social, organizational, and personal motivational factors that the business teacher educators considered as very important in influencing them to adopt emerging computer technology for use in their instruction. The means revealed differences within the respondents' personal and employment characteristics and the extent to which they adopt current computer technology as a teaching tool; however, an analysis of variance (ANOVA) indicated no significant difference between these variables. Also, multiple regression analysis revealed that the importance of students, a specific adoption category, and the importance of physical resources (hardware) significantly predicted computer technology adoption. The study also revealed that the business teacher educators in this study have the potential to serve as change agents and role models for their student clientele and peers since the findings suggest that these faculty members are among the first individuals to adopt computer technology for use in their instruction. The findings from the study have the potential to contribute to the development of an adopter profile that could be used to identify potential adopters of emerging computer technology. Ph. D.

Published
2003

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