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A new approach to oceans and coastal governance – influenced by ecosystem-based management and resilience thinking, by spatial approaches to management and by decentralized or participatory governance – a policy of integrated management was defined in the years following the Oceans Act (1986). The motivation for this study arose from the resistance of project partners in the Coastal CURA (a five-year, SSHRC-funded, multi-partner research project designed to support coastal community engagement in resource governance) to the thinking and practice of government-supported “integrated management”. In response, I developed a conceptual framework for examining integrated management from a critical, community-based perspective, drawing on political ecology, geography and policy studies. I apply this framework to a study of policy discourses in the Canadian Maritime Provinces to examine: i) their role in framing what options, participants, and knowledges are included in fisheries and coastal policy, regulation and institutions; ii) how power relationships are enacted and how access to resources are altered through integrated management approaches to coastal resource governance; iii) community resistance through alternative discourses and models. Within this study, I use governmentality and critical policy analysis as tools for analyzing the retreat of the state on the one hand (through decentralized and participatory governance), and the application of new technologies of governance on the other, and for examining the effects these movements have on coastal citizens. By naturalising the state as the appropriate scale and competent party for managing coastal problems, coastal communities are framed out of governing the commons. However, this study demonstrates how counter-discourses can re-imagine communities, and their practices and knowledges, in a discursive policy struggle. This thesis situates these puzzles in three case studies, one of regional policy discourses and two community case studies in Nova Scotia’s Annapolis Basin and Passamaquoddy Bay, New Brunswick.

Growing concerns about greenhouse gas emissions as well as electricity prices have led to more serious efforts by the state and federal government to provide promote renewable energy at affordable costs. I examine the effect of policies and incentives on added commercial solar PV capacity while controlling for pro-environmental preferences, energy prices, geographic controls, and demographic controls. I use county-level data that spans twelve northeastern states and the District of Columbia from 2005 through 2013. I utilize the Tobit estimator to account for a mass point of solar PV capacity at zero kilowatts. The results suggest that loans, performance-based incentives, rebates, sales tax waivers, and net metering standards increase the amount of added solar PV capacity. Solar Renewable Energy credits have a small impact on PV capacity growth, while interconnection standard and renewable portfolio standards are not statistically significant. If policy administrators aim to increase the amount of commercial solar PV, then they should consider loans, rebates, and performance-based incentives as the most effective policies.

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College professors and students are increasingly relying on social networking sites to make connections. With this new technology, questions about the lines of what is private and what is public have become blurry and misunderstood. Faculty find themselves involved in situations that are less than desirable and pose First Amendment concerns. A review of literature was conducted using a basic framework for analyzing free speech rights of college professors. A sampling of recent administrative decisions where college professors were reprimanded for online postings considered inappropriate by university authorities was also discussed. A content analysis of information posted to 85 faculty members' Facebook walls was conducted. Results indicate that faculty members' posts were a combination of private and public concern. Implications of privacy rights for college professors on social networking sites and whether they fit within the purview of the freedom of speech First Amendment constitutional rights are considered.

College professors and students are increasingly relying on social networking sites to make connections. With this new technology, questions about the lines of what is private and what is public have become blurry and misunderstood. Faculty find themselves involved in situations that are less than desirable and pose First Amendment concerns. A review of literature was conducted using a basic framework for analyzing free speech rights of college professors. A sampling of recent administrative decisions where college professors were reprimanded for online postings considered inappropriate by university authorities was also discussed. A content analysis of information posted to 85 faculty members' Facebook walls was conducted. Results indicate that faculty members' posts were a combination of private and public concern. Implications of privacy rights for college professors on social networking sites and whether they fit within the purview of the freedom of speech First Amendment constitutional rights are considered.

Higher Education is confronted with the challenge of providing new and improved methods for delivering experiential learning opportunities for engineering undergraduate students. Our current article suggests coaching points based on two decades of capstone projects that have successfully promoted economic development in the region we serve, while simultaneously creating integrative opportunities for MBA and MS Engineering Technology Graduates to demonstrate mastery of the subject matter. Recently we extended our alliance to a crossdisciplinary partnership between the College of Business and Technology and the College of Education. Our cross-disciplinary graduate student team addressed a highly nonlinear technology-education-business issue in a political scenario and recommended mutually beneficial solution paths. During the 2015 Annual ASEE Conference, a glaring need was revealed for enhanced experiential learning methodologies, and following a review of relevant literature, recent results of our applied research have identified a gap that can be closed. This gap is particularly acute at the graduate level where experiential learning is often critical in demonstrating mastery of the subject matter. Further research is necessary to refine the needs in engineering at the undergraduate level. However, it is anticipated that mutually beneficial strategic alliances will contribute to improved learning outcomes for undergraduate engineering students as well.

Confusion regarding the Health Insurance Portability and Accountability Act (HIPAA) and the Family Educational Rights and Privacy Act (FERPA) continues to be a concern for health care professionals working in the educational environment. Following the Virginia Tech tragedy and similar incidents of school violence in recent years, educational communities and governmental agencies are analyzing the balance between individual privacy and freedom versus the safety and security of all. Health care professionals working in the school environment must stay abreast of privacy regulations regarding student records while providing needed care.