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Adaptive management is an approach to problem solving that acknowledges uncertainty. Adaptive management involves a systematic and rigorous process of learning from the outcomes of management actions, accommodating change and improving management. Plans, policies or management strategies influenced by new information and learning, are modified. This study examines the implementation of adaptive management for endangered and threatened species covered in Habitat Conservation Plans (HCP). Introduced in 1982 as an amendment to the Endangered Species Act (ESA), Habitat Conservation Plans are negotiated agreements that mitigate the incidental "take" (killing, harming) of endangered and threatened species during a development or resource extraction project. However, scholars found the scientific basis of approved HCPs to be inadequate and the efficacy of prescribed mitigation measures untested implying the need for adaptive management during implementation. This case study evaluation investigates HCP landowner compliance and progress within the parameters of the federal 1994 "No Surprises" policy. That policy limits landowner liability and responsibility for additional conservation action due to failed mitigation measures during HCP implementation. "No Surprises" assumes we can predict all the consequences of implementing a HCP. The policy seems to work against the objectives of adaptive management to improve scientific knowledge and modify action. The cases include the Central Cascades HCP implemented in the Central Cascades of Washington and the Orange Central Coastal County HCP implemented within a nature reserve in Orange County, California. The study assesses the strengths and weaknesses of adaptive management implementation for protecting endangered species and their habitat, and 2) recommends mid-course corrections for improving adaptive management before HCP maturity. / Ph. D.

This research project utilized concepts and methods from the field of marriage and family therapy, to help leaders from business organizations develop greater relationship competency. A training workshop was designed and then evaluated to improve the quality of the training process, and to answer the following question: what, if any, effect did the workshop have on the participants1 relationship competencies in their work and/or family roles? The workshop participants were 12 people from small to medium sized business organizations who held leadership positions in their companies. The training model consisted of an initial three-day session, followed by a two-month interim period where the participants were given individual coaching, concluded by a two-day follow-up session. Several qualitative methods were used for obtaining data including the use of focus groups, in-depth interviews, and case notes. Formative evaluation processes provided information critical to the program1s improvement. Summative evaluation results indicate that the training was effective in helping individuals increase their relationship competency in the following four areas: 1) increased awareness, 2) greater relationship orientation, 3) new relationship-oriented behaviors, and 4) perceived outcomes. Participants reported having greater awareness of their own cognitive and emotional processes, as well as greater empathy for the experiences of others. Participants1 attitudes became more relationally oriented and were followed by new behaviors that promoted closer family relationships and collaborative work relationships. Participants credited the training with positive relational outcomes such as greater trust, more intimacy, and better communication in selected relationships. Other outcomes, specific to the experience of particular individuals, were also attributed to the training experience. The results provide preliminary evidence that MFT processes may be effective in helping leaders develop interpersonal or relationship competencies in a workshop setting. This study adds to the collection of research where family therapy models have been successfully utilized in diverse human systems contexts. / Ph. D.

Because of the rapid development of the use of computers in education, as well as the introduction of the World Wide Web (WWW), a growing number of web-based educational applications/tools have been developed and implemented to help both educators and administrators in the field of education. In order to assist program directors and faculty members in determining whether or not there is a gap between the current situation of the program and the desired situation of the program and whether or not program objectives meet accreditation standards, there is a need for a tool that works effectively and efficiently. However, literature review showed that there is no automated tool specifically used for determining strengths and weaknesses of an academic program, and there is a lack of research in this area. In Chapter 1, the author's intent is to discuss the purpose behind this developmental research and to provide a literature review that serves as the basis for the design of such an automated tool. This review investigates the following issues: objectives related to programs and courses, taxonomies of educational objectives, curriculum evaluation, accreditation and standards, automated tools, and a brief collaborative create-adapt-generalize model. Chapter 2 discusses the design and development of the automated tool as well as methodology focusing on the instructional design model and its steps. Chapter 3 presents the results of the expert review process and possible solutions for the problems identified during the expert review process. Also the Appendices include the documentation used during the expert review process. / Ph. D.

Family support programs serve vulnerable families by providing various forms of support, such as education, health services, financial assistance, and referrals to community resources. A major feature of evaluation involves assessing program effectiveness and learning from evaluation findings (Mertens and Wilson, 2012). Collaboration and cultural responsiveness are important topics in evaluation which remain largely distinct in the literature. However, evaluation capacity building provides a context for exploring possible intersections. Data about seven programs were collected via semi-structured interviews and document analysis. This study revealed that the program leaders feel that their programs are unique, complex, and misunderstood. The findings also suggest that program leaders believe that evaluation is important for program improvement and funding. Although participants did not anticipate evaluation capacity building and did not readily express a desire to develop their own evaluation skills, participants from all seven programs enthusiastically expressed interest in evaluation capacity building once explained. Although participants did not discuss cultural responsiveness as it relates to race, they expressed a need to overcome a community culture of reluctance to participate in programs and aversion to educational pursuits. Given the programs' shared population of interest, similar outcomes, and common challenges, evaluation capacity building in a group setting may give Roanoke family support program leaders the evaluation knowledge, skills, and peer support to engage in program evaluation that is both collaborative and culturally responsive. / Master of Science in Life Sciences