We review fleet dynamics and fishermen behavior from an economic and sociological basis in developing fisheries, in mature fisheries near full exploitation, and in senescent fisheries that are overexploited and overcapitalized. In all cases, fishing fleets behave rationally within the imposed regulatory structures. Successful, generalist fishermen who take risks often pioneer developing fisheries. At this stage, regulations and subsidies tend to encourage excessive entry and investments, creating the potential for serial depletion. In mature fisheries, regulations often restrict season length, vessel and gear types, fishing areas, and fleet size, causing or exacerbating the race for fish and excessive investment, and are typically unsuccessful except when combined with dedicated access privileges (e.g., territorial rights, individual quotas). In senescent fisheries, vessel buyback programs must account for the fishing power of individuals and their vessels. Subsidies should be avoided as they prolong the transition towards alternative employment. Fisheries managers need to create individual incentives that align fleet dynamics and fishermen behavior with the intended societal goals. These incentives can be created both through management systems like dedicated access privileges and through market forces.

Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical relationships among cognitive evaluation theory, achievement goal theory, and self-regulated learning strategies in the context of the classroom. Superficial learning strategies were linked to extrinsic motivation, while intrinsic motivation determined deep cognitive and metacognitive strategy usage. Perceived autonomy, perceived competence, and task mastery orientation mediated the classroom environment’s effect on intrinsic motivation. These findings suggest that active applicationoriented experience delivered by enthusiastic faculty, who provide high interaction, supportive feedback, and clear goals that emphasize learning over grades, will increase intrinsic motivation and the use of self-regulated learning strategies. Teaching guidelines and pedagogical examples for enhancing intrinsic motivation are provided.

1. The species composition and spatial distribution of small insects (Hemiptera, Coleoptera, Lepidoptera) and arachnids (Araneae, Opiliones, and Pseudoscorpiones) were investigated in three indigenous, upland grasslands identified as the National Vegetation Classification Festuca-Agrostis-Galium typical subcommunity (code U4a), Festuca-Agrostis-Galium, Vaccinium-Deschampsia subcommunity (code U4e), and Nardus stricta species-poor sub-community (code U5a), on which grazing management was manipulated experimentally.2. Two hypotheses were tested that predicted arthropod diversity in upland grasslands. The habitat heterogeneity hypothesis predicts that the species number and abundance of arthropods will have an asymptotic relationship with increasing numbers of plant species and greater structural heterogeneity in the vegetation. The symbiosis between patches hypothesis states that the species number and abundance of arthropods will express a unimodal relationship with the grain size of sward patches created by grazing. The sward patches must be large enough to be apparent to, and support populations of, arthropods, but small enough that interspersed tussocks provide shelter from weather and a deterrent to disturbance by grazers.3. The hypotheses were tested by sampling arthropods from the geometrical patterns represented by the individual tussocks and intermediate sward components of three indigenous grasslands produced by different grazing treatments. Paired samples of arthropods were taken by motorized suction sampler, the first of the pair from the grazed sward and the second, the accumulated samples from the surrounding triad of tussocks (U4a and U5a grasslands) or hummocks (U4e grassland). The paired samples were taken from six randomly-selected locations across both replicates of each of the grazing treatments.4. Arthropod species composition and abundance were compared between the paired sward and tussock samples and in turn with measures of the vertical and horizontal components of vegetation structure, i.e. the variance in vegetation height per unit area and the area covered by tussock compared with sward.5. There were consistently more species and a greater abundance of arthropods associated with tussocks than with swards and the average species number and abundance for the combined pair of samples declined with increased grazing pressure. The relationship between vertical and horizontal components of vegetation structure and the species number and abundance of selected arthropods was asymptotic as opposed to unimodal, supporting the habitat heterogeneity hypothesis, rather than the symbiosis between patches hypothesis. 254 P. Dennis et al. 6. Small and relatively sedentary insects and arachnids are more sensitive to grazing intensity and species of grazer in these upland, indigenous grasslands than are larger Coleoptera and Araneae, which respond less directly to varied grazing management. The overall linear reduction of small herbivorous and predatory arthropods with increased grazing intensity was bu...

The delivery of marketing education seems to be rapidly shifting toward pedagogy rich in experiential learning and strongly supported with educational technology. This study integrates and extends previous research efforts and investigates the simultaneous effects of multiple influences of technology and nontechnology factors on learning outcomes. Responses were obtained across a marketing curriculum with technology-accustomed students. The findings suggest that the use of preferred instructional methods will enhance each of the three different measures of learning outcomes, while encouraging supportive class behaviors can increase self report performance and course grade. Regardless of the dependent outcome measure, only one of the five instructional technology variables proved significant, suggesting that in contrast to previous studies that examined technology in isolation, when analyzed relative to other learning factors, technology’s influence is secondary. Implications are discussed with practical suggestions for the classroom and direction for further investigation.

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