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An efficient and adequate environmental monitoring plan is essential to any integrated coastal zone management (ICZM) program. The purpose of this paper is to apply an environmental diagnostic study to a coastal lagoon using anthropogenic markers as a decision support tool to aid the development of coastal environmental management policies.

Specifically, environmental status and anthropogenic sources were determined as part of a coastal environmental management plan; a study of human occupation and use was conducted to determine the predominant human activities around the lagoon; an environmental diagnostic study was conducted to determine the occurrence, levels and distribution of markers; and the results of the environmental diagnostic study were compared to indicators stipulated in Brazilian legislation.

Land use study revealed both urban and rural activities around the lagoon, as evidenced by the existence of residences, restaurants as well as poultry and livestock activities. The environmental diagnostic study revealed the input of human sewage (treated and raw) and runoff from animal husbandry activities.

The information produced using anthropogenic markers showed the influence of less studied rural activities, such as livestock and poultry farming, thereby providing a more reliable environmental status compared to the use of classic indicators employed in laws issued by international and Brazilian agencies.

The present results show that classic indicators used by environmental agencies are insufficient for an accurate diagnosis of coastal zones with multiple anthropogenic activities. Thus, the modernization of the environmental monitoring plan of the ICZM program is urgently needed for a more accurate assessment of coastal environments.

This paper aims to present a meta‐model for electronic government (e‐government) which takes account of the broad nature of this contemporary socio‐technical phenomenon. As such it contains within it a number of possible “business models” for the development of e‐government – strategies for e‐government focused around key business processes and information systems.

This meta‐model is built from literature taken from the domains of informatics, business and public administration. It is also built on established academic, policy and practitioner literature from the domain of e‐government itself.

The paper demonstrates and validates the use of this meta‐model in three ways. First, it is used as an explanatory tool to help review the contemporary experience of e‐government in the UK. To help in this process we position specific case examples of e‐government against the model from this experience. Second, it is used to evaluate a number of existing models of e‐government, particularly those which provide an explicit framework of e‐government progress. A number of deficiencies in such models are identified from this evaluation. Third, the meta‐model is proposed as a framework for evaluating and potentially benchmarking e‐government. The intention is to raise the perspective of evaluation and benchmarking in this area beyond its contemporary focus on electronic service delivery.

To demonstrate the worth of this approach, the paper describes the application of elements of this meta‐model in two evaluation/benchmarking exercises undertaken by the author in the context of regional e‐government.

In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, ‘pluridisciplinarity’, ‘transdisciplinarity’ and ‘interdisciplinary’ are examined. A new nomenclature is introduced to assist in clarifying the subtle distinctions between the various positions. The chapter also outlines some of the pedagogical and epistemological considerations which are involved in any move from a conventional form of educational delivery to an interdisciplinary higher education, and recommends caution in any implementation of an interdisciplinary curriculum.

Customer-to-customer (C2C) interaction plays a significant role in service. The purpose of this paper is to identify the drivers that motivate customers to interact with other customers, the interactions through which customers affect other customers and the value outcomes of C2C interactions for the participants.

The paper is based on a systematic literature review of C2C interactions. The authors analyzed 142 peer-reviewed articles to synthesize existing knowledge about C2C interactions. A generic value framework is used to categorize earlier research and reveal areas for further research.

The main outcome of this study is an integrative framework of C2C interaction that bridges C2C interactions and customer value. The findings indicate customer-, firm- and situation-induced drivers of C2C interactions. Outcome- and process-focused C2C interactions are identified to result in functional, emotional and social value outcomes. Avenues for additional research to explore issues related to current technology-saturated service settings are proposed.

The paper proposes an agenda for future research to extend the C2C interaction research domain and explore how such interactions create value for the customer. The role of the service provider is not explicitly addressed but is an important area for further research.

Companies can use the framework to understand how they can become involved in and support beneficial C2C interaction.

This paper reviews empirical studies on C2C interaction, offering a systematic review of C2C interaction and producing an integrative framework of C2C interaction. It identifies a research agenda based on the framework and on topical issues within service research and practice.

Part I of the book consists of five chapters offering theoretical perspectives on interdisciplinarity.

The framework of the Bologna Process, the bachelor's–master's degree structure, was introduced into the Netherlands in 2002. At the moment many other countries in Europe have adopted this structure, or are in the process of restructuring their higher education system in that direction. The so-called Dublin descriptors have been developed to provide a general statement of qualifications that students should have acquired at the end of each cycle. These descriptors can be seen as criteria in terms of competence levels regarding the following aspects: acquiring knowledge and understanding, applying knowledge and understanding, making informed judgements and choices, communicating knowledge and understanding, and capacities to continue learning. It can be argued that these competences are interdisciplinary in nature. For instance, a university graduate has to be able to collaborate and communicate in multi- or interdisciplinary teams. However, many of these competences will be acquired in disciplinary settings, and faculty will not easily recognise the general terms in which the descriptors are formulated. This raises questions about the interchangeability of the competences between disciplines. In this chapter we will argue that some of the Dublin descriptors can be seen as an attempt to make it clear that there is a common interdisciplinary language in certain fields of attributes, whereas there will be a strong component of disciplinarity in the programmes. An example in the field of research and enquiry competences will be elaborated for two distinctive programmes: in natural sciences and in social sciences.

The smaller warehouse cannot afford to use the most sophisticated computer systems but here is an introduction to what can be done to improve their picking systems.

The principal organisational issues relating to the creation, validation and maintenance of the University of Exeter's Web site are discussed from the viewpoint of the University Library. Important issues include the effective allocation of responsibility, the timely formation of working groups, and the fostering of a spirit of cooperation amongst all departments and services responsible for providing or authorising information. Given the Web's popularity amongst users and the wealth of opportunities it provides for the dissemination of information, the commitment to its development already shown by library staff must continue.