title: Knowledge, Experience and Attitudes towards sharks: A case for species-specific environmental education

authors: Broadhead, Kathy A.

subjects: Environmental Education

abstract: Sharks are under threat from human exploitation and their numbers are declining, which has ecosystem consequences. Furthermore, sharks have suffered from a negative public image that has worked to reduce their populations, rather than conserve them. 

This research sought to determine people’s knowledge, experience and attitudes towards sharks. It explored the link between people’s knowledge and experience with sharks and the attitudes held toward them. Research has shown that attitudes regarding the marine environment and wildlife are shaped by several factors including formal education and personal experience, which have been found to influence the development of environmental attitudes and conservation behaviour. 

In this research a questionnaire was used to gather data from a cross section of the Mount Maunganui community using a convenience sampling method. Sixty community members and one class of 25 primary students completed the questionnaire. The questionnaire asked participants about their knowledge and attitudes about sharks, their experience with sharks and their general environmental behaviours. Data were either statistically analysed for closed questions, or thematically analysed for open questions. Correlations between knowledge, attitudes and behaviour were explored, as it has previously been found that individuals with high levels of knowledge and positive attitudes towards animals such as sharks are more likely to support their conservation.

Findings indicate mostly fear-based attitudes in first thoughts about sharks, influenced often by exposure to entertainment and news media. However, responses to more considered attitude orientation questions tended to be largely positive, and naturalistic in nature. Findings further indicate that good levels of knowledge, experience and mostly positive attitudes towards sharks do not always translate to support for their conservation. Recommendations are made for possible ways to develop people’s knowledge, experience and attitudes towards sharks through environmental education for conservation.

text: Knowledge, Experience and Attitudes towards sharks: A case for species-specific environmental education Sharks are under threat from human exploitation and their numbers are declining, which has ecosystem consequences. Furthermore, sharks have suffered from a negative public image that has worked to reduce their populations, rather than conserve them. 

This research sought to determine people’s knowledge, experience and attitudes towards sharks. It explored the link between people’s knowledge and experience with sharks and the attitudes held toward them. Research has shown that attitudes regarding the marine environment and wildlife are shaped by several factors including formal education and personal experience, which have been found to influence the development of environmental attitudes and conservation behaviour. 

In this research a questionnaire was used to gather data from a cross section of the Mount Maunganui community using a convenience sampling method. Sixty community members and one class of 25 primary students completed the questionnaire. The questionnaire asked participants about their knowledge and attitudes about sharks, their experience with sharks and their general environmental behaviours. Data were either statistically analysed for closed questions, or thematically analysed for open questions. Correlations between knowledge, attitudes and behaviour were explored, as it has previously been found that individuals with high levels of knowledge and positive attitudes towards animals such as sharks are more likely to support their conservation.

Findings indicate mostly fear-based attitudes in first thoughts about sharks, influenced often by exposure to entertainment and news media. However, responses to more considered attitude orientation questions tended to be largely positive, and naturalistic in nature. Findings further indicate that good levels of knowledge, experience and mostly positive attitudes towards sharks do not always translate to support for their conservation. Recommendations are made for possible ways to develop people’s knowledge, experience and attitudes towards sharks through environmental education for conservation.

year: 2016

title: Guarded operations, refinement and simulation

authors: Reeves, Steve

subjects: computer science

abstract: Simulation rules have long been used as an effective computational means to decide  refinement relations in state-based formalisms. Here we investigate how they might be amended so as to decide the event-based notion of singleton failures refinement of abstract data types or processes that have operations with a "guarded" interpretation.  As the results presented here and found elsewhere in the literature are so sensitive to the details of the definitions used, we have machine-checked our results.

text: Guarded operations, refinement and simulation Simulation rules have long been used as an effective computational means to decide  refinement relations in state-based formalisms. Here we investigate how they might be amended so as to decide the event-based notion of singleton failures refinement of abstract data types or processes that have operations with a "guarded" interpretation.  As the results presented here and found elsewhere in the literature are so sensitive to the details of the definitions used, we have machine-checked our results.

year: 2009-06-10

title: E kore e ngaro, he takere waka nui: Te mātauranga whakatere waka me ōna take nunui

authors: Tuaupiki, Jackie Whetumarama

abstract: E kapi ana te hautoru o te ao i te Moana nui a Kiwa. I ngā tau manomano ka huri, ka puea ake i Āhia ki te tonga mā rāwhiti, he iwi māia, he iwi mātau ki te hanga me te whakatere i ō rātou waka. Ka tupu ngātahi hoki i a rātou tētehi mātauranga whakatere i tarawhitia e rātou ngā tōpito katoa o te Moana nui a Kiwa. Koinei ngā tāngata tuatahi, nāna i kau ngā ara terenga waka onamata. Nō ngā tau maha i muri iho, ka whanake tēnei mātauranga me tō rātou hangarau waka, ā, ka tīmata ngā terenga whakawhiti roa e tau haeretia ana ngā moutere o Poronīhia, tatū mai ki Aotearoa. Engari ia, i roto i te wā, i tino waikauere ngā mahi whakatere waka, ā, i ētehi moutere o Poronīhia, i wairuhi kau, he mahara noa i mau i te kōrero tuku iho. Ko tātou tērā, te iwi Māori.

Otirā, i roto i ngā tau e whā tekau ka pahemo atu rā, kua whakawhāiti mai tētehi ohu ki te whakahaumanu i ngā mahi whakatere waka me tōna mātauranga. He waka hourua kua hangaia i Poronīhia, i te ātārangi tawhito hei amo i ngā whakamanawatanga o ngā iwi me ngā kaupapa whakarauora i ēnei mahi tūpuna. Ka tika te oha ki te hunga hāpai kura i takere nui ai, i haumi tūporo ai ki te whakahaumanu i te mātauranga whakatere waka. Nō reira, o ngā mahi rangatira kua tutuki i te rāngai waka i Aotearoa i ngā tau tata nei, ko tā tēnei rangahau, he kohura i ētehi o ngā take nunui me ngā kaupapa whakahirahira e puta mai ana i mua i te aroaro o te mātauranga whakatere waka me ōna kaumoana i ēnei rangi, ki tā te Māori titiro. Waihoki, ko te pānga o aua take nunui ki te ahurea Māori. Koinei te matū o tēnei tuhinga kairangi. He pūtoi whakaaro, he whakaemieminga kōrero ki te whakatakoto i ngā huatau o ngā puhi kai moana Māori e tākawe ana i tēnei wānanga.

Mātua rā, e kore e tukua kia riro anō ngā mahi whakatere waka i te nenewhatanga o te rā, tau ki te rua. Kua whakatupuria e te wā he kura kaumoana Māori, māna ngā take matua o tēnei tuhinga roa e whakatutuki ki tua i te pae kai ao.

“E kore e ngaro, he takere waka nui”

text: E kore e ngaro, he takere waka nui: Te mātauranga whakatere waka me ōna take nunui E kapi ana te hautoru o te ao i te Moana nui a Kiwa. I ngā tau manomano ka huri, ka puea ake i Āhia ki te tonga mā rāwhiti, he iwi māia, he iwi mātau ki te hanga me te whakatere i ō rātou waka. Ka tupu ngātahi hoki i a rātou tētehi mātauranga whakatere i tarawhitia e rātou ngā tōpito katoa o te Moana nui a Kiwa. Koinei ngā tāngata tuatahi, nāna i kau ngā ara terenga waka onamata. Nō ngā tau maha i muri iho, ka whanake tēnei mātauranga me tō rātou hangarau waka, ā, ka tīmata ngā terenga whakawhiti roa e tau haeretia ana ngā moutere o Poronīhia, tatū mai ki Aotearoa. Engari ia, i roto i te wā, i tino waikauere ngā mahi whakatere waka, ā, i ētehi moutere o Poronīhia, i wairuhi kau, he mahara noa i mau i te kōrero tuku iho. Ko tātou tērā, te iwi Māori.

Otirā, i roto i ngā tau e whā tekau ka pahemo atu rā, kua whakawhāiti mai tētehi ohu ki te whakahaumanu i ngā mahi whakatere waka me tōna mātauranga. He waka hourua kua hangaia i Poronīhia, i te ātārangi tawhito hei amo i ngā whakamanawatanga o ngā iwi me ngā kaupapa whakarauora i ēnei mahi tūpuna. Ka tika te oha ki te hunga hāpai kura i takere nui ai, i haumi tūporo ai ki te whakahaumanu i te mātauranga whakatere waka. Nō reira, o ngā mahi rangatira kua tutuki i te rāngai waka i Aotearoa i ngā tau tata nei, ko tā tēnei rangahau, he kohura i ētehi o ngā take nunui me ngā kaupapa whakahirahira e puta mai ana i mua i te aroaro o te mātauranga whakatere waka me ōna kaumoana i ēnei rangi, ki tā te Māori titiro. Waihoki, ko te pānga o aua take nunui ki te ahurea Māori. Koinei te matū o tēnei tuhinga kairangi. He pūtoi whakaaro, he whakaemieminga kōrero ki te whakatakoto i ngā huatau o ngā puhi kai moana Māori e tākawe ana i tēnei wānanga.

Mātua rā, e kore e tukua kia riro anō ngā mahi whakatere waka i te nenewhatanga o te rā, tau ki te rua. Kua whakatupuria e te wā he kura kaumoana Māori, māna ngā take matua o tēnei tuhinga roa e whakatutuki ki tua i te pae kai ao.

“E kore e ngaro, he takere waka nui”

year: 2017