title: Learning and selection

authors: Kingsbury, Justine

subjects: selection process

abstract: Are learning processes selection processes? This paper takes a slightly modified version of the account of selection presented in Hull et al. (Behav Brain Sci 24:511–527, 2001) and asks whether it applies to learning processes. The answer is that although some learning processes are selectional, many are not. This has consequences for teleological theories of mental content. According to these theories, mental states have content in virtue of having proper functions, and they have proper functions in virtue of being the products of selection processes. For some mental states, it is plausible that the relevant selection process is natural selection, but there are many for which it is not plausible. One response to this (due to David Papineau) is to suggest that the learning processes by which we acquire non-innate mental states are selection processes and can therefore confer proper functions on mental states. This paper considers two ways in which this response could be elaborated, and argues that neither of them succeed: the teleosemanticist cannot rely on the claim that learning processes are selection processes in order to justify the attribution of proper functions to beliefs.

text: Learning and selection Are learning processes selection processes? This paper takes a slightly modified version of the account of selection presented in Hull et al. (Behav Brain Sci 24:511–527, 2001) and asks whether it applies to learning processes. The answer is that although some learning processes are selectional, many are not. This has consequences for teleological theories of mental content. According to these theories, mental states have content in virtue of having proper functions, and they have proper functions in virtue of being the products of selection processes. For some mental states, it is plausible that the relevant selection process is natural selection, but there are many for which it is not plausible. One response to this (due to David Papineau) is to suggest that the learning processes by which we acquire non-innate mental states are selection processes and can therefore confer proper functions on mental states. This paper considers two ways in which this response could be elaborated, and argues that neither of them succeed: the teleosemanticist cannot rely on the claim that learning processes are selection processes in order to justify the attribution of proper functions to beliefs.

year: 2008

title: The Role of Indigenous Knowledge in Biodiversity Conservation: Implications for Conservation Education in Papua New Guinea

authors: Tiu, Sangion Appiee

subjects: conservation education

abstract: The research reported in this thesis focussed on exploring existing indigenous environmental knowledge of two indigenous communities in Papua New Guinea and how this knowledge was acquired, interpreted and disseminated to the next generation. The relevance of indigenous environmental knowledge in the promotion of biodiversity conservation efforts was investigated.

This research was conducted within an interpretive paradigm. A naturalistic/ethnographic methodology was used. Data was collected through semi structured interviews and observations. Participants in this case study were representatives of the community and included elders, adults, teachers and students.  

The findings in this study revealed indigenous environmental knowledge as useful for biodiversity conservation and promotes sustainable practices. It showed that indigenous family knowledge is essential for claiming land inheritance and indigenous environmental practices are consistent with sustainable practices and land use. Forest knowledge is found to be useful in identifying and locating resources and that sustainable practices ensured continuity of these resources. The study also identified spiritual knowledge and beliefs as fundamental for developing indigenous worldviews and environmental attitudes and values and that change in resource use may be both beneficial and harmful to biodiversity.
The findings also revealed indigenous education as flexible, holistic and informal in nature and uses mostly oral history through verbal instruction and various non-verbal means. They showed that IE uses a variety of teaching and learning approaches that utilise the environment as a tool and that learning venues provide a realistic learning experience. 
The thesis concludes that IEK promotes biodiversity conservation in many ways and that indigenous education uses situated context to promote realistic learning.  Indigenous environmental knowledge and education could therefore be used in biodiversity conservation education.

text: The Role of Indigenous Knowledge in Biodiversity Conservation: Implications for Conservation Education in Papua New Guinea The research reported in this thesis focussed on exploring existing indigenous environmental knowledge of two indigenous communities in Papua New Guinea and how this knowledge was acquired, interpreted and disseminated to the next generation. The relevance of indigenous environmental knowledge in the promotion of biodiversity conservation efforts was investigated.

This research was conducted within an interpretive paradigm. A naturalistic/ethnographic methodology was used. Data was collected through semi structured interviews and observations. Participants in this case study were representatives of the community and included elders, adults, teachers and students.  

The findings in this study revealed indigenous environmental knowledge as useful for biodiversity conservation and promotes sustainable practices. It showed that indigenous family knowledge is essential for claiming land inheritance and indigenous environmental practices are consistent with sustainable practices and land use. Forest knowledge is found to be useful in identifying and locating resources and that sustainable practices ensured continuity of these resources. The study also identified spiritual knowledge and beliefs as fundamental for developing indigenous worldviews and environmental attitudes and values and that change in resource use may be both beneficial and harmful to biodiversity.
The findings also revealed indigenous education as flexible, holistic and informal in nature and uses mostly oral history through verbal instruction and various non-verbal means. They showed that IE uses a variety of teaching and learning approaches that utilise the environment as a tool and that learning venues provide a realistic learning experience. 
The thesis concludes that IEK promotes biodiversity conservation in many ways and that indigenous education uses situated context to promote realistic learning.  Indigenous environmental knowledge and education could therefore be used in biodiversity conservation education.

year: 2007

title: Water Quality Modelling of Te Waihora/Lake Ellesmere

authors: Hamilton, David P.

abstract: As a component of work to contribute towards the management of water quality of Te Waihora/Lake Ellesmere, the University of Waikato was subcontracted by University of Otago to apply a coupled hydrodynamic-water quality model to the lake. The primary funder for this work was Environment Canterbury (ECAN), Whakaora Te Waihora and the Central Government Freshwater Cleanup Fund. The main modelling tool used in the study to simulate the dynamics of Te Waihora/Lake Ellesmere was the one‐dimensional (1‐D) hydrodynamic-water quality model DYRESM-CAEDYM. The model was used to reproduce observed water column data for a mid-lake station over the period 2011 to 2015. Once a satisfactory level of reproduction of these data had been achieved, an assessment was carried out with the model to examine the impact of various management scenarios on lake water quality. These scenarios involved: (i) projected changes to external nutrient loads to the lake that could be associated with future land management in the catchment and (ii) different lake water level management regimes based around opening of the barrier separating the lake from the ocean. The scenarios are intended here to be a catalyst for further hui and consultations that may adapt and refine additional scenarios, some of which may involve testing of multiple management options. The quantitative output from the model provides a component of the input required to inform strategies for lake management, alongside historical and expert knowledge, as well as analysis of measured data.

text: Water Quality Modelling of Te Waihora/Lake Ellesmere As a component of work to contribute towards the management of water quality of Te Waihora/Lake Ellesmere, the University of Waikato was subcontracted by University of Otago to apply a coupled hydrodynamic-water quality model to the lake. The primary funder for this work was Environment Canterbury (ECAN), Whakaora Te Waihora and the Central Government Freshwater Cleanup Fund. The main modelling tool used in the study to simulate the dynamics of Te Waihora/Lake Ellesmere was the one‐dimensional (1‐D) hydrodynamic-water quality model DYRESM-CAEDYM. The model was used to reproduce observed water column data for a mid-lake station over the period 2011 to 2015. Once a satisfactory level of reproduction of these data had been achieved, an assessment was carried out with the model to examine the impact of various management scenarios on lake water quality. These scenarios involved: (i) projected changes to external nutrient loads to the lake that could be associated with future land management in the catchment and (ii) different lake water level management regimes based around opening of the barrier separating the lake from the ocean. The scenarios are intended here to be a catalyst for further hui and consultations that may adapt and refine additional scenarios, some of which may involve testing of multiple management options. The quantitative output from the model provides a component of the input required to inform strategies for lake management, alongside historical and expert knowledge, as well as analysis of measured data.

year: 2017