title: Sustainable management of surfing breaks: case studies and recommendations

authors: Scarfe, Bradley Edward

subjects: surfing reefs

abstract: In a detailed analysis, Small and Nicholls (2003) found that the coastal population is approximately three times the global average and that it is commonly believed that coastal migration is continuing and growing. Lazarow (2007) estimates that 86% of Australians live within 30 minutes of the coast, while in small island nations the entire population is coastal. Development to support growing coastal populations puts pressure on many resources, including the natural features that create surfing waves (e.g., Anonymous, 2003; Lazarow, 2007; Mead et al., 2007; Pratte, 1987). It is asserted by this paper that the features that form a surfing break are a resource that possesses recreational amenity values. Surfing breaks need protection as these amenity values are important resources for coastal communities, both socially and economically (Lazarow, 2007; Lazarow, Miller, and Blackwell, 2007a, 2007b; Nelsen, Pendleton, and Vaughn, 2007). Some environmental legislation, e.g., New Zealand’s Resource Management Act (1991, Section 7c) already requires the protection and maintenance of these recreational amenity values.

text: Sustainable management of surfing breaks: case studies and recommendations In a detailed analysis, Small and Nicholls (2003) found that the coastal population is approximately three times the global average and that it is commonly believed that coastal migration is continuing and growing. Lazarow (2007) estimates that 86% of Australians live within 30 minutes of the coast, while in small island nations the entire population is coastal. Development to support growing coastal populations puts pressure on many resources, including the natural features that create surfing waves (e.g., Anonymous, 2003; Lazarow, 2007; Mead et al., 2007; Pratte, 1987). It is asserted by this paper that the features that form a surfing break are a resource that possesses recreational amenity values. Surfing breaks need protection as these amenity values are important resources for coastal communities, both socially and economically (Lazarow, 2007; Lazarow, Miller, and Blackwell, 2007a, 2007b; Nelsen, Pendleton, and Vaughn, 2007). Some environmental legislation, e.g., New Zealand’s Resource Management Act (1991, Section 7c) already requires the protection and maintenance of these recreational amenity values.

year: 2009

title: A competitive environment for exploratory query expansion

authors: Milne, David N.

subjects: computer science

abstract: Most information workers query digital libraries many times a day. Yet people have little opportunity to hone their skills in a controlled environment, or compare their performance with others in an objective way. Conversely, although search engine logs record how users evolve queries, they lack crucial information about the user's intent. This paper describes an environment for exploratory query expansion that pits users against each other and lets them compete, and practice, in their own time and on their own workstation. The system captures query evolution behavior on predetermined information-seeking tasks. It is publicly available, and the code is open source so that others can set up their own competitive environments.

text: A competitive environment for exploratory query expansion Most information workers query digital libraries many times a day. Yet people have little opportunity to hone their skills in a controlled environment, or compare their performance with others in an objective way. Conversely, although search engine logs record how users evolve queries, they lack crucial information about the user's intent. This paper describes an environment for exploratory query expansion that pits users against each other and lets them compete, and practice, in their own time and on their own workstation. The system captures query evolution behavior on predetermined information-seeking tasks. It is publicly available, and the code is open source so that others can set up their own competitive environments.

year: 2008

title: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue

authors: Wagner, Brent

subjects: cultural interface

abstract: Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

text: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

year: 2026