title: Understanding of marine environments and sustainability by primary school children in lombok, indonesia

authors: Nusantari, Hani

subjects: Primary school

abstract: ABSTRACT

Seagrass beds, mangrove forests and coral reefs as a part of marine environments play an important role in the coastal regions. These environments support the coastal communities by providing resources such as food and income. For many years, marine environments have been facing destruction the majority of which is caused by human impact. The lack of knowledge of how to use and manage the marine resources wisely and sustainably is one reason why marine environments are still facing degradation. 
 
Primary school children who live in two coastal villages in Lombok Island, Indonesia were questioned about their conceptual understanding of their local marine environments and their ideas about sustainability in these environments. Using an interpretive methodology framework, children and their teachers from Grades 5 and 6 in two primary schools in coastal villages, and elders in the villages were studied and. The data gathered from the children through questionnaires and interviews, and from teachers and elders through interviews. Quantitative and qualitative analysis was used to analyse this data. 

The children's experiences in their marine environment appear to have strong connection with their knowledge. Their knowledge also developed by interaction with the people in the communities. Children value their local marine environment as a place that provides food for them and their parents teach them to respect it. Long traditions such as dumping waste in the beach or sea has an impact on children from fishing families and creates a contradiction between the positive values they have and negative attitudes they act on. The children are not taught environmental education in the schools since it is not a compulsory subject and teachers lack knowledge about the marine environment. 

Teachers and elders feel the importance of teaching about the marine environment to their children to give them the knowledge and ability to use the marine resources in sustainable way. For children who are a part of coastal communities, learning about their local marine environment should be made a priority to so they have basic knowledge and understanding in using the marine environment in sustainable ways. Marine environmental education should not only educate children in formal school but also educate people in the communities. The coastal communities as a whole should be working together to achieve the aims of education and conservation. Additionally, the school as a whole needs to support the implementation of marine environmental education.

text: Understanding of marine environments and sustainability by primary school children in lombok, indonesia ABSTRACT

Seagrass beds, mangrove forests and coral reefs as a part of marine environments play an important role in the coastal regions. These environments support the coastal communities by providing resources such as food and income. For many years, marine environments have been facing destruction the majority of which is caused by human impact. The lack of knowledge of how to use and manage the marine resources wisely and sustainably is one reason why marine environments are still facing degradation. 
 
Primary school children who live in two coastal villages in Lombok Island, Indonesia were questioned about their conceptual understanding of their local marine environments and their ideas about sustainability in these environments. Using an interpretive methodology framework, children and their teachers from Grades 5 and 6 in two primary schools in coastal villages, and elders in the villages were studied and. The data gathered from the children through questionnaires and interviews, and from teachers and elders through interviews. Quantitative and qualitative analysis was used to analyse this data. 

The children's experiences in their marine environment appear to have strong connection with their knowledge. Their knowledge also developed by interaction with the people in the communities. Children value their local marine environment as a place that provides food for them and their parents teach them to respect it. Long traditions such as dumping waste in the beach or sea has an impact on children from fishing families and creates a contradiction between the positive values they have and negative attitudes they act on. The children are not taught environmental education in the schools since it is not a compulsory subject and teachers lack knowledge about the marine environment. 

Teachers and elders feel the importance of teaching about the marine environment to their children to give them the knowledge and ability to use the marine resources in sustainable way. For children who are a part of coastal communities, learning about their local marine environment should be made a priority to so they have basic knowledge and understanding in using the marine environment in sustainable ways. Marine environmental education should not only educate children in formal school but also educate people in the communities. The coastal communities as a whole should be working together to achieve the aims of education and conservation. Additionally, the school as a whole needs to support the implementation of marine environmental education.

year: 2008

title: Nitrogen fixation in the New Zealand mangrove (Avicennia marina (Forsk.) Vierh. var. resinifera (Forst f.) Bakh.)

authors: Hicks, Brendan J.

subjects: biology

abstract: Nitrogenase activity in mangrove forests at two locations in the North Island, New Zealand, was measured by acetylene reduction and 15N2 uptake. Nitrogenase activity (C2H2 reduction) in surface sediments 0 to 10 mm deep was highly correlated (r = 0.91, n = 17) with the dry weight of decomposing particulate organic matter in the sediment and was independent of light. The activity was not correlated with the dry weight of roots in the top 10 mm of sediment (r = –0.01, n = 13). Seasonal and sample variation in acetylene reduction rates ranged from 0.4 to 50.0 µmol of C2H4 m–2 h–1 under air, and acetylene reduction was depressed in anaerobic atmospheres. Nitrogen fixation rates of decomposing leaves from the surface measured by 15N2 uptake ranged from 5.1 to 7.8 nmol of N2 g (dry weight)–1 h–1, and the mean molar ratio of acetylene reduced to nitrogen fixed was 4.5:1. Anaerobic conditions depressed the nitrogenase activity in decomposing leaves, which was independent of light. Nitrogenase activity was also found to be associated with pneumatophores. This activity was light dependent and was probably attributable to one or more species of Calothrix present as an epiphyte. Rates of activity were generally between 100 and 500 nmol of C2H4 pneumatophore–1 h–1 in summer, but values up to 1,500 nmol of C2H4 pneumatophore–1 h–1 were obtained.

text: Nitrogen fixation in the New Zealand mangrove (Avicennia marina (Forsk.) Vierh. var. resinifera (Forst f.) Bakh.) Nitrogenase activity in mangrove forests at two locations in the North Island, New Zealand, was measured by acetylene reduction and 15N2 uptake. Nitrogenase activity (C2H2 reduction) in surface sediments 0 to 10 mm deep was highly correlated (r = 0.91, n = 17) with the dry weight of decomposing particulate organic matter in the sediment and was independent of light. The activity was not correlated with the dry weight of roots in the top 10 mm of sediment (r = –0.01, n = 13). Seasonal and sample variation in acetylene reduction rates ranged from 0.4 to 50.0 µmol of C2H4 m–2 h–1 under air, and acetylene reduction was depressed in anaerobic atmospheres. Nitrogen fixation rates of decomposing leaves from the surface measured by 15N2 uptake ranged from 5.1 to 7.8 nmol of N2 g (dry weight)–1 h–1, and the mean molar ratio of acetylene reduced to nitrogen fixed was 4.5:1. Anaerobic conditions depressed the nitrogenase activity in decomposing leaves, which was independent of light. Nitrogenase activity was also found to be associated with pneumatophores. This activity was light dependent and was probably attributable to one or more species of Calothrix present as an epiphyte. Rates of activity were generally between 100 and 500 nmol of C2H4 pneumatophore–1 h–1 in summer, but values up to 1,500 nmol of C2H4 pneumatophore–1 h–1 were obtained.

year: 1985

title: Evidence for late polynesian colonization of New Zealand: University of Waikato radiocarbon measurements

authors: Hogg, Alan G.

subjects: radiocarbon

abstract: We present radiocarbon determinations for 271 New Zealand archaeological samples measured at the University of Waikato Radiocarbon Dating Laboratory between 1975 and 1995. A discard protocol is applied to the series and the list culled to winnow the acceptable dates from those that may incorporate error. None of the 221 acceptable ¹⁴C determinations older than 600 BP (in the case of terrestrial samples) or 930 BP (in the case of marine and estuarine shell) extends beyond cal AD 1250. This conclusion supports the short chronology model of New Zealand prehistory presented by Anderson (1991).

text: Evidence for late polynesian colonization of New Zealand: University of Waikato radiocarbon measurements We present radiocarbon determinations for 271 New Zealand archaeological samples measured at the University of Waikato Radiocarbon Dating Laboratory between 1975 and 1995. A discard protocol is applied to the series and the list culled to winnow the acceptable dates from those that may incorporate error. None of the 221 acceptable ¹⁴C determinations older than 600 BP (in the case of terrestrial samples) or 930 BP (in the case of marine and estuarine shell) extends beyond cal AD 1250. This conclusion supports the short chronology model of New Zealand prehistory presented by Anderson (1991).

year: 1997