Chronological analysis and simulation of marine biosocial systems

http://researchspace.auckland.ac.nz ResearchSpace@Auckland

Copyright Statement

The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand).

This thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use:

• Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person.

• Authors control the copyright of their thesis. You will recognise the author's right to be identified as the author of this thesis, and due acknowledgement will be made to the author where appropriate.

• You will obtain the author's permission before publishing any material from their thesis.

To request permissions please use the Feedback form on our webpage.

http://researchspace.auckland.ac.nz/feedback

General copyright and disclaimer

In addition to the above conditions, authors give their consent for the digital copy of their work to be used subject to the conditions specified on the Library Thesis Consent Form.

Chronological Analysis and Simulation of Marine Biosocial Systems

JeanE. Wolfenden

A

thesis submitted

forthe

degree

of

Doctor

of

Philosophy in the Departuent of

Rychology

atthe University of Auckland,

New Zealand

1996

.g

t2

,l

J

ABSTRACT

The

logical stnrctre of this

thesis demanded a three part

presentation.

Part

I of

this

thesis provides an historical

analysis

of global marine ideologies and values, &d

establishes a framework and

justification for

the

research.

The chronological

analpis in

Paxt

I

reveals that humans lived in harmony

with

the environment throughout most

of history. It

was not

until

the twentieth century that technological developments and the brugeoning

human population

began

to take its toll. During the

seventeenth and eighteenth centuries

disciplines such as

astronomy,

physics and chemisty

becarne distinct from

philosophy.

The most recent discipline to develop has been psychology, a science that

is

barely one hundred years

old. In

the past, psychological investigation ignored

the nafiral world until in

recent years

the new paradigm of

environmental psychology has

emerged.

Expanding on the notion of phenomenological psycholory, a systems-oriented approach demands a

holistic world view in

contrast

to

analysing parts

of a system. From this

perspective,

the present

research

adopted a

biosocial

multidisciplinary

approach to the study of the human/marine envirorunent interface.

Part

tr is

concerned

with the theory

and method

in the study of marine and

coastal environments. The theoretical concept

of

consumer socialisation assumes

that

leaming takes place

during

interaction

with

socialisation agents such as

family,

peers, cultural influences and the

media. To

test the paradigm

of

social leaming theory

in familial (informal)

and peer

collaborative (formal)

circumstances,

two

research studies were

carried out. First, a

three.generational sample

of five families in Auckland New Zealmd, were

interviewed

to test

intergenerational commonalities and differences

in social, cultural and economic values pertaining to marine environmental

issues.

Content analysis

supported

the notion that

mechanisms associated

with

consumer

socialisation theory were evident in the rhetorical constnrcts of

participants.

Predictions

that

environmentally aware parents and grandparents

would

have children

with similar attitudes, and

adjacent generations

would have more closely

aligned attihrdes and beliefs

th "

nonadjacent generations, were

supported.

Further, interactive dialogue

resulted in

contradictions

and coercion,

strategies associated

with

attitude change

within

the theoretical model

of

social leaming.

The second research study investigated the effects

of

collaborative leaming on cognitive

development. In

contrast

to the systemic

approach

of experiential leaming,

the

fraditional

lecture format

fails to

address the student as a

total petson.

Based on this premise, an interactive simulation game

with

a focus on marine consewation, _{and the}

iii

corresponding effects

on leaming

and behaviour, was developed

in the

^present study.

Decisions relating to conservation versus economic development of the

marine environment

were

manipulated

by the introduction of role-play in the context of

the simulation game,

which

was based on an imaginary island governed by eight ministries.

Following rigorous pilot testing, the final version of the simulation

game

was field

tested

with

one hrmdred and

fifty-four

students aged between twelve and

fifteen

years at three

Aucklan4 New

7*atand,

high schools.

Results revealed

first,

a significant effect

of role-play on

decision-making and

second a significant

difference between control

and experimental grotlps in correct answeni to

knowledge-based questionnaires,

confirming

the effectiveness

ofpeer

interaction through simulation as ateaching device.

Students began

to

construct

their

own cognitive understanding

of

environmental issues and problems faced

by

government

deparhents with

divergent

agendas.

Once this

point

was reached

it

was

not difficult for

participants

to

consider social, economic and environmental factors in terms of

real-life

situations.

The results

of

both studies are summarised

in

the

final chapter.

Findings revealed that

socialisation processes are instrumental in developing orientation

towards environmental

issues.

Ftuthermore, interpersonal communication has

the power to

alter cognitive stnrctures. Justification for concern abow marine

environmental

protection, and the urgency associated with the development of

educational mechanisms,

w6 evident from the

results

of this research.

TmFlications

for

firhne interaction

with marine biosocial

systems,

limitations of the

study and

directions for

firther

research, are defined in the closing sections of this thesis.

lv

ACKNOWLEDGEMENTS

This

study was conducted

with financial

support

from

the Departrrent

of

Conservation and a

University of Auckland

Research

Grant. Without this

assistance

I would

have experienced some very lean

times. Also,

the Deparfinent

of

Psychology

for air

fares

to

attend the Annual Psychology Conference

in

Perth,

in

Septembe\

L995. This

gave me

the opportunity to

meet

with other

environmental psychologists and members

of

the Conservation Behaviour Group.

Special thanks

go to my

supervisor,

Dr Barry Kirkwood, Deparhent of

Psychology,

University of Auckland, for

assistance

in

obtaining

funding for this

project and advice on developing the

framework for this study. I

consider myself

very

fortunate

to

have had the quahty

of

experience and supervision he was able to

provide.

Kate Smith and Amanda

Norris

(see

below)

also benefited

from his

expertise as

a

supenrisor

for

oru

joint

projects in the

initial

stages

of

the two research studies reported in this thesis.

My

co-supervisor,

Dr

Fiona Cram, Department

of

Psycholory,

University of

Auckland, for her guidance, encouragement and support

with

this

research. Following

superuision

of my

Masters thesis,

this

has asrounted

to

many years

of unfailing assistance.

Her backup support

with

Kate and Amanda's research was also

geatly

appreciated.

Kate Smith for her help with interviews and transcriptions of

intergenerational discourse

which

she carried out as a stage three Research Topic

in

Psychology

n

1994, superuised

by Dr Barry Kirkwood.

She managed

to tack down tbree

generations

within five families who

were

willing to

be

interviewed. Her

cheerful manner made the long hours of

work

much easier to tolerate.

Also

Amanda

Norris for working

closely

with

me on devising the simulation game and

running the initial pilot tests. Dr. Barry Kirkvrood's help with

supervision, and suggestion

for

using the

NZ Futues

Garne as a guideline

for

developing the simulation garne

in the

present sfudy,

was greatly appreciated. Amanda's

creative

talent

and

artwork

added

to the

success

of the overall

presentation

of the game. I

missed the feedback

and frequent

meetings

with both Kate and Amanda when their

research projects were finished.

Dr

John Gribben,

Departuent of

Psychology,

for his

assistance

with analyses. As

he pointed out,

if I

had had to pay commercial rates

for

the hours he made available to me in refining my

results, I

would have been in debt for a very long time.

Tom

Attwood for

making

office

space

available.

This was a haven

in which to

work.

I

am also grateful

to him for

keeping

track of my deparhental

research

fimding. I

needed help

with

the accounting.

Surangi, Paul, Gary and Lance

for their

advice on

the

occasions when

I my

computer started crashing

from a

suspected

virus or

system

failure,

thereby

helping to

maintain my sanity.

v

The

cartolog

lab

staffin

Geography

for their skill with modiffing

and creating maps, and for their general interest in the research.

Janet and Bemadette

for their friendly

assistance

in

the

office,

even though

I

generally intemrpted their busy schedule.

Fellow

Ph.D. students for their conmpanionship during

this

arduous yet rewarding

time in

our lives.

I

would like to

express my deep appreciation to my

family

and friends

for

their patience and forbearance over the past three years.

My

deepest appreciation ^goes

to my

husband,

David,

and daughter, Sarah,

who

have cheerfully

put

up

with

me through the highs and

the lows. Also,

our tbree sons

who

now

live

overseas, for their encouragement over the years.

In particular, I would like to thank my

mother

for her

^patience

in proof

reading this dissertation ^as the chapters emerged.

Thanks also

to Iain

Robertson

for

ploughing through the

final draft in

search

of

errors and

omissions. A

stoic effort.

Finally, my

thanks

to the many people who have given

support,

both spiritual

and

emotional, which have

helped

keep my life in

balance

throughout this

intellectual

joumey.

vr

TABLE OF CONTENTS

Abstact

Acknowledgements Table

of

Contents

List

of Appendices

List

of Tables

List of

Figures Foreword

CHAPTER 1 INTRODUCTION

1.1 RESEARCHAGENDA; EVOLUTIONAND RATIONALE

1.2 THESIS

^STRUCTURE

I.3 JUSTIFICATION, AIMS AND

OBJECTIVES

1.4

^OVERVIEW

PART I TIIE HISTORICAL AND MODERN CONTEXT OF MA.RINE AND COASTAL ENVIRONMENTS CHAPTER 2 HISTORICAL ASPECTS

2.T REVIEW

^OF

INTERNATIONAL

^PROCESSES

2.2

PRE.RECORDED HISTORY

2.3

DEVELOPMENTS

INTFIEMDDTE

AGES

2.4

^RECORDED HISTORY OF.THE SEA

2.5 NINETEENTH

^CENTURY

2.6

^FISHERIES

DEVELOPMENT

2.7

^{AWARENESS OF} CONSERVATION PROBLEMS

2.8 THE GAIA

FryPOTHESIS

CHAPTER 3 THE MODERN ERA

3.1 INTRODUCTION

3.2 TEMPORAL

^CHANGES

IN ENVIRONMENTAL

^IDEOLOGIES

3.3 THE

OCEANS OFTFIE

WORLD

3,4 COASTAL

^RESOURCES

3.5

^TFIE

VALUE

^{OF SEABED RESOURCES}

3.6

RESOURCES OF

THE

OCEANS

3.7 VALUE

^OF

MARINE

^LIFE

AND HABITATS

3.8 TECHNOLOGICALDEVELOPMENTS

Page

ii

lv vi x xii xiii xiv

1

I

4

5

7

10

11 12

t2

L3 15 22

2/+

27

?a

31

31 32 33 37 38

4

42 53

vu

Page

3.8.1

^Increases

in World

^Carch

of Fish fr

3.8.2 Driftnening X

3.8.3 Whaling

⁵⁷

3.8.4 Aquaculnre

⁶⁰

RESOURCE

SUSTAINABIUTY

⁶²

INTERNATIONAL

N,IARINE

LEC}ISI.ATION

⁶⁵

3.10.1 CoastalZoneLrgislation

⁶⁵

3.10.2

Freedom

of

the

Seas

⁶⁷

3.10.3

Unived Nations Conference on the [-aw

of

the Sea

(UNCLOS)

68

3.10.4 TheExclusiveEconomicZnne(FF4

⁷⁰

3.10.5

International Conventions on Marine

Pollution

⁷³

CHAPTER 4 THE NEW ZEALAND PERSPECTIVE 3.9

3.10

4.1

4.2 4.3

4.4 4.5 4.6 4.7 4.8

INTRODUCTION

4.IJ

Topographical Characteristics PRE-RECORDED HISTORY

HU]vIAN SETTLEMENT

4.3.I

^{Impact of} European Settlement

4.3.2

^{lvlaori Ctrlnre} and Values

4.3.3

TheTreaty of Waitangi

4.3.4

The Waitangi Tribunal

4.3.5 EthnicMgration

SOCIAL

AND ENVIRONMENTAL IMPACT

ASSESSMENTS N{ARINE RESERVES

4.5.1

^{Marine Reserves} Application Process RESOURCE N4ANAGEMENT

ACT

(1991)

RESEARCH,

MANAGEMENT AND

PI.-ANNING OVERVIEIW

AND INTRODUCTIONTO

^PART

II

79

79

79

80 81 83

u

86 g7 89 89 92 94 97

!a

106

10E

109

109 109 111

TI7

118

PART II: THEORY AND METHOD IN THE STUDY OF

MA.RIT{E AND COASTAL ENVIRONMENTS CHAPTER

5

5.1 INTRODUCTION

5.2

TFIEORETICAL CONCEPTS

5.2.1 EnvironmentalkYchologY

5.2.2

EnvironmentalBlucation ^(EE)

5.2.3

AttitudeFormation

5.2.4

SocialisationTheory

METHODOLOGICAL

^TECHNIQUES

5.3.1

SystemsMethodologY

5.3.2

^{Biosocial SYstems}

5.3.3

^Study

I:

Intergenerational lnterviews

5.3.4

Content Analysis of Intergenerational Interview Data

5.3.5

^Study

II:

Simulation Game

5.3.6

Analytical Procedures in Experiential l-earning

6.1 INTRODUCTION

6.2 MEI}IOD

6.3 TRANSCRIPTION.

^CODING

AND

CONTENT

ANALYSIS

6.3.

1

Extraction

of

Resources from the Sea

6.3.2

^Rlucation

6.3.3

^{Marine Reserves}

6.3.4

Registration of Boats

6.3.5

lvlarine Legislation

6.3.6

^{Cultural Concerns}

6.4 DISCUSSION

CHAPTER 8 STUDY II: SIMULATION GAME TRIALS

8.1 INTRODUCTION

8. 1.

1

^The SimulationTechnique

8.2

RESEARCH DESIGN

viii Page

r23 r29

130 L34 136 T4L

16

155

CHAPTER 6 STUDY I: INTERGENERATIONAL INTERVIEWS 159

159 161

I&

16

170

t7L

175

LT|

178 r8r2

CHAPTER 7 STUDY II: SIMIJLATION GAME PILOT STUDIES IEE

7.1 EVOLUTION

^{OF TFIE}

SIMUI-ATION GAME

¹⁸⁸

7.2 pILCrr STUDy 1

¹⁹¹

7

'3 PILor sruDY II lln

7.4 PILOT STUDY III

^2O5

7.4.1

Questionnaire

Design 2lO

7

'5 PILor sruDY IV 2r3

1.6 PRACTICAL

^PROBLEMS

IN SIMULA'TION

²¹⁷

7

.7 POSITIVE

ASPECTS OF

EXPERIENTIAL LEARMNG 218

220

220

22r

225

8.4 8.3

8.2.1

The Sample Population

8.2.2

^h{aterials

8.2.3

^Procedure

INTERPRETATION

OF RESULTS

8.3.1

Primary Analysis of Simulation Game Data

8.3.2

Secondary Analysis

of

Simulation Game

Daa

8.3.3

^{Analysis of} Questionnaire Data

DISCUSSION

CHAPTER

9

CONCLUSIONS

9.1

9.2 9.3 9.4 9.5 9.6

INTRODUCTION

STUDY

^I

:

^I NTERGENT,xa-TIONAL

INTERVIEWS

STUDY II: DGERIENTIAL LEARNING

SIMUI-A,TION

GAME IMPLICATIONS AND

^FINDINGS

OFTHE

RESEARCH

LIMTATIONS

OF THE RESEARCH

DIRECTIONS

AND

AREAS FOR FUTURE RESEARCH

REFERENCES APPENDICES

u(

Page

2?5 233

233 228 229

229

?32

42

253

253

2y zfi

2Q 2&

265

27r

2v3

LIST OF APPENDICES

Appendix Title

3.1

Definition of Maritime Concepts

6.1

^{Ethic.s Consent Form}

6.2

Farticipant Information Sheet

7.1

Simulation Game C-omPonents

7.1.L

^{lrttap of lrdadumba}

7.1.2

National and Intemuional Policies

7.I.3

Blank Policy Sheet

7.I.4

^Role

Briefs:

^{Economic Ministries}

7.L.5

^Role

Briefs:

Conservation

Mnistries

7.L6

Simulation ^Game lnstnrctions

7.1.7

National Policy Record Sheet

7.I.8

International Policy Record ^Sheet

7.I.9

^{Combined Policy} Score Table (pnmary analysis)

7.I.LO

^{Secret Ballot Sheet}

7.IJL

^{Secret Ballot} Results Sheet

7.I.I2

National Policy Results

Matrix

(secondary analysis)

7.1.L3

International Policy Results

N{arix

(secondary analysis)

7.I.I4

Raw PolicY Scores

7.I.Ls

^{Game Drectods} Score Sheet

7.1.t6 Ust

^of National and International Policies

7.1.L7

Pre-test Questionnaire Fart I

7.1.18

Post-test Questionnaire Part

I

and

II

7.2

^{Pilot Study}

I

Simulation Game Results

7.3

^{Pilot Study}

II Simulaion

^GameResulc

7.4

^{Pilot Study}

III

Simulation Game Results

7.5

^{Pilot Study}

IV

Simulation crame Results

7.5.L

^I-etter

of

Introduction Pilot Study

IV

7.5.2

^{Summary of National Policy Rankings Pilot Study}

IV 7.5.3

^{Summary of} International Policy Rankings Pilot Study

IV

7.5.4

^Summary

lrtter

^{Pilot Study}

IV

8.1

Simulation game Trials at Three Auckland High Schools

8.1.1 l-etterof

RequesttoTrial Simulation Game (Ceeducational College)

8.I.2 lrtter of

Request to

Trial

Simulation Game (Girls' College)

8.1.3 ktter of

Request !o

Trial

Simulation Game (Girls' College)

Page

A,ppendix Title

8.1.4

^{L-etter of} Request to

Trid

Simulation Game (Boys' Ccillege)

8.1.5

^{Results of Final Trials}

(Coedwational

College)

8.1.6

^Results

of

^Final

Trials (Girls'College)

8.1.7

^Results

of

^Final

Trials

(Boys'College)

Page

xtl

Table 3.1

8.1

8.2 8.3

8.4 8.5 8.6 8.7

LIST OF TABTES

Title

Fossible Rocreational Activities in Coastal Areas

Overall difference between control and experimental grouPs

in

the number of correct responses

in

Sections

A

and

B Dfference

betrveen control and experimental _SrouPs

in

^each

trial in the number of correct responses in Sections

A

^and

B

Difference between control and experimental groupa

in

percentage

of

correct responses in Sections

A

Dfference

benveen control and experimental groups

in

percentage

of

correct responses in Sections

B

Co-educational College: National and International Policy s@res

for

Conservation and Economic Minisnies ^(see Appendix 8.1)

Girls'High

SchooL National and International policy scores

for

Conservation and Economic ministries ^(see Appendix 8,1)

Boys'College:

National and International

policy

_rygres

for

Conservation and Economic ministries ^(see Appendix 8.1)

50

Page

82

233

235

236

xru

Figure

2.r 4.t

4.2 5.1 8.1 8.2 8.3

8.4 8.5 8.6

LIST OF FIGURES

Title

Diagram of tidal reference points

lvlarine Reserve Application hocess

krt I

lvlarine Reserve Application hooess

krt II

Content analysis and ^the

ommunication

paradigm

Sequential experimental ^prooess in experiential learning trials Mean rankings

of

Conservation and Economic

Ministies for

National Policies

Mean rankings

of

Conservation and Economic Ministries

for

International Policies

Dfference

in number of correct ^responses between control and experimental groups in Sections

A

^and B

Knowledge of analogies benveen the simulation game and real-life sinntions

Percent4ge and level of agreement with statements relating

to

simulation game

Page

?s

95 96

r45

22L

230

23r

233

239

2Q

xlv

FOREWORI)

Societal nonns

of

the pre-feminist era generally supported the notion that women should enter the

worKorce

as secretaries, nurses or teachers, with

little

encouragement to pursue a long-term career

in

the corporatre, political or scientific

iuena

I became a

victim of

this stereotypic image

typically

imposed upon

women.

Consequently, my innate ambition

to

be

involved in

the

world of

science was thwarted

by

the

belief

system

which

dominated

contemporary society.

Despite the burgeoning sexual

revolution of the

1960s,

few women

entered the

world of

academia, and those

who

broke

with tradition

^generally studied the

arts.

Females were

implicitly

and

explicitly

trained and encouraged

to

be content

with

a future dedicated to the institution

of

marriage and children.

Following

the

Victorian

tradition

of

male authoritarian control and the perpetuation

of

a patriarchal ethos,

my

father

left

a legacy

of

deep frustration resulting

from

his attitude towards the role of women in

society.

Knowing

intuitively

the injustice

of

being trapp€d

in

a constrained

world, I

nevertheless conformed to this imposed image

for

many years,

until

a sensation of incongruity between my personal ambitions and my current

life-style

became too strong to ignore.

During this

era, concern

for

the natural environment was neither a social

nor political issue.

Conservation was a topic

typically

discussed by individuals considered

to

be on the

fringe of society.

Reaction to environmental degradation was

minimal. Aware of

the impending dangers

of

unsustainable use

of

natural resources, proactive

individuals fought

a

lonely battle.

The natural environment was

not

yet understood as a

holistic

interrelated web

of fragile

and

finite

ecosystems (Tansley,

194,6).

Science was

strictly

associated

with

the hard-core disciplines of chemistry, physics and mathematics and

few

women were prominent in these fields.

In

the pre

silicone-chip

era

of the

1960s, computers were

in their infancy. The

large

transistorised first-generation 'analytic

^engines',

which

represented

early computer

technology,

could not

be described as

'user-friendly'(Babcock, 1950).

Nevertheless, impressed

with

the potential

of

the

first

computers, the President

of

the United States

of

America commissioned six mainframes, at the time the size of three large rooms, at a total cost of

thirty million

U.S.

dollars. It was

predicted that these computers would have the

capacity to

store and process

all future electronic

transactions

in the U.S.A.

^Few

scientists at the time envisaged that huge technological advancements

would

enable the next generation to have access to personal micro-computers obtainable

for

less than

five

xv

hundred

U.S. dollars.

Personal computers (PCs) are

now installed in almost

every

office,

school, kindergarten and household

in

the Western

world. Fibre-optic

cable

information super-highways encircle the globe, providing high speed computer

networking.

The preceding accounts

demonstrate

that we have been wifiress to an

enorrnous transformation

in

the evolution

of

science, technology, environmental awareness and the

role of women in

society

over

the past three

decades. By the

Ly7Os,

women

were

becoming successful in the fields of science, politics and commerce.

These observations, combined

with

personal growth and development, enhanced my

belief

that a vocation as a scientist was a choice now available to

me.

Employment as a laboratory technician

in

an Australian

High

School was the precursor

for

entry to the

University of Adelaide to study for a

Bachelor

of

Science degree

in 1J85. Following a rigorous

screening process imposed

by Australian

academic

institutions, I

^gained

entry to

the

faculty of science. This

step was taken

with

enormous enthusiasm and a sensation

of fulfilling my true destiny. My elation was to be short-lived. Within weeks of

commencing studies, my husband received advice that our next posting was to the island

of

Taiwan,

in

the South China

Sea. Still

bound by the shackles

of

a patriarchal ethic,

I temporarily

abandoned the

notion of formal

education

in environmental

science and accompanied my

family

to our destination in

Asia

In hindsight,

rather than having a negative impact

on my qreer ambitions, this

move compounded my determination to work towards increasing the level

of

public knowledge

and

awareness

of environmental

conservation

issues. The aftermath of a

modern industrial revolution in Taiwan had left the physical environment _{close to}

collapse.

The memory

of

the

polluted

seashores north

of Taipei will

never leave

me.

The water was brackish-brown and foaming

with

toxic wzrste. Nondegradable refuse washed on shore

with every

wave, leaving comrgations

of

debris

on

the sand

with

each

outgoing

tide.

There was

only

standing room between the people who ventured

into

the contaminated water to escape the

heat. If

there had ever been any doubt in

my

mind about the purpose and focus

of

my

life, it

vanished at that

time. I

made a decision to devote my

efforts

to marine conservation, and

took

the necessary steps to enrol

extramurally in

a degree

in

environmental science through Deakin

University.

Without a@ess to a laboratory,

I

was

initially restricted to

studying

journalism, which at

the

time did nothing to

salve

my

thwarted ambition to become involved in scientific research.

However, the

opportunity

to

follow

a career

in

environmental psychology was

slowly

evolving. While

studying

part-time, I

was employed

by the International American

xvi

Radio Station

in Taipei

as a news presenter, and was also commissioned

to write

and produce a weekly progr.rm entitled 'Science and the Environment', a thought

provoking program on current global scientific

observations and

developments. Control

and selection

of

topics and content enabled me to take the

first

steps towards developing a national aw:lreness of environmental issues in Taiwan through broadcasting the details

of

current environmental ^issues to an estimated radio audience of approximately four

million

listeners.

Two

years later we returned to Aotearoa/New

Zealand'

and

I bcame

immersed

in full- time

studies

with a primary focus on environmental issues. Ideologies and

values

relating to

the marine environment and the

impact of

resources

which

were

virtually

unprotected throughout the

world

became the central theme

of my research. I

sought answers

to

^questions

which had

haunted

me over the

years

relating to the lack of

education and development

of

a

marine

conservation ethic

throughout

the

world

and

specifically in my homeland.

Witnessing the environmental degradation

in Taiwan

remained a constant reminder

of

the parallel which threatens marine ecosystems

in

New

7-aland.

This potential scenario became the driving force for this thesis.

* Aotearoa/New Zealand will hercafter be refered to as New Taland