Indo-Pacific Bottlenose Dolphin Assessment Workshop Report

A workshop on the assessment of Indo-Pacific bottlenose dolphins (Tursiops aduncus), with the Solomon Islands as a case study, took place from 21-23 August 2008 in Apia, Samoa. It was planned and organized under the auspices of the Cetacean Specialist Group and attended by 19 invited participants from eight countries. Financial support was provided by WWF (International), The Ocean Conservancy, Animal Welfare Institute, Humane Society of the United States, Whale and Dolphin Conservation Society, U.S. Marine Mammal Commission and U.S. National Oceanic and Atmospheric Administration. The workshop was hosted by the Secretariat of the Pacific Regional Environment Program (SPREP). Live-capture, holding in captivity and export of Indo-Pacific bottlenose dolphins from the Solomon Islands began in 2003. These activities stimulated global interest and generated concern about the potential conservation implications. The IUCN Global Plan of Action for the Conservation of Cetaceans had stated that as a general principle, small cetaceans should not be captured or removed from a wild population unless that specific population has been assessed and shown capable of sustaining the removals. A principal goal of the present workshop was to elaborate on the elements of an assessment that would meet this standard. Participants noted that an assessment involving delineation of stock boundaries, abundance, reproductive potential, mortality and trend cannot necessarily be achieved quickly or inexpensively.

U.S. Pacific Marine Mammal Stock Assessments

Under the 1994 amendments to the Marine Mammal Protection Act, the National Marine Fisheries Service (NMFS) and the U.S. Fish and Wildlife Service (USFWS) were required to produce stock assessment reports for all marine mammal stocks in waters within the U.S. Exclusive Economic Zone. This document contains the stock assessment reports for the U.S. Pacific marine mammal stocks under NMFS jurisdiction. Marine mammal species which are under the management jurisdiction of the USFWS are not included in this report. A separate report containing background, guidelines for preparation, and .a summary of all stock assessment reports is available from the NMFS Office of Protected Resources. This report was prepared by staff of the Southwest Fisheries Science Center, NMFS and the Alaska Fisheries Science Center, NMFS. The information presented here was compiled primarily from published sources, but additional unpublished information was included where it contributed to the assessments. The authors wish to thanks the members of the Pacific Scientific Review Group for their valuable contributions and constructive criticism: Hannah Bernard, Robin Brown, Mark Fraker, Doyle Hanan, John Heyning, Steve Jeffries, Katherine Ralls, Michael Scott, and Terry Wright. Their comments greatly improved the quality of these reports, We also thanks the Marine Mammal Commission, The Humane Society of the United States, The Marine Mammal Center, The Center for Marine Conservation, and Friends of the Sea Otter for their careful reviews and thoughtful comments. Special thanks to Paul Wade of the Office of Protected Resources for his exhaustive review and comments, which greatly enhanced the consistency and technical quality of the reports. Any ommissions or errors are the sole responsibility of the authors. This is a working document and individual stock assessment reports will be updated as new information becomes available and as changes to marine mammal stocks and fisheries occur; therefore, each stock assessment report is intended to be a stand alone document. The authors solicit any new information or comments which would improve future stock assessment reports. This is Southwest Fisheries Science Center Technical Memorandum NOAA-TM-NMFS-SWFSC- 219, July 1995. 111

Challenges of Students’ Industrial Work Experience Scheme (SIWES) in Library and Information Science in the ICT Environment

The ICT revolution has permeated every profession and all areas of human endeavour. Professions such as law, medicine , engineering, and library and information science are adjusting to the ICT environment through re-tooling, retraining, and curriculum revision. The purpose of this study is to explore the impact of ICT on the student industrial work experience scheme (SIWES) of library and information science students. It traces the historical development of the scheme, the ICT development trends in LIS, and the challenges this development brings to SIWES. Strategies to absorb this shock created by ICT are offered.

Literacy Research: Issues of Authority, Ownership, and Representation

With the “social turn” of language in the past decade within English studies, ethnographic and teacher research methods increasingly have acquired legitimacy as a means of studying student literacy. And with this legitimacy, graduate students specializing in literacy and composition studies increasingly are being encouraged to use ethnographic and teacher research methods to study student literacy within classrooms. Yet few of the narratives produced from these studies discuss the problems that frequently arise when participant observers enter the classroom. Recently, some researchers have begun to interrogate the extent to which ethnographic and teacher research methods are able to construct and disseminate knowledge in empowering ways (Anderson & Irvine, 1993; Bishop, 1993; Fine, 1994; Fleischer. 1994; McLaren, 1992). While ethnographic and teacher research methods have oftentimes been touted as being more democratic and nonhierarchical than quantitative methods—-which oftentimes erase individuals lived experiences with numbers and statistical formulas—-researchers are just beginning to probe the ways that ethnographic and teacher research models can also be silencing, unreflective, and oppressive. Those who have begun to question the ethics of conducting, writing about, and disseminating knowledge in education have coined the term “critical” research, a rather vague and loose term that proposes a position of reflexivity and self-critique for all research methods, not just ethnography or teacher research. Drawing upon theories of feminist consciousness-raising, liberatory praxis, and community-action research, theories of critical research aim to involve researchers and participants in a highly participatory framework for constructing knowledge, an inquiry that seeks to question, disrupt, or intervene in the conditions under study for some socially transformative end. While critical research methods are always contingent upon the context being studied, in general they are undergirded by principles of non-hierarchical relations, participatory collaboration, problem-posing, dialogic inquiry, and multiple and multi-voiced interpretations. In distinguishing between critical and traditional ethnographic processes, for instance, Peter McLaren says that critical ethnography asks questions such as “[u]nder what conditions and to what ends do we. as educational researchers, enter into relations of cooperation. mutuality, and reciprocity with those who we research?” (p. 78) and “what social effects do you want your evaluations and understandings to have?” (p. 83). In»the same vein, Michelle Fine suggests that critical researchers must move beyond notions of the etic/emic dichotomy of researcher positionality in order to “probe how we are in relation with the contexts we study and with our informants, understanding that we are all multiple in those relations” (p. 72). Researchers in composition and literacy stud¬ies who endorse critical research methods, then, aim to enact some sort of positive transformative change in keeping with the needs and interests of the participants with whom they work.