Browsing by Author "Dr. Lundie Spence, Committee Member"

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Effects of Fishing Practices, Gear Parameters and Gear Configurations on Target and Incidental Catch in the Southern Flounder (Paralichyths lethostigma) Gillnet Fishery of Pamlico Sound, North Carolina
(2002-06-26) Bianchi, Alan John; Dr. Lundie Spence, Committee Member; Dr. James A. Rice, Committee Member; Dr. BJ COPELAND, Committee Chair
In North Carolina, the southern flounder (Paralichyths lethostigma) fishery is one of the most valuable finfish fisheries in the state. A large portion of this fishery occurs during the fall (September 15 to December 15) in the southeastern area of Pamlico Sound, North Carolina, and is conducted with gillnets. The increase in the number of gillnets employed in this fishery has begun to raise concerns among fishery managers and conservationists. These concerns include the reputation that gillnets have for catching large amounts of bycatch, an increase in the number of stranded sea turtles in the area during the southern flounder fall gillnet season, the incidental take of seabirds during gillnet operations and the incidental capture of red drum in southern flounder gillnets. This study was conducted during the 2000 and 2001 fall southern flounder season to determine the impacts of gillnets on sea turtles, seabirds, red drum, other finfish and invertebrates in Pamlico Sound, North Carolina. The purpose of this study is to examine the catch-per-unit-effort (CPUE) of the target (southern flounder) and bycatch species that is occurring in the southern flounder gillnet fishery of southeastern Pamlico Sound, North Carolina. It is hypothesized that the CPUE of the target and bycatch species will differ between the two areas (deep and shallow), the halves of the fishing season, gear parameters, soak time and gear configurations. The objectives of this study are: 1) To characterize the bycatch composition and distribution that is occurring in the southern flounder gillnet fishery, 2) To test experimental gillnet configurations in an effort to reduce bycatch (emphasis on sea turtle bycatch) without reducing target catch in the deep area of the fishery, and 3) To suggest reasonable and prudent regulations for the fishery. The sea turtle bycatch was mostly composed of juveniles and subadults Kemp's ridley, green and loggerhead turtles. The majority of the finfish bycatch was composed of Atlantic menhaden and weakfish. Horseshoe crabs composed the majority of the invertebrate bycatch. Data analyzed from this study has determined that area was a significant factor affecting sea turtle and red drum bycatch. Other factors significantly affecting sea turtle bycatch included length and height of gillnet fished. Mesh size and length were significant factors in red drum and seabird bycatch. Effort was the only significant variable in the finfish analysis. Analysis of the southern flounder CPUE determined that twine size, length, height and soak time are all significant variables. Even though fishing season was not a significant factor in the analysis, the majority of observed sea turtle, seabird and red drum interactions occurred in the first half of the fishing season. Tie down configuration was an insignificant factor in the sea turtle, seabird and finfish CPUE analysis. However, it was a significant factor in the southern flounder CPUE analysis. Analysis of the experimental gear configurations determined that configuration was a significant variable. The low-profile configuration caught significantly less finfish and invertebrate bycatch than the control and double-lead line configurations. The low-profile configuration also caught significantly less southern flounder than the control. I suggest that the following regulations be implemented to reduce bycatch of all species in the fall southern flounder gillnet fishery of Pamlico Sound, NC. 1) Move the starting date of the fishery back to October 1. 2) Raise the minimum mesh size to 14.6 cm and lower the maximum mesh size to 16 cm. 3) Implement the use of the low profile configurations for the deep area of the fishery.
The roles and goals of educators teaching science in non-formal settings
(2002-10-29) Tran, Lynn Uyen; Dr. John Penick, Committee Chair; Dr. Susan Butler, Committee Member; Dr. Lundie Spence, Committee Member; Dr. Glenda Carter, Committee Member
Recognition of informal institutional settings as educational resources to supplement and compliment school science teaching and learning has increased in the last 25 years. Research examining how people interact with exhibits or the natural environment, and the benefits of preparing classroom teachers to use informal settings to enhance student experiences is extensive. It is the free-choice, non-evaluative, non-threatening, social nature of these settings that may drive people's intrinsic motivation to learn. While many informal settings also provide numerous learning opportunities through educator-led programs like classes, lectures, and demonstrations, literature regarding learning and instruction from the perspective of these non-formal educators and the educational programs they provide remain deficient. Thus this exploratory study investigated three questions pertaining to instruction of science classes offered to visiting school groups: (1) How do educators at informal settings teach science to school groups?; (2) What role do non-formal educators take in K-12 science instruction at informal settings?; (3) What are the observable teaching behaviors of non-formal educators in science classes taught to school groups? In this qualitative investigation, eight non-formal educators from eight informal settings in North Carolina were observed teaching regularly scheduled science classes to visiting school groups. Four types of data (field notes; modified SATIC plus addendum to code student-teacher verbal interactions and student activities; self-perception surveys; and semi-structured, open-ended interviews) were collected, and each was validated against the other three in order to improve credibility of the findings and interpretations. Seven major findings arose from constant comparison of the four data sources: (1) Prompt assessment of learners' prior knowledge is a critical skill for teaching in non-formal settings. (2) Lesson plan repetition was an inherent advantage. (3) Variability in job duties generated opportunities for collaboration among colleagues. (4) Physical participation was used to create lasting memories. (5) Programs and teaching practices were teacher-centered in nature. (6) Classes at informal settings shared characteristics of science labs in formal classrooms. (7) Apprenticeship-style teacher education is the norm for non-formal educators.
The Use of Realia in Distance Learning from Museums
(2003-11-20) Baird, Elizabeth Denton; Dr. Harriett Stubbs, Committee Member; Dr. Lundie Spence, Committee Member; Dr. Glenda Carter, Committee Chair
The purpose of this case study has been to examine the use of realia, or real objects, in distance learning from the North Carolina Museum of Science. In this case study, videotapes of six distance learning classes were used to observe student behaviors and use of real objects during a program from the North Carolina Museum of Natural Sciences. Additionally the students and teachers from those classes completed surveys about their experiences. Before using the objects, the students appear uncertain about the program, and disinterested. After receiving the objects, the students appear to be engaged in learning. Later when presented with a live animal that is only seen remotely, the students continue to be active participants in the program. At the conclusion of class, the students frequently identify using the realia as a significant part of class, although in the surveys completed after class, the technology was listed as the most important part. The teachers rated the hands-on materials as significant on their surveys. The use of real objects changes the student behaviors in class. The objects generate multiple forms of interactions, support student dialogue with the instructor and each other, and decrease the sense of separation experienced by the students in distance learning.