Activities
The
set of "talking heads" cartoons illustrate various
attitudes towards fisheries issues. Different groups involved
in fisheries approach the subject from a different perspective. |
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| 1 |
Hypothetical
situations: value judgements
The characters in the cartoons each have an interest and
value position on various fisheries issues. Please note,
stereotypes have been used to make these points clear
- so remember issues are not usually as clear cut. |
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As
a group match the following list of roles to the cartoons: |
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Fisheries
scientist |
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Politician |
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Processing
industry worker |
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Traditional
food gatherer |
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Conservationist |
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Recreational
fisher (for food) |
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Recreational
fishers (for fun) |
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Recreational
fisher (for sport) |
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New
immigrant |
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MFish
fisheries officer |
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Commercial
fisher |
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Poacher |
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Consumer |
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Write
responses for each of the cartoons for the following (fictional)
situations: |
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a |
There
is a proposed change in legislation that will require
all recreational fishers to report their catches to MFish,
to help MFish's planning for Total Allowable Catch levels. |
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b |
A
proposal has been made to lift all restrictions on the
commercial taking of shellfish (eg, catching methods,
quotas, size limits). The argument offered is that this
change will encourage development of an under-utilised
resource and create jobs. |
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| 2 |
The
"Sealord deal"
Under the Treaty of Waitangi (Fisheries Claims) Settlement
Act, Maori claims to commercial fishing rights were settled
by the Government helping Maori buy Sealord Products Ltd,
which owns about 25 percent of all fishing quota. Maori
will also be entitled to 20 percent of quota for any new
species brought in under the Quota Management System. |
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Write
reactions for each of the 13 characters, to the Sealord
deal. |
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| 3 |
Valuing
exercise
Place the values of each of the characters on a continuum
with poachers at one end and conservationists at the other. |
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| 4 |
Values
diagram
Although people have different interests and values, there
are often points where they do agree. Follow up the above
activity with overlapping circle diagrams. In the outer
part of the circle they briefly sum up the person's main
interest and in the inner circle state what interests
and values the two have in common. |
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For
example:
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