362
R. Hamilton et al.
FSA also led to increased awareness on a broad range of marine management issues
in Pere, and in 2009 the Pere community and local government offi cials launched
the Pere Environment and Conservation Area Management Plan (PECAMP 2009 ) ,
which outlines management measures for three FSAs and many other important
marine resources that occur within the traditional reef boundaries of Pere.
Acknowledgements We wish to express our sincere thanks to all of the fi shers who have supported
our work over the past two decades. Their local knowledge and the lessons they have taught us form
the foundations of this chapter. We are grateful for the editing assistance provided by Rachel Wong
and we would also like to thank Richard Walter, Kenneth Ruddle and Simon Foale for reviewing and
providing helpful comments on an earlier version of this chapter. YSM and RH particularly acknowledge the early ground-breaking work of Bob Johannes in collecting LEK on spawning aggregations
in the Pacifi c; both of us have learned a lot from our acquaintance and work with him and dedicate
this chapter to him. Finally, we thank the David and Lucile Packard Foundation for the fi nancial
assistance they have provided for many of the studies that are reported herein.
Appendix 10.1 Basic Points to Remember When Preparing
and Conducting Interviews and Applying Outcomes
for Conservation, Management and Education
1. Preparing for a trip
Clearly and concisely determine the intention/objective of the interview-based
•
study.
Obtain necessary permits and establish contacts or community permissions as
•
well as understand local social protocols.
Conduct meetings or give presentations to collaborators or government offi -
•
cials regarding purpose and relevance of work.
Conduct background reading to prepare yourself about the fi shery and fi sh
•
species so that you can also provide information on the species to interviewees and assess information quality during interviews. Inform yourself not
just of the target species but of aggregating species in general and experiences
from overseas with aggregations so you can you provide examples and experiences from elsewhere.
Learn the local names of the fi sh if necessary; they can change a lot, even
•
between villages. Names can also refer to species groups and not just species.
Note that different names might apply to different life history stages.
Prepare cards with photos of fi sh from the area, both live and dead to accom•
modate different experiences of the species. Include photos from fi sh not in
the area as a control.
Purchase or prepare good marine maps of the area.
•
Careful selection of interviewees, by gear, age group, area, peer review etc., is
•
very important; stratify sampling if possible.
Need to select appropriate vocabulary – be sure that key words or concepts are
•
clearly conveyed in ways that will be unambiguously understood.
R. Hamilton et al.
FSA also led to increased awareness on a broad range of marine management issues
in Pere, and in 2009 the Pere community and local government offi cials launched
the Pere Environment and Conservation Area Management Plan (PECAMP 2009 ) ,
which outlines management measures for three FSAs and many other important
marine resources that occur within the traditional reef boundaries of Pere.
Acknowledgements We wish to express our sincere thanks to all of the fi shers who have supported
our work over the past two decades. Their local knowledge and the lessons they have taught us form
the foundations of this chapter. We are grateful for the editing assistance provided by Rachel Wong
and we would also like to thank Richard Walter, Kenneth Ruddle and Simon Foale for reviewing and
providing helpful comments on an earlier version of this chapter. YSM and RH particularly acknowledge the early ground-breaking work of Bob Johannes in collecting LEK on spawning aggregations
in the Pacifi c; both of us have learned a lot from our acquaintance and work with him and dedicate
this chapter to him. Finally, we thank the David and Lucile Packard Foundation for the fi nancial
assistance they have provided for many of the studies that are reported herein.
Appendix 10.1 Basic Points to Remember When Preparing
and Conducting Interviews and Applying Outcomes
for Conservation, Management and Education
1. Preparing for a trip
Clearly and concisely determine the intention/objective of the interview-based
•
study.
Obtain necessary permits and establish contacts or community permissions as
•
well as understand local social protocols.
Conduct meetings or give presentations to collaborators or government offi -
•
cials regarding purpose and relevance of work.
Conduct background reading to prepare yourself about the fi shery and fi sh
•
species so that you can also provide information on the species to interviewees and assess information quality during interviews. Inform yourself not
just of the target species but of aggregating species in general and experiences
from overseas with aggregations so you can you provide examples and experiences from elsewhere.
Learn the local names of the fi sh if necessary; they can change a lot, even
•
between villages. Names can also refer to species groups and not just species.
Note that different names might apply to different life history stages.
Prepare cards with photos of fi sh from the area, both live and dead to accom•
modate different experiences of the species. Include photos from fi sh not in
the area as a control.
Purchase or prepare good marine maps of the area.
•
Careful selection of interviewees, by gear, age group, area, peer review etc., is
•
very important; stratify sampling if possible.
Need to select appropriate vocabulary – be sure that key words or concepts are
•
clearly conveyed in ways that will be unambiguously understood.