Marine wildlife tours: benefits for participants.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This publication does not have an abstract. The introduction is displayed as the abstract. Wildlife-based tours in marine and coastal areas provide a range of psychological, educational and conservation benefits for visitors encountering marine animals (Higham, 1998; Drams, 2000; Schanzel and Mclntosh, 2000; Luck, 2003; Flnkler and Higham, 2004; Mayes et al.,2004; Hughes and Saunders, 2005; Tisdell and Wilson, 2005; Andersen and Miller, 2006). This chapter reviews and evaluates benefits for participants on marine wildlife tours. The focus is on non-consumptlve, free-ranging marine wildlife tourism where visitors can view, photograph, feed, and swim with, or assist in research on, marine animals in their natural habitats. Other broader participants include the marine tour operators, coastal and island communities in marine areas and researchers studying marine wildlife and/or tourists. Most research on marine wildlife tourism addresses environmental impacts on sea animals, industry compliance with codes of conduct and managing visitor interactions with marine species. However, this chapter reviews studies that primarily focus on tourist experiences of marine and coastal wildlife in Australia, New Zealand, Scotland and western Canada/USA. Much of this research on marine wildlife tourism is site or species specific and limited to one type of encounter. There is a need for more systematic, in-depth evaluation of marine wildlife tourism experiences and educational programmes to identify techniques that increase tourist benefits and knowledge, promoting attitude shifts and lifestyle changes (Samuels et al., 2003). In addition, both on-site and longer-term conservation behaviours that benefit marine wildlife and marine environments need to be explored. This chapter introduces marine wildlife tours and visitor benefits from marine wildlife encounters, then critically reviews the psychological, educational and conservation benefits of tourist participation in a range of marine wildlife experiences.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it