The Elasmobranch Husbandry Manual: Captive Care of Sharks, Rays and their Relatives

Editors Mark Smith Doug Warmolts Dennis Thoney Robert Hueter

Published by Ohio Biological Survey, Inc. Columbus, Ohio 43221-0370

2004

Ohio Biological Survey Special Publication ISBN-13: 978-0-86727-152-3 ISBN-10: 0-86727-152-3 Library of Congress Number: 2004115835

Publication Director Brian J. Armitage Editorial Committee Barbara K. Andreas, Ph. D., Cuyahoga Community College & Kent State University Brian J. Armitage, Ph. D., Ohio Biological Survey Benjamin A. Foote, Ph. D., Kent State University (Emeritus) Jane L. Forsyth, Ph. D., Bowling Green State University (Emeritus) Eric H. Metzler, B.S., The Ohio Lepidopterists Scott M. Moody, Ph. D., Ohio University David H. Stansbery, Ph. D., The Ohio State University (Emeritus) Ronald L. Stuckey, Ph. D., The Ohio State University (Emeritus) Elliot J. Tramer, Ph. D., The University of Toledo

Literature Citation Smith, M., D. Warmolts, D. Thoney, and R. Hueter (editors). 2004. The Elasmobranch Husbandry Manual: Captive Care of Sharks, Rays and their Relatives. Special Publication of the Ohio Biological Survey. xv + 589 p. Cover and Title Page Illustration by Rolf Williams, The National Marine Aquarium, Rope Walk, Coxside, Plymouth, PL4 0LF United Kingdom Distributor Ohio Biological Survey, P.O. Box 21370, Columbus, Ohio 43221-0370 U.S.A. Copyright © 2004 by the Ohio Biological Survey All rights reserved. No part of this publication may be reproduced, stored in a computerized system, or published in any form or in any manner, including electronic, mechanical, reprographic, or photographic, without prior written permission from the publishers, Ohio Biological Survey, P.O. Box 21370, Columbus, Ohio 432210370 U.S.A. Layout and Design: Printing:

Brian J. Armitage, Ohio Biological Survey The Ohio State University, Printing Services, Columbus, Ohio Ohio Biological Survey P.O. Box 21370 Columbus, OH 43221-0370 www.ohiobiologicalsurvey.org 11-2004—1.5M ii

The Elasmobranch Husbandry Manual: Captive Care of Sharks, Rays and their Relatives, pages 521-531. © 2004 Ohio Biological Survey

Chapter 38 Education and Elasmobranchs in Public Aquariums

SUZANNE M. GENDRON Ocean Park Hong Kong, Aberdeen, Hong Kong, SAR CHINA. E-mail: [email protected]

The primary reason elasmobranchs are kept in captivity is to act as advocates for their taxon and their native habitats. Through entertaining yet educational experiences at public aquariums, guests are inspired to support conservation efforts for the inhabitants of the oceans, and in particular elasmobranchs. Education has been an integral part of aquariums since their inception, but the central message, and methods of imparting knowledge, have gradually changed. Aquariums have moved away from teaching natural history toward teaching conservation advocacy, and likewise, from simplistic teaching techniques toward imaginative and interactive education programs. The key educational message of today is the promotion of a sustainable use of our natural resources. This message will be more effectively conveyed if aquariums can forge an emotional connection between the visitor and nature.

aquariums have been regarded as places of educational value (Taylor, 1993; Kisling, 2001; Nightingale, 2001; Van den Sande and Jouk, 2001).

Aquariums exhibit more than elasmobranchs. When discussing the evolution of education in aquariums, and the general guidelines used to develop programs, exhibits, and graphics, it is often difficult to separate elasmobranch-specific elements from the fundamentals of marine education. Thus, examples given in this chapter are often generalized, though elasmobranchspecific examples are given wherever possible. The important role of education in aquariums can be summarized no better than through the words of the Senegalese ecologist and poet Baba Dioum (in Rodes and Odell, 1992):

The first aquariums typically contained single species in water-filled glass enclosures. Soon thereafter, community exhibits of bony fishes, sharks, invertebrates, and seaweeds were displayed. These exhibits were often accompanied by basic information (e.g., species identification, fish physiology, etc.), and visitors could easily observe the interaction of aquarium inhabitants (Kisling, 2001).

“...public education is even more important than captive propagation in the conservation of a species, for in the end we will conserve only what we love. We will love only what we understand. We will understand only what we are taught...”.

Over the next 150 years, public aquariums proliferated throughout Europe and the USA. The educational approach of these aquariums remained rooted in scientific teachings and classroom-like settings, even though their primary aim shifted more toward recreation (Ohara and Genjirou, 2001; Sonnenschein, 2001; Van den Sande and Jouk, 2001). However, in the last two decades, public aquariums have shifted their aim back toward education, research, and conservation, using entertainment as a means to facilitate these objectives (Nightingale, 2001; Würtz, 2001).

THE DEVELOPMENT OF EDUCATION IN AQUARIUMS Since their inception in 1853, with the opening of an aquarium at the London Zoo (London Zoological Society, London, UK), public 521

S. M. GENDRON Today, zoo and aquarium associations throughout the world advocate the promotion of environmental education to their visitors and local communities. The philosophies of these regional associations have been summarized in Table 38.1. The American Zoo and Aquarium Association (AZA) requires at least one full-time educator to be employed by an aquarium before awarding AZA accreditation, emphasizing their dedication to the role of environmental education. Each regional association has an education committee, and the International Zoo Educators Association (IZEA) has members from zoos and aquariums in over 30 countries.

best justification for maintaining living collections (Norton et al., 1996; Nightingale, 2001).

WHAT SHOULD BE TAUGHT? Before discussing key messages to be promoted in the early 21st Century, it is important to review what messages have been promoted over the past 40 years and how effective these campaigns have been.

Fascination through fear WHY IS EDUCATION ESSENTIAL?

Historically, when aquariums educated the public about elasmobranchs, they focused their efforts on taxonomy, biology, and natural history. Many elasmobranchs were simply ignored because they did not inspire the fear and fascination necessary to attract visitors. Furthermore, some aquariums actively influenced the public into believing that sharks were vicious, man-eating predators to be feared and eliminated. For example, in 1977, SeaWorld San Diego (California, USA) displayed a large, frozen, great white shark (Carcharodon carcharias), accompanied by graphics explaining that the shark was caught in waters frequented by bathers and a list detailing the contents of the shark’s stomach, engendering fear in visiting patrons. When SeaWorld San Diego opened its Shark Aquarium exhibit in 1978, the graphics detailed differences between fishes and sharks, identified animals in the exhibit, and displayed little else except a prehistoric shark (Carcharodon megalodon) jaw. Background music was ominous and suggestive of dangers lurking beneath the waves. An already fearful public, whose attitude had been shaped by Peter Benchley’s book Jaws and its cinematic adaptation, were easy prey for this type of exhibit. When Jaws was released in Hong Kong, one restaurant prominently displayed a sign that read: “…Get your revenge here! Shark-fin soup…” (Burrell, pers. com.) Any means to rid the world of sharks was considered justified. In the years since Jaws was first published, sharks have been killed out of fear in the guise of sport.

It is clear from the aforementioned that education should be an important element of any modern aquarium. Despite this understanding, some individuals continue to regard aquariums as simply an entertaining diversion and a means to attract tourists (Simard, 2001). Aquariums are often used as a catalyst for redevelopment projects and the revitalization of city centers (e.g., Osaka City, Osaka, Japan; Chattanooga, Tennessee, USA; Long Beach, California, USA; Barcelona, Catalonia, Spain). This commercially driven inception is common in South-East Asia and China, where many oceanaria and aquariums start out as for-profit ventures (e.g., SeaWorld Indonesia, Jakarta, Indonesia; Underwater World, Nanjing, China). So, more specifically, why should education be included as part of a modern aquarium? Before the public will take up environmental stewardship (i.e., the wise management of our natural resources), they need to understand the consequences of their actions and the options available to solve conservation challenges (i.e., empowerment). Armed with this information, the public can effectively become advocates for conservation and the sustainable use of the world’s natural resources. Modern aquariums are well positioned to provide this educational role, through a variety of intimate encounters, especially where overburdened school systems are trying to teach science with increasingly limited resources (Simard, 2001). Animals in aquariums are thus environmental ambassadors, inspiring a respect for life and the environment and advocating conservation (Nightingale, 2001; Ohara and Genjirou, 2001; Simard, 2001; Sonnenschein, 2001; Würtz, 2001). As an adjunct to this more sublime motivation, in a world where public opinion about animals in captivity ranges between extremes, conservation education still provides aquariums the

Increased understanding Of course fear was not the only motivation to kill sharks. Sharks were harvested for protein, for traditional Chinese medicines, and, increasingly, for their fins. By the early 1980’s, shark numbers had been dramatically impacted. If all shark 522

www.eaza.net

www.izea.net

www.seaza.org

www.waza.org

International Zoo Educators Association (IZE)

523

South East Asian Zoo Association (SEAZA)

World Association of Zoo and Aquariums (WAZA)

Guide, encourage and support the zoos, aquariums, and like-minded organizations of the world in animal care and welfare, environmental education and global conservation.

Increase public knowledge of, and participation in, the environmental conservation needs of South East Asia, and the world, and respect for the welfare of animals through awareness programs. Educate guests on the preservation of the natural environment and share the goals of conservation, education, recreation and research with our public.

Expand the educational impact of zoos and aquariums worldwide. Improve education programs in the facilities of its members, and provide access to the latest thinking, techniques, and information in conservation education.

Promote education, in particular environmental education.

Harness the collective resources of zoos and aquariums to help conserve biodiversity in the natural environment. Provide exemplary learning opportunities that connect people with nature, enabling the community to better understand and contribute to a future where humans live in balance with the natural world.

www.arazpa.org.au

Australasian Regional Association of Zoological Parks and Aquaria (ARAZPA)

European Association of Zoo and Aquarium (EAZA)

Excellence in animal care and welfare, conservation, education, and research that collectively inspire respect for animals and nature. Strengthen and promote conservation education programs for our public and professional development of our members.

www.aza.org

American Zoo & Aquarium Association (AZA)

Association philosophy

Association website address

Regional zoo and aquarium association

Table 38.1. Regional zoo and aquarium associations, showing excerpts of their philosophies and their website addresses.

CHAPTER 38: EDUCATION AND ELASMOBRANCHS IN PUBLIC AQUARIUMS

S. M. GENDRON species were to survive into the future, the message of fear had to change and the impact of fisheries had to be better understood.

This message translates into the following concrete objectives: (1) limiting fishing, when necessary, to preserve species populations; (2) avoiding the unnecessary take of any species; (3) avoiding habitat destruction and fragmentation; and of course (4) recycling, reducing waste, and reusing products. Public awareness of these issues will help promote informed decisions.

Aquariums started to use hard data to demonstrate the low risk of shark attack. Statistics comparing the probability of death by shark attack (1 in 300 million) to death by bee stings (1 in 5.5 million) and lightning (1 in 19 million), were frequently used to put attacks into perspective. In addition, it was shown that only a few percent of the ~380 shark species were implicated in attacks. Popular actors were recruited to foster the public perception of sharks as victims and to encourage their protection. In this way, aquariums began to promote a different message, i.e., “…sharks, the misunderstood and maligned victims…”.

Legislative bodies only act when pressured by their constituents. As part of their educational mandate, aquariums should advocate managed sustainable fisheries, habitat protection, and pollution controls, with local, regional, and national governments, and even international organizations. Furthermore, the public should be made aware that conserving the environment and protecting biodiversity is not only the responsibility of governments, aquariums, and like-minded institutions, but the obligation of every individual (Vallette, 2001).

Through continued research, the importance of sharks as an apex predator became better understood. It was demonstrated that prey animals could proliferate and overpopulate, putting pressure on resources and increasing the risk of epidemics, should sharks be removed from an ecosystem (Levington, 1982). In addition, removing apex predators could eliminate an important control on other predator species, resulting in unpredictable changes to prey composition and abundance (Campbell, 1987). Thus, prey fish populations could succumb more easily to epizootics, or other predators could overpopulate and devastate fish populations (Springer and Gold, 1989; Pauly et. al, 1998). The sum result of these changes would be an increased pressure on a marine fishery already in global crisis. The message promoted by aquariums became one of: “…sharks, an integral part of the marine eco-system that must be protected…”.

When conveying the message of sustainability, it is always important to understand cultural context and exercise cultural sensitivity. The practice of shark-finning has drawn criticism for being both inhumane and unsustainable. Yet shark-fin soup has been a traditional Chinese delicacy, served to honor important guests, since the Ming Dynasty (Fowler et al., 2002). Thus, despite the existence of alternatives to shark fin, a western NGO (WildAid Foundation Singapore) was condemned as a cultural imperialist when it advocated sustainable fishing practices and requested people to stop eating shark-fin soup (Mackay, pers. com.). A more positive response was received in Hong Kong when a local dive club campaigned against an ad promotion that included shark-fin soup as a giveaway. The promotion was stopped when the company responsible became aware of the conservation implications and the attitude of at least some of their local public (Darvell, pers. com.). Another area requiring cultural sensitivity is the dialog between public aquariums and hobbyists. While an understanding of basic biology and husbandry is necessary to maintain elasmobranchs, the home aquarist must also be apprised of the responsibilities and ethics of keeping sharks and rays. Communication with the hobbyist community must be informative, but not patronizing, if it is to be effective.

The new message Whereas the public perceives that ocean resources are infinite, it must be effectively conveyed that this is definitely not the case, and that ocean resources are limited (Vallette, 2001). At the time of printing, over 70% of the world’s fisheries are unsustainable. The K-selected life history strategy of sharks, and their associated slow reproductive rates, make them particularly susceptible to fishing pressures (Rose, 1996). The need for a new message has thus emerged: “…ocean resources must be managed in a sustainable manner and everyone must take responsibility for preservation of the environment...”.

There will always be a need to provide the public with basic information about sharks, skates, and rays. Species identification and life history information will provide a good basis upon which to build other important messages. Additional 524

CHAPTER 38: EDUCATION AND ELASMOBRANCHS IN PUBLIC AQUARIUMS information can include elasmobranch biology and physiology, marine and estuarine ecology, and the social, ethical, environmental, and economic implications of sustainable fisheries around the world.

of engendering respect and inspiring stewardship. In his book Beyond Ecophobia, Sobel (1996) eloquently advocates the value of instilling wonder in young visitors, long before they are taught about the terrible state of the natural world and appealed to save it. In recent years, educators have found that an intimate, emotional connection with nature is a more effective means of inspiring future stewardship. There are many obvious ways an aquarium can forge emotional bonds between their visitors and the animals. However, not only must the public develop emotional bonds with the animals, the public must be connected (or reconnected) with nature before they can be encouraged to take up the role of environmental steward. It is only when people care that they will take the time to learn and understand conservation issues, and assume stewardship.

One of the most frequently asked questions continues to be: “...what danger do sharks pose to humans?...”. This question implies a preconceived negative impression of elasmobranchs. Aquariums must engender respect for elasmobranchs and build positive emotional connections by de-bunking the many myths that surround sharks and their relatives (e.g., that sharks seek out and attack people, that medicines made from sharks cure or prevent cancer, and that sharks can re-grow their fins once removed). In every case, information must be presented in an eye-catching and intuitive manner, must be simple to understand, must be relevant to the visitor, and must be culturally sensitive (Parsons, 1995). Importantly, all information must be presented in a positive manner so as to avoid turning away potential advocates, allowing them to reconnect with their environment.

What does the visitor know? In order for aquarium exhibits and education programs to engender respect and inspire stewardship, aquarium staff must understand their audience. Only then can staff design a range of exhibits and publications to appeal to, and attract, different ages, cultures, and learning styles (e.g., To what is the aquarium visitor emotionally attached? What does the visitor value, believe, and perceive about the oceans and elasmobranchs?). Understanding the visitor is essential to designing effective aquarium exhibits and education programs.

INSPIRING STEWARDSHIP Ecophobia vs. biophilia An interesting phenomenon occurred during the 60’s and 70’s. Schools, zoos, aquariums, and museums felt it crucial to teach young children environmental issues by scare-mongering. Typical messages included the despair of disappearing rainforests, the horror of polluted waterways, and the irrevocable disappearance of wild places and animals. Children were exposed to many doomand-gloom scenarios. It was the educators intent that such knowledge would help children grow to be environmentally responsible adults. Instead, children suffered from ecophobia (i.e., fear of ecological problems and the natural world), leaving them feeling helpless, unable to make a difference, and disconnected from nature. Ecophobia replaced biophilia (i.e., an innate attraction to live plants and animals) and few children grew up exploring nature and the environment, but rather sought solace through technology. The legacy of doom-and-gloom leads many visitors, not just children, to feel that positive change is unlikely and therefore that nothing can be done (Sonnenschein, 2001). With people increasingly experiencing ecophobia and disassociating from the environment, conservation messages did not appear to accomplish the goal

With this question in mind, a cooperative of aquariums, zoos, museums, and conservation organizations formed The OCEAN Project, where OCEAN refers to Ocean Conservation through Education, Awareness, and Networking (www1). In November of 1999, The OCEAN Project commissioned a telephone survey to better understand prevailing attitudes, values, knowledge, and connections to the ocean. It was found that U.S. citizens knew little about how the oceans functioned, the health of the oceans, or how their own actions could jeopardize the oceans. Even though there was an awareness that the oceans could become threatened and were vulnerable, they did not yet believe that the oceans were in any immediate danger (www1). In 2001 the AZA commissioned a multiinstitutional study to analyze the overall impact of zoos and aquariums on the conservation knowledge, attitude, and behavior of their visitors. It was found that the conservation attitude of 5th 525

S. M. GENDRON and 6th grade students was closely linked to their environment and experience (www2). Urban children tended to have naive views toward wildlife, as they lacked knowledge of, and experience with, animals in the wild. Finding ways for urban children to gain these experiences, through immersion, interpretation, and interaction, provides a valuable means to reconnect them with the natural world and promote conservation.

communicate it directly and succinctly, have staff and volunteers reinforce it personally, and build long-term relationships…”. The means by which these objectives can be achieved include: 1. Concrete suggestions for ways people can facilitate and sustain conservation efforts at home. 2. Increased meaningful interaction between aquarium staff and the visitor. 3. Development of a conservation ethic among urban children at the pre-school, kindergarten, and elementary level, with encouragement for them to actively engage in specific activities that benefit the environment. 4. Strategies for continued visitor follow-up. 5. For AZA institutions with visitors sympathetic to environmental concerns, the articulation of more explicit conservation messages.

How does the visitor learn? Of equal importance to understanding what the visitor already knows, and what the visitor feels, is understanding how the visitor learns. To be effective, program and exhibit designs must consider and allow for the learning characteristics of different age groups. Young children have different motor, cognitive, language, and social skills, when compared to older children (Table 38.2). Very young children will enjoy dressing and acting like sharks as their first exposure to elasmobranchs, while young adults would appreciate diving with rays and skates, or observing sharks underwater from within a protected cage. In general, most visitors respond well to material produced for the 8-10 year-old age bracket. Parents can interpret the graphics for younger children, foreign visitors will more easily understand the information, and children older than seven years will comprehend material at this level.

Education through exhibition Excellent examples of effective educational and interpretive exhibits can be found throughout the modern aquarium community. In 1979, Ocean Park (Hong Kong, China) opened one of the first immersive exhibits, a cross section through a coral reef atoll. The Point Defiance Zoo and Aquarium (Tacoma, Washington, USA) improved on this concept in 1989. Visitors were effectively transported to another place: led through a marine biologist’s hut, allowed a peek at the biologist’s journal, and given a chance to see sharks and rays in a naturalistic environment. Human curiosity is such that the biologist’s journal provided a great opportunity to convey information that may have been ignored on a standard graphics panel.

INFLUENCING THE PUBLIC Aquariums have numerous opportunities to influence their visitors, local communities, local governments, and even foreign governments. In the USA alone 120 million people visit zoos and aquariums annually, exceeding the number attending all major sporting events combined. In addition, governments throughout the world are encouraging schools to use aquariums and zoos as learning forums. The opportunities to influence public opinion are numerous.

Touching or interacting with animals leads visitors to experience them as living beings, rather than abstract images (Nardone and Gargiulo, 2001). Interactive exhibits (e.g., ray feeding pools at the Monterey Bay Aquarium, Monterey, California, USA; swim with the sharks program at Discovery Cove, Orlando, Florida, USA; etc.) build important emotional connections between the public, the animals, and the environment. As an example, staff at SeaWorld San Antonio (San Antonio, Texas, USA) teach visitors to snorkel and then invite them to view hammerhead (Sphyrna spp.), sand tiger (Carcharias taurus), bonnethead (Sphyrna tiburo), and zebra (Stegostoma fasciatum) sharks from the safety of a cage within the shark exhibit (Figure 38.1). Exit surveys demonstrate 100% success in improving visitor

Practices for a positive impact Dierking et al. (2001) outline important generic ideas to consider when creating new exhibits, programs, and other educational materials, suggesting that “…the most important thing zoos and aquariums can do to positively influence visitors [is to] be clear about [the] message, 526

527

Walks, runs, jumps, gallops, and rides a tricycle. Can catch a large ball. Full of energy and enthusiasm.

Bursts of energy. Can throw. High motor drive. Can sit for a longer period of time if occupied.

Highly developed. Can ride a bike. Likes physical challenges. Big appetites.

Good small motor skills. Need wide variety of activities. Need variety of physical challenges.

3

4

5-6

7-9

Active.

Jumps, climbs, rolls, and plays. Throws and retrieves. Good hand and finger coordination. Explores.

2

10-12

Crawls, explores. Walks unassisted. Picks up objects. Throws objects repeatedly. Enjoys pushing and pulling. Stacks objects.

Motor Skills

1

Age

Speech and Language

Anxious to grow up. Beginning to think abstractly. Strong opinions. Understands cause and effect. Understands other point of view.

Curious. Self-centered. Judgmental. Loves to categorize and classify.

Generally calmer. Self-confident. Enjoys routines. Learns quickly.

Has increased self-control. Needs rules and boundaries. Can amuse themselves.

Fearful of unfamiliar objects. Curious and asks why? Artistic. Begins to argue.

Matches similar objects. Able to count. Begins to be creative. Begins to problem solve mentally.

Engages in imaginative play. Possessive. Understands “me”. Begins to play with others. Wants to please or help out. Independent, but family is main interest. Sometimes plays with other children.

Assertive. Can cooperate. Enjoys dramatizations. Likes to dress up and play gown-up. Smiles and laughs. Knows and follows rules. Self-centered.

Wants to belong. Enjoys one or two friends. Worries about rules.

Concerned about social injustices and world problems. Anxious to grow up. Fragile self-image. High sense of fairness.

Sings. Speaks in sentences. Understands words and explanations.

Can talk and eat or dress at the same time. Imaginative. Enjoys made-up words.

Needs fresh ideas. Understands cause and effect. Is factual.

Understands complex instructions. Expresses feelings.

Enjoys talking with adults.

Asserts independence. Plays alone for short periods. Does not cooperate. Exceedingly curious.

Personal or Social skills

Enjoys stories.

Enjoys hide and seek. Able to produce speech-like patterns. Enjoys picture books. Responds to yes/no questions. Understands functional relationships. Enjoys rhymes and songs. Names everyday objects. Shares toys.

Perceptual or cognitive skills

Table 38.2. Learning characterizations of children, classified by age, showing motor skills, perceptual or cognitive skills, speech and language, and personal and social skills (after Kennedy, pers. com.).

CHAPTER 38: EDUCATION AND ELASMOBRANCHS IN PUBLIC AQUARIUMS

S. M. GENDRON

Figure 38.1. The “swim with the sharks” program at SeaWorld San Antonio (San Antonio, Texas, USA), showing participants entranced by the proximity of two hammerhead sharks (Sphyrna spp.) and a zebra shark (Stegostoma fasciatum) from the safety of a cage.

The New England Aquarium (Boston, Massachusetts, USA) has an excellent exhibit consisting of a cart filled with tools that demonstrate the biology, anatomy, and physiology of elasmobranchs (Figure 38.2). Educators at the aquarium recognized that the most effective way to influence visitors was to make the experience personal.

attitude toward sharks, rays, and the marine environment (Choromanski, pers. com.). The Florida State Aquarium (Tampa, Florida, USA) found a dramatic way to address the misconception that sharks are frequent killers of human beings. Using a two-story satellite image of Florida, the number of injuries resulting from lightning strike were compared to those inflicted by sharks. The white lightning bolts vastly outnumbered the yellow circles denoting shark attack. Few words were required, but the message was communicated effectively (Yates, pers. com.).

Additional education opportunities Natural, immersive exhibits, with associated graphic panels and take-home pamphlets, represent a relatively passive means to educate and influence. A good way to build on this foundation is the provision of an extensive library within the aquarium shop. Husbandry staff should periodically review the popular literature and suggest potential additions to their retail departments.

At the Monterey Bay Aquarium an effective display consists of back-lit big skate (Raja binoculata) or swell shark (Cephaloscyllium ventriosum) egg cases. Acrylic windows are placed in each egg case to allow visitors a clear view of developing embryos. With virtually no graphics these exhibits command attention and visitors leave with an immediate insight into shark reproduction (Powell, pers. com.).

One of the most effective means to capture the attention of the visitor is personal interaction and

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CHAPTER 38: EDUCATION AND ELASMOBRANCHS IN PUBLIC AQUARIUMS interpretation (Parsons, 1995). Visitors enthusiastically “discover” information while listening to keepers, educators, and scientists, in formal classes, informal presentations at exhibits, and behind-the-scenes tours. These forums represent a great opportunity to forge emotional bonds that will ultimately influence the future actions of visitors.

Personal computers and the World Wide Web have dramatically changed the face of education. Most modern aquariums have web sites with environmental information and images, live video feeds or video clips of exhibits, and links to the home pages of other conservation and education groups. An important initiative by many aquariums has been the development of wallet-sized “seafood watch” cards. These cards indicate sustainable, non-sustainable, or marginal fisheries, and encourage the public to choose their seafood meals from a sustainable fishery.

Limited resources will restrict the number of students able to attend formal courses at an aquarium. To reach a larger audience, aquariums have recognized the need to provide teach-theteachers courses. By teaching the teachers, an aquarium can dramatically increase their student body. In addition, seminars can be arranged so that teachers learn what aquariums have to offer and how best to use their resources. Cooperation with local education departments enable the development of school curricula and professional education courses dedicated to environmental education (Sonnenschein, 2001).

EDUCATION EVALUATION How does an aquarium know if its exhibits and programs are effective? Of equal importance to developing key messages, designing exhibits, and developing programs, are the subsequent evaluations conducted by an aquarium. Evaluations should be conducted before program design (to help shape the program), during program development (to fine-tune the program), and following program implementation (to determine if teaching goals are being achieved).

Outreach programs provide an effective means to reach students unable to visit an aquarium and reinforces what other students may have already learned. Example outreach programs include: SeaWorld San Diego’s Shamu TV; Vancouver Aquarium’s (Vancouver, British Columbia, Canada) distance learning program, a mobile classroom that drives to far-flung communities and schools; and SeaWorld Indonesia’s sustainable fisheries and environmental challenges program, communicating directly with local fishing communities.

Up-front evaluations are required to effectively design education programs, graphics, and publications. It is important to understand what visitors know, feel, and value, in order to define the problems to be addressed. Goals and measurable objectives can then be set, and appropriate exhibits, programs, publications, and graphics developed. Evaluation during the design phase can be achieved by placing temporary graphics in exhibit halls and allowing staff to question visitors about their effectiveness. Pilot programs can be conducted and participants interviewed. Once an education program has been completed, a summative evaluation needs to be undertaken. This evaluation should inform staff as to what parts of the program were effective and whether messages were understood. In short, it should determine if identified goals and objectives were met. Importantly, aquariums must determine if they have been effective at positively changing visitors’ attitudes and behavior toward the environment. Many studies have evaluated exhibits, the knowledge imparted to visitors, and visitor attitude toward animals, but few studies have examined how effective exhibits have been at shaping attitudes and changing behavior (Dierking, et al., 2001).

Figure 38.2. The New England Aquarium’s (Boston, Massachusetts, USA) outreach “shark cart”, filled with tools that demonstrate the biology, anatomy, and physiology of sharks and rays.

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S. M. GENDRON (CEC), American Zoo and Aquarium Association (AZA). American Zoo and Aquarium Association, Silver Spring, Maryland, USA. 33 p. Fowler, S. L., T. M. Reed, and F. A. Dipper. 2002. Elasmobranch Biodiversity, Conservation and Management. Proceedings of the International Seminar and Workshop, July 1997, Sabah, Malaysia. Occasional Papers of the IUCN Species Survival Commission (SSC) 25. 258 p. Kisling, V. Jr. 2001. Zoo and Aquarium History: Ancient Animal Collection to Zoological Gardens. CRC Press: Baton Rouge, Louisiana, USA. 440 p. Levington, J. S. 1982. Marine Ecology. Prentice-Hall Inc., Englewood Cliffs, New Jersey, USA. 526 p. Nardone, G. and M. L. Gargiulo. 2001. Nautilus project: The handy reef project for a tactile museum of the sea floor. In: Proceedings of the Fifth International Aquarium Congress, November 20-25, 2000, Monaco. p. 23-26. Bulletin de l’Institute oceanographique, Monaco, No. spécial 20. Nightingale, J. 2001. Education: An overview of some big changes in aquariums. In: Proceedings of the Fifth International Aquarium Congress, November 20-25, 2000, Monaco. p. 61-74. Bulletin de l’Institute oceanographique, Monaco, No. spécial 20. Norton, B. G., M. Hutchins, E. F. Stevens, and T. L. Maple. 1996. Ethics on the Ark: Zoos, Animal Welfare and Wildlife Conservation. Smithsonian Institution Press, Washington, D. C., USA. 332 p. Ohara, K. and N. Genjirou. 2001. Environmental education in aquariums in Japan. In: Proceedings of the Fifth International Aquarium Congress, November 20-25, 2000, Monaco. p. 13-22. Bulletin de l’Institute oceanographique, Monaco, No. spécial 20 Parsons, C. 1995. To boldly go beyond school groups: The next generation of aquarium educators, In Proceedings of the third International Aquarium Congress, April 2529, 1993, Boston, Massachusetts. p. 151-156. New England Aquarium, Boston, USA. Pauly, D., V. Christensen, J. Dalsgaard, R. Froese, and F. Torres Jr. 1998. Fishing down marine food webs. Science 279: 860-863. Rodes, B. K., and R. Odell. 1992. A Dictionary of Environmental Quotations. Simon and Schuster, Inc. New York, USA. 335 p. Rose, D. B. 1996. An Overview of World Trade in Sharks and Other Cartilaginous Fishes. Traffic International, Cambridge, UK. 104 p. Simard, F. 2001. Thoughts on aquariums in the 21st century. In: Proceedings of the Fifth International Aquarium Congress, November 20-25, 2000, Monaco. p. 79-84. Bulletin de l’Institute oceanographique, Monaco, No. spécial 20. Sobel, D. 1996. Beyond Ecophobia: Reclaiming the Hearts in Nature Education. The Orion Society Press, Great Barrington, Massachusetts, USA. 45 p. Sonnenschein, L. 2001. Public aquarium education and research responsibilities in the future. In: Proceedings of the Fifth International Aquarium Congress, November 20-25, 2000, Monaco. p. 27-35. Bulletin de l’Institute oceanographique, Monaco, No. spécial 20. Springer, V. G. and J. P. Gold. 1989. Sharks in Question, The Smithsonian Answer Book. Smithsonian Institution Press, Washington, D. C., USA. 192 p. Taylor, L. 1993. Aquaria: Windows to Nature. Prentice Hall, New York, USA. 168 p. Vallette, P. 2001. New behavior toward the ocean. In: Proceedings of the Fifth International Aquarium Congress, November 20-25, 2000, Monaco. p. 57-62. Bulletin de l’Institute oceanographique, Monaco, No. spécial 20.

CONCLUSIONS Education has played an important role in aquariums throughout their history. Key messages have evolved as exhibits have become more sophisticated and our approach to conservation changed. The key messages of today include conservation of nature and sustainable use of the earth’s resources. These messages are more effectively conveyed when aquariums forge an emotional connection between the visitor and nature. There are many reasons elasmobranchs are kept in aquariums, yet it must be remembered that the primary reason is conservation. Our strongest tool to reinforce the message of conservation is education. Aquariums are places of learning where we must inspire and motivate our visitors to care about the natural world. Conservation begins at home, moves out into the community, and ultimately spreads globally to help preserve wild places and wild life. For those seeking more information about conservation education the AZA has an excellent course, introducing background philosophies, techniques for designing programs, techniques to evaluate community needs, techniques to evaluate the effectiveness of programs and graphics, and much more beyond the scope of this chapter.

ACKNOWLEDGEMENTS I wish to thank Derek Spielman of Ocean Park, Brian Darvell of Hong Kong University, and Alison Davidson of the National Aquarium for their valuable editorial assistance, and Loretta Ho of Ocean Park for her ability to format anything and everything. In addition, I appreciate the guidance and input from many of my colleagues in the field of aquariology and education, who have not only helped shape this chapter, but continually inspire me in this field of work. Special thanks go to JHR for reading, rereading, and kindly commenting on the manuscript from its inception.

REFERENCES Campbell, N. A., and J. B. Reece. 2001. Biology. Pearson Higher Education Publishers, Upper Saddle River, New Jersey, USA. 1175 p. Dierking, L. D., K. Burtnyk, K. S. Büchner, and J. H. Falk. 2001. Visitor Learning in Zoos and Aquariums: A Literature Review. Multi-Institutional Visitor Research Project (MIRP), Conservation Education Committee

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CHAPTER 38: EDUCATION AND ELASMOBRANCHS IN PUBLIC AQUARIUMS Van den Sande, P. and P. Jouk. 2001. Evolution in public aquarium concepts. In: Proceedings of the Fifth International Aquarium Congress, November 20-25, 2000, Monaco. p. 85-96. Bulletin de l’Institute oceanographique, Monaco, No. spécial 20. Würtz, M. 2001. A view into the third millennium aquarium, Are the new aquaria really the future?. In: Proceedings of the Fifth International Aquarium Congress, November 20-25, 2000, Monaco. p. 49-56. Bulletin de l’Institute oceanographique, Monaco, No. spécial 20.

PERSONAL COMMUNICATIONS Burrell, M. 2003. Rotary Club of Hong Kong, Rotary International District 3450, Hong Kong. Choromanski, J. 1998. Ripley Aquariums, Inc., Orlando, FL 32819, USA. Darvell, B. 2003. The University of Hong Kong, Hong Kong. Kennedy, P. 2003. Dallas Zoo, TX 75203, USA. Mackay, B. 2003. Underwater World Singapore, Sentosa 098969, Singapore. Powell, D. 2003. Monterey Bay Aquarium, CA 93940, USA. Yates, K. 2003. The New York State Living Museum, Watertown, NY 13601, USA.

INTERNET RESOURCES www1

http://www.theoceanproject.org

www2

http://www.aza.org/ConEd/VisitorLearning/

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