L'acquisition autonome de representations et de fonctionnalites en robotique pose de nombreux problemes theoriques. Aujourd'hui, les systemes robotiques autonomes sont concus autour d'un ensemble de fonctionnalites. Leurs representations du monde sont issues de l'analyse d'un probleme et d'une modelisation prealablement donnees par les concepteurs. Cette approche limite les capacites d'apprentissage. Nous proposons dans cette these un systeme ouvert de representations et de fonctionnalites. Ce systeme apprend en experimentant son environnement et est guide par l'augmentation d'une fonction de valeur. L'objectif du systeme consiste a agir sur son environnement pour reactiver les representations dont il avait appris une connotation positive. Une analyse de la capacite a generaliser la production d'actions appropriees pour ces reactivations conduit a definir un ensemble de proprietes necessaires pour un tel systeme. Le systeme de representation est constitue d'un reseau d'unites de traitement semblables et utilise un codage par position. Le sens de l'etat d'une unite depend de sa position dans le reseau. Ce systeme de representation possede des similitudes avec le principe de numeration par position. Une representation correspond a l'activation d'un ensemble d'unites. Ce systeme a ete implemente dans une suite logicielle appelee NeuSter qui permet de simuler des reseaux de plusieurs millions d'unites et milliard de connexions sur des grappes heterogenes de machines POSIX. Les premiers resultats permettent de valider les contraintes deduites de l'analyse. Un tel systeme permet d'apprendre dans un meme reseau, de facon hierarchique et non supervisee, des detecteurs de bords et de traits, de coins, de terminaisons de traits, de visages, de directions de mouvement, de rotations, d'expansions, et de phonemes. NeuSter apprend en ligne en utilisant uniquement les donnees de ses capteurs. Il a ete teste sur des robots mobiles pour l'apprentissage et le suivi d'objets.

The inquiry documented in this thesis is located at the nexus of technological innovation and traditional schooling. As we enter the second decade of a new century, few would argue against the increasingly urgent need to integrate digital literacies with traditional academic knowledge. Yet, despite substantial investments from governments and businesses, the adoption and diffusion of contemporary digital tools in formal schooling remain sluggish. To date, research on technology adoption in schools tends to take a deficit perspective of schools and teachers, with the lack of resources and teacher ‘technophobia’ most commonly cited as barriers to digital uptake. Corresponding interventions that focus on increasing funding and upskilling teachers, however, have made little difference to adoption trends in the last decade. Empirical evidence that explicates the cultural and pedagogical complexities of innovation diffusion within long-established conventions of mainstream schooling, particularly from the standpoint of students, is wanting. To address this knowledge gap, this thesis inquires into how students evaluate and account for the constraints and affordances of contemporary digital tools when they engage with them as part of their conventional schooling. It documents the attempted integration of a student-led Web 2.0 learning initiative, known as the Student Media Centre (SMC), into the schooling practices of a long-established, high-performing independent senior boys’ school in urban Australia. The study employed an ‘explanatory’ two-phase research design (Creswell, 2003) that combined complementary quantitative and qualitative methods to achieve both breadth of measurement and richness of characterisation. In the initial quantitative phase, a self-reported questionnaire was administered to the senior school student population to determine adoption trends and predictors of SMC usage (N=481). Measurement constructs included individual learning dispositions (learning and performance goals, cognitive playfulness and personal innovativeness), as well as social and technological variables (peer support, perceived usefulness and ease of use). Incremental predictive models of SMC usage were conducted using Classification and Regression Tree (CART) modelling: (i) individual-level predictors, (ii) individual and social predictors, and (iii) individual, social and technological predictors. Peer support emerged as the best predictor of SMC usage. Other salient predictors include perceived ease of use and usefulness, cognitive playfulness and learning goals. On the whole, an overwhelming proportion of students reported low usage levels, low perceived usefulness and a lack of peer support for engaging with the digital learning initiative. The small minority of frequent users reported having high levels of peer support and robust learning goal orientations, rather than being predominantly driven by performance goals. These findings indicate that tensions around social validation, digital learning and academic performance pressures influence students’ engagement with the Web 2.0 learning initiative. The qualitative phase that followed provided insights into these tensions by shifting the analytics from individual attitudes and behaviours to shared social and cultural reasoning practices that explain students’ engagement with the innovation. Six indepth focus groups, comprising 60 students with different levels of SMC usage, were conducted, audio-recorded and transcribed. Textual data were analysed using Membership Categorisation Analysis. Students’ accounts converged around a key proposition. The Web 2.0 learning initiative was useful-in-principle but useless-in-practice. While students endorsed the usefulness of the SMC for enhancing multimodal engagement, extending peer-topeer networks and acquiring real-world skills, they also called attention to a number of constraints that obfuscated the realisation of these design affordances in practice. These constraints were cast in terms of three binary formulations of social and cultural imperatives at play within the school: (i) ‘cool/uncool’, (ii) ‘dominant staff/compliant student’, and (iii) ‘digital learning/academic performance’. The first formulation foregrounds the social stigma of the SMC among peers and its resultant lack of positive network benefits. The second relates to students’ perception of the school culture as authoritarian and punitive with adverse effects on the very student agency required to drive the innovation. The third points to academic performance pressures in a crowded curriculum with tight timelines. Taken together, findings from both phases of the study provide the following key insights. First, students endorsed the learning affordances of contemporary digital tools such as the SMC for enhancing their current schooling practices. For the majority of students, however, these learning affordances were overshadowed by the performative demands of schooling, both social and academic. The student participants saw engagement with the SMC in-school as distinct from, even oppositional to, the conventional social and academic performance indicators of schooling, namely (i) being ‘cool’ (or at least ‘not uncool’), (ii) sufficiently ‘compliant’, and (iii) achieving good academic grades. Their reasoned response therefore, was simply to resist engagement with the digital learning innovation. Second, a small minority of students seemed dispositionally inclined to negotiate the learning affordances and performance constraints of digital learning and traditional schooling more effectively than others. These students were able to engage more frequently and meaningfully with the SMC in school. Their ability to adapt and traverse seemingly incommensurate social and institutional identities and norms is theorised as cultural agility – a dispositional construct that comprises personal innovativeness, cognitive playfulness and learning goals orientation. The logic then is ‘both and’ rather than ‘either or’ for these individuals with a capacity to accommodate both learning and performance in school, whether in terms of digital engagement and academic excellence, or successful brokerage across multiple social identities and institutional affiliations within the school. In sum, this study takes us beyond the familiar terrain of deficit discourses that tend to blame institutional conservatism, lack of resourcing and teacher resistance for low uptake of digital technologies in schools. It does so by providing an empirical base for the development of a ‘third way’ of theorising technological and pedagogical innovation in schools, one which is more informed by students as critical stakeholders and thus more relevant to the lived culture within the school, and its complex relationship to students’ lives outside of school. It is in this relationship that we find an explanation for how these individuals can, at the one time, be digital kids and analogue students.

Submitted by José Maria Pimenta de Castro de Souza Coutinho (zemarsc@gmail.com) on 2017-07-27T00:26:42Z No. of bitstreams: 1 Master Thesis - Insects As a Legitimate Food Ingredient - Barriers & Strategies.pdf: 1532556 bytes, checksum: cef1675522a92fbe941f3380a897808d (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2017-08-29T20:02:11Z (GMT) No. of bitstreams: 1 Master Thesis - Insects As a Legitimate Food Ingredient - Barriers & Strategies.pdf: 1532556 bytes, checksum: cef1675522a92fbe941f3380a897808d (MD5) / Made available in DSpace on 2017-08-30T20:51:16Z (GMT). No. of bitstreams: 1 Master Thesis - Insects As a Legitimate Food Ingredient - Barriers & Strategies.pdf: 1532556 bytes, checksum: cef1675522a92fbe941f3380a897808d (MD5) Previous issue date: 2017-03-15 / Só a simples ideia de comer insectos já é suficiente para impulsionar repulsa em relação à entomofagia. Uma categorização cultural inadequada deste hábito alimentar tem vindo a ser cultivada pelas sociedades ocidentais. As diversas abordagens sobre a divulgação de invertebrados como um legítimo hábito alimentar têm sido mal aplicadas. Os esforços educacionais não alcançaram nenhum êxito. Com o fim de enfrentar esta aversão cognitiva relativamente aos insectos é imprescindível uma mudança radical no plano estratégico. Esta pesquisa qualitativa explicativa tem como objectivo uma plena compreensão teórica, e metodologicamente sustentada, dos impulsionadores psicológicos e culturais que levam às suposições negativas da população. Ao desmistificar os preconceitos e as falsas premissas através da normalização da entomofagia eliminar-se-á a imagem nociva e incoerente de repulsa que se posiciona na mente dos ocidentais. Estratégias psico-culturais juntamente com a ciência gastronómica devem ser levadas a cabo quando este produto é introduzido num mercado onde o insecto é considerado um alimento culturalmente inaceitável. / The very idea of eating insects is the greatest booster of the revulsion feeling towards entomophagy. An inappropriate cultural categorisation of this eating habit has been cultivated by Western societies. The various approaches on promoting invertebrates as a legitimate food habit have been misapplied. Educational efforts have been made unsuccessfully. To address cognitive aversion toward insects, a complete change in the strategic plan must be established. This qualitative explanatory research aims at a full theoretical, and methodologically sustained, understanding of the psychological and cultural drivers that lead to the negative assumptions of the population. The demystification of prejudices and imaginations by promoting normalcy of entomophagy it will stamp the harmful and incoherent disgust image out of the Westerners’ psyche. This study underpins the psycho-cultural strategies along with gastronomic science that must be carried out when this product is introduced in a market where the insect is a culturally unacceptable food.

This thesis is not structured as a conventional empirical study (theoretical background, method, results, discussion), but instead consists of an iterative series of attempts at making sense of same-race prejudice – hopefully systematically homing in on a richer and more acute understanding of the phenomenon. The chapters are grouped together in pairs or triplets – each grouping addressing different but related perspectives on the problem. Chapters 1 and 2 are contextual, setting the scene historically and conceptually. Chapters 3, 4 and 5 introduce three different perspectives on using phenomenology as a means of approaching the issue of same-race prejudice. Chapters 6 and 7 are dedicated to looking at the themes of same-race prejudice, a critical interrogation of the themes from the interview discussions, the literature and how same-race prejudice is experienced, played out and sustained. Chapter 8 links back to Chapter 1 by casting another look at sensitivity and responsiveness to same-race prejudice by organisations whose work is supposedly on prejudice eradication. The chapter further links with both Chapters 3 and 4 by calling upon a phenomenological understanding to humanity as what can bring a liveable change to humanity regarding same-race prejudice. Chapter 9 serves as a summary of all the chapters, what each individually and collectively hoped to achieve, and the general findings and statements about same-race prejudice from the chapters’ theoretical discussions, research interviews, and critical interrogation of both the mundane and theoretical understanding. / Psychology / D. Phil. (Psychology)

The main purpose of this dissertation is to analyse and identify problems arising from the Swedish Social Insurance Agency’s (SSIA) perceptions of parents, as they appear in the brochures targeted at expectant or new parents between 1974 and 2007. The aim is to distinguish who are being pointed out, constructed, and normalised as parents; and to analyse the functions of the recipients and the senders respectively. The aim is to be considered in the light of the SSIA’s commitment to gender equality, a policy that promotes equal access to the insurance of parents to share the parent’s insurance more equally. The dissertation is based on a theoretical framework that may principally be described as a feminist discourse analysis, which, among other things, means that a constructivist approach is of central importance. In addition, an intersectional perspective is an important starting point, putting the focus on the interaction and interdependence between different social categorisations. In four analysing chapters, the material is being tackled from different approaches or angles. In the first chapter, a picture is drawn of the institutional and political context that sets the prerequisites of the insurance regulations as well as the way the texts have been written and may be understood. The second chapter presents an analysis, in the terms of space deixis, of whom is/are being pointed out and positioned as recipient/s by SSIA. In the third chapter, an analysis of the normalised notions of parents that are identified in the texts; and of what parents are being favoured and described as ‘normal’. In the fourth chapter, the functions of the different actors are being analysed, showing how the relationship between the SSIA and the parents is constructed from in the texts. The results show that, in all brochures, parenthood is strongly gender-marked and that gender equality, above all, is to be understood as a quantitatively even distribution between mothers and fathers. In today’s brochures, the agency identifies and normalises recipients who primarily are biological mothers with orderly conditions, living in nuclear families with biological children. The older brochures have a higher level of gender neutrality in their texts, where mothers and fathers are placed equally and at the same distance from the position of the sender. The newer brochures, however, represent a wider range of social categorisations, and thus present a more complex picture of parenthood. The results also show that the function of SSIA in the texts is primarily economic, and that there is no obligation for parents to share the parent’s insurance equally, despite the political resolutions that impose this task on the agency.

Abstract Large engineering projects are executed by a network of heterogeneous organisations. In order to be effective, risk management in large engineering projects needs to take the perspective of the entire project network instead of focusing on risk management practices of single actors. Contextual factors such as complexity of the project network and the challenging institutional environment pose additional challenges to risk management. The purpose of this study is to increase the understanding of the sources of risks in engineering project networks and the role of risk sources in determining risk management practices. The perspective of information processing theory is used. The role of equivocality and uncertainty as organisations’ rationales for processing information is examined to gain new insights into the selection of appropriate risk management practices. Literature introduces relational contracting as a response to the need for collaboration in project networks. In this study collaborative risk management practices in the workshop-type meeting and in the project alliance were studied. A qualitative research method was employed to study the nature of risk sources, the role of risk sources in determining risk management practices and collaborative risk management practices. The results of this study enhance the understanding of the nature of risks in engineering project networks. The current project risk management literature proposes that contextual factors related to technology, organising projects and environment increase uncertainty in projects. This study shows that it is relevant to categorise risk sources based on their contingency factors related to uncertainty (lack of information) and to equivocality (the existence of multiple interpretations). It is shown how risk sources impact the selection of project risk management practices. Collaborative risk management practices of workshop-type meeting and project alliance are depicted. Project-based companies and organisations executing investment projects can benefit from the results of this study. This study can guide managers when developing practices to enhance risk management. This study shows how informal risk management practices should be considered in addition to the traditional formal risk management practices, particularly in cases when projects confront situations of equivocality. / Tiivistelmä Suuria projekteja toteutetaan heterogeenisten organisaatioiden muodostaman projektiverkoston avulla. Projektiverkoston tehokkaaseen riskienhallintaan tarvitaan koko verkoston näkökulma yhden organisaation näkökulman sijaan. Tilannetekijät kuten projektiverkoston monimuotoisuus ja projektin haasteellinen ympäristö asettavat lisää haasteita riskienhallinnalle. Tämän väitöskirjan tavoitteena on lisätä ymmärrystä siitä, mitkä ovat riskien lähteitä projekteissa ja kuinka riskien lähteet vaikuttavat riskienhallintamenetelmien valintaan. Väitöskirjassa on käytetty teoreettisena viitekehyksenä informaation prosessoinnin näkökulmaa. Erityisesti on tutkittu monimerkityksisyyden ja epävarmuuden roolia organisaatioiden perusteena käsitellä informaatiota. Kirjallisuudessa on esitetty luottamukseen perustuva sopiminen vastauksena projektiverkostojen yhteistoiminnallisuuden tarpeelle. Väitöskirjassa on tutkittu yhteistoiminnallisina riskienhallintamuotoina työpajatyyppistä työskentelyä sekä projektiallianssia. Tutkimuksessa on tapaustutkimuksen avulla selvitetty projektien riskien lähteitä, riskien lähteiden roolia riskienhallintamenetelmiä määritettäessä, sekä yhteistoiminnallisia riskienhallintakeinoja. Tutkimuksen löydökset lisäävät ymmärrystä projektien riskien lähteistä. Nykyinen projektin riskienhallintakirjallisuus esittää, että projektien tilannetekijät, jotka liittyvät teknologiaan, projektien organisointiin ja ympäristöön kasvattavat epävarmuutta. Tämä tutkimus osoittaa, että on tärkeää jaotella projektien riskit tilannetekijöittäin. Jaottelu tulee tehdä sen mukaan onko vallitseva tilannetekijä epävarmuus eli tiedon puute vai monimerkityksisyys eli tilanne, jossa on paljon keskenään ristiriitaista tietoa. Tässä tutkimuksessa osoitetaan kuinka riskien lähteet vaikuttavat projektiverkoston riskienhallintamenetelmien valintaan. Lisäksi kuvataan yhteistoiminnallisia riskienhallintamenetelmiä projekteissa. Projektitoimintaa harjoittavat yritykset sekä investointiprojekteja tekevät organisaatiot voivat hyödyntää tämän tutkimuksen tuloksia. Tutkimuksen tulokset ohjaavat riskienhallintamenetelmien muokkaamista erilaiset tilannetekijät huomioon ottaen. Tämä tutkimus osoittaa, kuinka epämuodollisia riskienhallintamenetelmiä tulisi suosia perinteisten muodollisten menetelmien ohessa erityisesti tilanteissa, joissa monimerkityksisyys on vallitseva tilannetekijä.

Design fixation is a phenomenon experienced by professional designers and engineering design students that stifles creativity and innovation through discouraging ideational productivity, fluency and diversity. During the design idea and concept generation phase of the design process, a reliance on perceptual surface feature similarities between design artefacts increases the likelihood of design fixation leading to design duplication. Psychologists, educators and designers have become increasingly interested in creative idea generation processes that encourage innovation and entrepreneurial outcomes. However, there is a notable lack of collaborative research between psychology, education and engineering design particularly on inductive reasoning of undergraduate engineering students in higher education. The data gathered and analysed for this study provides an insight into property inference decision-making preferences and decision switching (SWITCH) patterns of engineering undergraduates under similarity-based inductive judgements [SIM] and category-based inductive judgements [CAT]. For this psychology experiment, property induction tasks were devised using abstract shapes in a triad configuration. Participants (N = 180), on an undergraduate engineering programme in London, observed a triad of shapes with a target shape more similar-looking to one of two given shapes. Factors manipulated for this experiment included category alignment, category group, property type and target shape. Despite the cognitive development and maturation stage of undergraduate engineers (adults) in higher education, this study identified similarity-based inductive judgements [SIM] to play a significant role during inductive reasoning relative to the strength of category-based inductive judgements [CAT]. In addition to revealing the property inference decision-making preferences of a sample of undergraduate engineers (N = 180), two types of switch classification and two types of non-switch classification (SWITCH) were found and named SIM_NCC, SIM-Salient, Reverse_CAT and CAT_Switching. These different classifications for property inference switching and non-switching presented a more complex pattern of decision-making driven by the relative strength between similarity-based inductive judgements [SIM] and category-based inductive judgements [CAT]. The conditions that encouraged CAT_Switching is of particular interest to design because it corresponds to inference decision switching that affirms the sharing of properties between dissimilar-looking shapes designated as category members, i.e., in a conflicting category alignment condition (CoC). For CAT_Switching, this study found a significant interaction between a particular set of conditions that significantly increased the likelihood of property inference decisions switching to affirm the sharing of properties between dissimilar-looking shapes. Stimuli conditions that combined a conflicting category alignment condition (where dissimilar-looking shapes belong to the same category) with category specificity, a causal property and a target shape with merged (or blended) perceptual surface features significantly increased the likelihood of a property inference decision switching. CAT_Switching has important implications for greater ideational productivity, fluency and diversity to discourage design fixation within the conceptual design space. CAT_Switching conditions could encourage more creative design transformations with alternative design functions through inductive inferences that generalise between dissimilar artefact designs. The findings from this study led to proposing a Cartesian view of the concept design space to represent the possibilities for greater movements through flexible and expanding category boundaries to encourage conceptual combinations, greater ideational fluency and greater ideational diversity within a configuration design space. This study has also created a platform for further research into property inference decision-making, ideational diversity and category boundary flexibility under stimuli conditions that encourage designers and design students to make inductive generalisations between dissimilar domains of knowledge through a greater emphasis on causal relations and semantic networks.

Ce travail participe aux recherches contemporaines qui s'attachent à améliorer notre compréhension de ce que nous appelons les « objets d'expérience », et en particulier des objets ordinaires. Il s'arrête sur une dimension qui leur apparaît propre, leur permanence, c'est-à-dire leur continuité spatio-temporelle, telle que nous pouvons la constater et en faire usage dans l'expérience perceptive ou le discours, et leur identité intersubjective – en dépit des différentes visées qu'autrui et moi pouvons avoir sur eux. L'objet est pluriel, son identité, qui n'est pas simplement logique, manque de critères nets, mais cela ne peut remettre en question son existence, comme le voudraient les éliminativistes que nous affrontons. Mais les universalistes, les intellectualistes et tous les idéalistes sémantiques qui, à l'inverse, voient des objets partout, par notre seul pouvoir de les penser, confondent objet réel et objet de pensée. Nous défendons un réalisme contextualiste de l'objet ordinaire qui en précise l'existence dans les contextes où il fait sens d'en parler, et d'abord le contexte perceptif, puisqu'il semble définitoire des normes d'objectification et d'objectivation les plus courantes dans nos pratiques identificatoires, réidentificatoires et catégorisantes, de s'inscrire au sein de la perception et de l'action. Ce sont des processus plus ou moins simples cognitivement et plus ou moins répandus éthologiquement qui sont enjeu selon les cas. Cette pluralité implique d'en explorer les terrains, en particulier dans le plus jeune âge lorsque beaucoup des normes réglant notre saisie cognitive du réel sont en formation. C'est pourquoi notre investigation choisit rapidement de se faire philosophie de la connaissance afin de comprendre la genèse des objets ordinaires dont nous parlons, plutôt que d'essayer de dresser de façon abstraite une liste exhaustive de leurs critères d'identité. Nous défendons que la permanence de l'objet peut être comprise à trois niveaux, perceptif, social et logicolinguistique. Le bébé atteint ces niveaux d'objectivité par des concepts naturels (concepts affordantiels et modules innés, qui ont une inscription corporelle et un développement social), des concepts expérientiels (prototypiques et essentialisants, aidés par nos activités humaines de socialisation et d'attention partagée, qu'on trouve aussi dans le monde animal), et des concepts lexicaux, hérités de notre langue. C'est l'occasion de remettre en cause l'opposition trop facile entre l'inné et l'acquis, ou le nativisme et le constructivisme. À chacun de ces niveaux, il y a des raisons d'utiliser, en un sens non mentaliste mais naturaliste et fonctionnaliste, la notion de représentation, pour comprendre ce qui fait la transcendance de ces objets distaux, traités à partir des stimuli proximaux mais différents d'eux. On peut user d'un discours réaliste à leur sujet, sans présupposer que celui-ci se fonde sur des capacités cognitives rationnelles propositionnelles, synthétiques, inférentielles ou judicatives de haut niveau et nécessairement spécifiques à l'humain, mais sans céder non plus aux oppositions classiques entre réalisme indirect et réalisme direct, ou conceptualisme et non-conceptualisme. De même, on défendra, au-delà des débats entre continuisme et discontinuisme sur l'humain et l'animal, un émergentisme qui pense à la fois la continuité des espèces et leurs différences chaque fois propres dans leur rapport aux objets de leur environnement, tels qu'ils sont visés dans des normes naturelles et sociales. / The understanding of the ordinary objects of our daily experience implies a definition of spatiotemporal and intersubjective levels of permanence. This is due to the fact that these objects, whose existence we defend against eliminativism and mereological nihilism, can be said to endure or perdure, at least in our experiences and our discourses about them. This existence in time and space and between subjects of experience cannot be defined by mere logical features. That is why we choose a contextualist approach of objects, and study perceptual situations where identifications and categorizations occur, especially at the early stages of objectification and objectivation which babies are able to achieve. The newborn and the young child indeed need to gain object permanence, a phenomenon first described by Gestalt psychologists like Michotte and Piaget's school of developmental psychology, and which has been even more accurately studied by cognitive psychologists such as Elizabeth Spelke, Dominique Baillargeon, Susan Carey or Susan Gelman. We defend the thesis that three types of object permanence can be distinguished (perceptual, social and logical-linguistic). Object transcendence can be described as an emergent feature of these stages. Babies acquire these levels of objectivity through normal and universal phases of development, even though different cultural environments can influence rhythms of maturation and the intentional behaviors relating to objects, which children develop. To access ordinary objects, infants need natural concepts (affordantial concepts and innate modular abilities - quite common among animals -, which are embodied and developed through social stimulations), experiential concepts (prototypical and essentialist tendencies, stimulated by joint attention and social phenomena that also occur in the animal world), and inherited lexical concepts. Nativism and constructivism work together and a realist, naturalist and emergentist approach of our cognitions of objects and their representations (understood only as a functional ability to register distal objects from proximal stimuli) enables us to overcome classical oppositions between direct and indirect realism, conceptualism and anti-conceptualism, as well as the continuity-thesis and the discontinuity-thesis between human and non-human beings.

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Although the physical characteristics of surfing breaks are well described in the literature, there is little specific research on surfing and coastal management. Such research is required because coastal engineering has had significant impacts to surfing breaks, both positive and negative. Strategic planning and environmental impact assessment methods, a central tenet of integrated coastal zone management (ICZM), are recommended by this thesis to maximise surfing amenities. The research reported here identifies key oceanographic considerations required for ICZM around surfing breaks including: surfing wave parameters; surfing break components; relationship between surfer skill, surfing manoeuvre type and wave parameters; wind effects on waves; currents; geomorphic surfing break categorisation; beach-state and morphology; and offshore wave transformations. Key coastal activities that can have impacts to surfing breaks are identified. Environmental data types to consider during coastal studies around surfing breaks are presented and geographic information systems (GIS) are used to manage and interpret such information. To monitor surfing breaks, a shallow water multibeam echo sounding system was utilised and a RTK GPS water level correction and hydrographic GIS methodology developed. Including surfing in coastal management requires coastal engineering solutions that incorporate surfing. As an example, the efficacy of the artificial surfing reef (ASR) at Mount Maunganui, New Zealand, was evaluated. GIS, multibeam echo soundings, oceanographic measurements, photography, and wave modelling were all applied to monitor sea floor morphology around the reef. Results showed that the beach-state has more cellular circulation since the reef was installed, and a groin effect on the offshore bar was caused by the structure within the monitoring period, trapping sediment updrift and eroding sediment downdrift. No identifiable shoreline salient was observed. Landward of the reef, a scour hole ~3 times the surface area of the reef has formed. The current literature on ASRs has primarily focused on reef shape and its role in creating surfing waves. However, this study suggests that impacts to the offshore bar, beach-state, scour hole and surf zone hydrodynamics should all be included in future surfing reef designs. More real world reef studies, including ongoing monitoring of existing surfing reefs are required to validate theoretical concepts in the published literature.