Fishers’ Perception on the Interaction between Dolphins and Fishing Activities in Italian and Croatian Waters

Interactions between fishing and dolphins can be detrimental, since on one hand dolphins can be lethally entangled by nets and trawls, and on the other dolphins can predate fish caught by nets. For dolphins, this interaction can be dangerous as they can be wounded or accidentally killed; for fishers, the predation of their catch results in economic losses due to reduced quantity and/or quality of catches and damage to fishing gear. During July and November 2020, we surveyed the “dolphin–fisheries conflict” through compiling 209 fisher interviews from nine locations in Italy and Croatia. Fishers mentioned the common bottlenose dolphin (Tursiops truncatus) as the species primarily interacting with fishing, with the major issue being catch damage by predation. The interaction probability varied among gears and seasons, with some fishing activities (e.g., passive nets) more affected than others (e.g., bottom trawls), especially in terms of economic loss (1000–10,000 €/year on average). More than 70% of the fishers claimed that dolphin populations have increased over the last 10 years, in different degrees and based on different areas. Dolphin bycatch rates are generally low; however, 34.6% of respondents reported having captured at least one dolphin during their career. The fishers’ attitude towards acoustic deterrents (“pingers”) as a mitigation measure revealed that few of them were aware of these devices or were using them

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Looking at Physics Curriculum in terms of framing ideas

The main lines of a collaboration developed at the Universities of Bologna, Milano-Bicocca, Napoli, Roma-Tre, Roma-Sapienza, Torino will be presented. The research continues the National Project F21 (“Teaching and learning pathways in Physics for the 21th century, in both ‘formal’ and ‘informal’ education”, 2004-2007), coordinated by P. Guidoni, whose objective was to improve and to refine a model for physics teaching, able to support understanding and motivation since early descriptive approaches to progressively more formal ones - including quantitative competence in selected themes of classical physics and non trivial understanding of modern physics insights. The collaborative work will be discussed according to: a) its theoretical framework; b) the basic research choices that are orienteering studies aimed at addressing school problems in designing long (K-13) conceptual paths for physics understanding in interaction with mathematics and other subject matters (cross- curricula); c) the open problems, hypotheses and strategic lines characterizing the current development of the research. Particular emphasis will be given to the research approach we chose to address the problem of reconstructing the whole curriculum (K-13). And we propose, at the end, to re-think, revise and unify coherently the existent materials on the basis of some fundamental “Framing Ideas" of physical knowledge. Such ideas – SPACE, TIME, MATTER, STATE, PROCESS, INTERACTION – should act as basic, structuring categories whose meaning variance in the development of physics reflects the link between the growth of physical knowledge and the change of its transverse connections and internal organization. The development of the framing ideas, of their relationships, and of their effective structuring role, will be pursued and analyzed according to two privileged “Longitudinal Leading Themes”, in turn acting as central attractors in the progressive articulation of the physics competence: a) Physical Objects (material systems, fields, particles,...) and their Interactions; b) Space-time relationships (movement, propagation, transformations...)