Effects of Natural and Anthropogenic Stressors on Fucalean Brown Seaweeds Across Different Spatial Scales in the Mediterranean Sea

Este artículo contiene 14 páginas, 8 figuras, 3 tablas.Algal habitat-forming forests composed of fucalean brown seaweeds (Cystoseira, Ericaria, and Gongolaria) have severely declined along the Mediterranean coasts, endangering the maintenance of essential ecosystem services. Numerous factors determine the loss of these assemblages and operate at different spatial scales, which must be identified to plan conservation and restoration actions. To explore the critical stressors (natural and anthropogenic) that may cause habitat degradation, we investigated (a) the patterns of variability of fucalean forests in percentage cover (abundance) at three spatial scales (location, forest, transect) by visual estimates and or photographic sampling to identify relevant spatial scales of variation, (b) the correlation between semi-quantitative anthropogenic stressors, individually or cumulatively (MA-LUSI index), including natural stressors (confinement, sea urchin grazing), and percentage cover of functional groups (perennial, semi-perennial) at forest spatial scale. The results showed that impacts from mariculture and urbanization seem to be the main stressors affecting habitat-forming species. In particular, while mariculture, urbanization, and cumulative anthropogenic stress negatively correlated with the percentage cover of perennial fucalean species, the same stressors were positively correlated with the percentage cover of the semi-perennial Cystoseira compressa and C. compressa subsp. pustulata. Our results indicate that human impacts can determine spatial patterns in these fragmented and heterogeneous marine habitats, thus stressing the need of carefully considering scale-dependent ecological processes to support conservation and restoration.This study was supported by the European Union’s EASME (Executive Agency for Small and Medium Enterprise) and EMFF (European Maritime and Fisheries fund) as part of the project AFRIMED, “Algal Forest Restoration in the Mediterranean Sea” (under grant agreement no. 789059), http:// afrimed-project.eu/.Peer reviewe

The challenge of setting restoration targets for macroalgal forests under climate changes

Este artículo contiene 10 páginas, 5 figuras, 1 tabla.The process of site selection and spatial planning has received scarce attention in the scientific literature dealing with marine restoration, suggesting the need to better address how spatial planning tools could guide restoration interventions. In this study, for the first time, the consequences of adopting different restoration targets and criteria on spatial restoration prioritization have been assessed at a regional scale, including the consideration of climate changes. We applied the decision-support tool Marxan, widely used in systematic conservation planning on Mediterranean macroalgal forests. The loss of this habitat has been largely documented, with limited evidences of natural recovery. Spatial priorities were identified under six planning scenarios, considering three main restoration targets to reflect the objectives of the EU Biodiversity Strategy for 2030. Results show that the number of suitable sites for restoration is very limited at basin scale, and targets are only achieved when the recovery of 10% of regressing and extinct macroalgal forests is planned. Increasing targets translates into including unsuitable areas for restoration in Marxan solutions, amplifying the risk of ineffective interventions. Our analysis supports macroalgal forests restoration and provides guiding principles and criteria to strengthen the effectiveness of restoration actions across habitats. The constraints in finding suitable areas for restoration are discussed, and recommendations to guide planning to support future restoration interventions are also included.This study was funded by the EASME–EMFF (Sustainable Blue Economy) Project AFRIMED (http://afrimed-project.eu/, grant agreement N. 789059), supported by the European Community.Peer reviewe

Aplication of virtual reality technology in biology education in Vlora, Albania

Technology is everywhere--entwined in almost every part of our culture. It affects how we live, work, play, and most importantly how we learn. With mobile and other wireless devices like the IoT becoming an increasing requirement across every industry today, it only makes sense that our schools are also effectively deploying technology in the classroom. The impact that technology has had on today’s schools has been quite significant. This widespread adoption of technology has completely changed how teachers teach and students learn. Teachers are learning how to teach with emerging technologies (tablets, iPods, Smart Boards, digital cameras, computers), while students are using advanced technology to shape how they learn. Technology occupies an important place within students’ lives. When they are not in school, just about everything that they do is connected in some way to technology. By integrating technology into the classroom, teachers are changing the way they used to teach (lectures six hours a day). Examples of technology that are relatively simple include overhead projectors and televisions. Then we have the slightly more advanced uses of technology such as lab equipment (microscopes, virtual labs, kits for sequencing DNA etc.). In this study, students investigate how to use technology to deepen and broaden their knowledge, specifically that of biology. Students will learn the importance of scientific research. The method used for acquiring the necessary data is from the use of questionnaires and tests. The study is focused on classes in the private and public schools. During teaching hours, beside the traditional method, were used computers and projectors to better describe various elements of biology. During laboratory hours, with the help of simulators and virtual laboratories, they were able to practice firsthand what was learned during lectures, for example, by using 3-D simulators that are able to simulate elements of biology, students learn more about molecules, ADN, proteins. In the end, the results of the questionnaires form the different classes, those using the simulators and those not using them, were compared, to see which method yielded the better results and benefited more