Studio dei crostacei decapodi dell’Isola di Ustica: censimento faunistico, distribuzione e biogeografia. Relazione finale per la Riserva Naturale marina “Isola di Ustica”

Il presente studio riporta i primi dati sulla carcinofauna dell’Isola di Ustica. La raccolta dei campioni è avvenuta in tutti i biotopi presenti attorno all’isola nell’intervallo batimetrico compreso tra 0 e -35 m, utilizzando diverse tecniche. Sono state individuate 53 specie e 10 taxa di ordine superiore non identificati, per un totale di 6508 individui. Le specie più frequenti sono state Cestopagurus timidus (38 siti) e Calcinus tubularis (36 siti); le più abbondanti C. timidus (53,7%), C. tubularis (28,4%) e Clibanarius erythropus (9%). Le biocenosi che hanno fornito il più alto numero di esemplari sono state la prateria a P. oceanica (68%) e le comunità fotofile su roccia (19,1%), che hanno fornito anche il più alto numero di specie (26 e 21, rispettivamente). Tra i metodi impiegati, quello che ha consentito la cattura del maggior numero di individui è stato il retino a mano (64%), seguito dalla sorbona (18,3%), mentre il maggior numero di taxa è stato ottenuto con la raccolta manuale (44,4%), seguito da sorbona, tremaglio e nasse (25,4% ciascuno). Tra le specie più interessanti si segnalano Calappa tuerkayana, Paractaea monodi, Percnon gibbesi e Pachygrapsus transversus. Quest’ultima specie è segnalata per la prima volta in acque italiane

Studio dei crostacei decapodi dell’Isola di Ustica: censimento faunistico, distribuzione biogeografia

Il presente studio riporta i primi dati sulla carcinofauna dell’Isola di Ustica. La raccolta dei campioni è avvenuta in tutt i i biotopi presenti attorno all’isola nell’intervallo batimetrico compreso tra 0 e - 35 m, utilizzando diverse tecniche. Sono state individuate 53 specie e 10 taxa di ordine superiore non identificati, per un totale di 6508 individui. Le specie più frequen ti sono state Cestopagurus timidus (38 siti) e Calcinus tubularis (36 siti); le più abbondanti C. timidus (53,7%), C. tubularis (28,4%) e Clibanarius erythropus (9%). Le biocenosi che hanno fornito il più alto numero di esemplari sono state la prateria a P . oceanica (68%) e le comunità fotofile su roccia (19,1%), che hanno fornito anche il più alto numero di specie (26 e 21, rispettivamente). Tra i metodi impiegati, quello che ha consentito la cattura del maggior numero di individui è stato il retino a mano (64%), seguito dalla sorbona (18,3%), mentre il maggior numero di taxa è stato ottenuto con la raccolta manuale (44,4%), seguito da sorbona, tremaglio e nasse (25,4% ciascuno). Tra le specie più interessanti si segnalano Calappa tuerkayana, Paractaea mono di, Percnon gibbesi e Pachygrapsus transversus. Quest’ultima specie è segnalata per la prima volta in acque italiane

Turning waste into gold: Sustainable feed made of discards from the food industries promotes gonad development and colouration in the commercial sea urchin Paracentrotus lividus (Lamarck, 1816)

Development of sustainable aquaculture practices is a suitable solution to reduce the pressure on overexploited stocks of the Mediterranean sea urchin, Paracentrotus lividus, and to respond to the increasing market demand. To move forward the Blue Growth and following the principles of circular economy, a three-month feeding experiment was conducted to test a sustainable feed based on food processing discards on sea urchins. Two feed formulations differing on the proportions of the two main ingredients (endive outermost leaves and European anchovy discards in a ratio of 60:40 and 80:20 respectively) were prepared and tested on P. lividus gonad yield, development and quality. The results were compared with those of wild sea urchins to assess the differences with natural patterns. Both feed formulations promoted gonad growth resulting in a significantly higher percentage increase in gonad biomass compared with wild specimens (490%, 330% and 78% increase in gonad weight in the feed 60/40, 80/20 and wild sea urchins respectively). Similarly, GSI of reared sea urchins varied by about 3–12% and 14% for sea urchins fed with feeds 80/20 and 60/40 respectively, while that found in wild sea urchins varied by about 3–5%. Gonad development was also boosted by the provision of the sustainable feed, as sexual maturation was faster in reared specimens than in wild ones. At the end of the trial, reared sea urchins showed also a very high (> 90%) frequency of marketable gonad colour. Lastly, the formulation with a more balanced vegetal/animal ratio (feed 60/40) gave the best results overall, combining the highest GSI and the best gonad colouration. Outcomes of this study confirm the suitability of food processing discards as ingredients for sea urchin feeds, although further research is needed to evaluate the effects on nutritional quality and organoleptic features of sea urchin gonads

OpenCoesione experience: citizen is the best communicator!

Communication plays an essential role in scientific projects, especially since it is possible to use social media and web platforms, to reach a wide audience. OpenCoesione is the “open-government” iniziative on cohesion polizie in Italy, a web plat form with navigable data on public programmed resources and expenses, that allows to evaluate how there sources are used. Any citizen can enrich this platform, analysing public projects and documentino the current state with open data. «A Scuola di OpenCoesione» is an innovative experimental project of school teaching of open government strategy of openness and transparency on development policies. The goal of A Scuola di Open Coesione is to involve and sensitize students and teachers to the use of contents and tools to learn and monitor the projects of cohesion policies, to build interdisciplinary educational programs starting from the projects financed on their respective territories and enriching, through crowd sourcing, the information base of OpenCoesione adding information and data that are not currently availableas, for example, geolocation,multimedia materials, the characteristics of the project, the physical performance of the works

Exploiting videos for science communication: the edulab experience

Nowadays, science communication and popularisation are part of a scientist’s everiday life because because divulgation disseminates scientific information to the general pubblic, helping himto under stand specific scientific subject and the advancements of research, as well as inspiring critical reflection, awareness and environmentally responsible behaviours. A team of scientists, researches and technicians of the IAS-CNR of Capo Granitola welcomed this challenge, founding the EDULab group. Its core activities are addressed in science divulgation and experimentation of innovative approaches using emerging digital technologies. Among a variety of science comunication products, videos have proved to be one of the best ways to litterally «immerse» the audience in scientific research and make the experience fun, in particular for non scientic audience and young people

Rapporto Finale del Progetto di alta formazione: “Esperti di Idroacustica, Analisi Dati, ICT e Tutela della Biodiversità Marina” (BLU-DATA-BIO)

Questo rapporto di fine progetto presenta i dati relativi al corso di formazione riportato nel titolo e rivolto a giovani laureati in scienze MM.FF.NN., chimiche, biologiche, ma anche ambientali, ingegneristiche e socio-economiche. Il corso è stato concepito come una prima di tappa di chi volesse intraprendere una carriera di ricerca presso Enti di Ricerca, oppure una carriera imprenditoriale nel settore della RS&I applicata alle scienze marine ed in particolare al concetto di “Crescita Blu”. L’ambiente marino con le sue risorse ha costituito il minimo comun denominatore di un’articolata offerta formativa finalizzata a creare nuove professionalità ad alta specializzazione all’interno di 2 macro-ambiti che costituiscono il “core business” del soggetto attuatore e che rappresentato i 2 Profili (A e B) del Progetto: 1. L’acustica marina attiva e passiva, connessa all’analisi dati e alle soluzioni ICT; 2. La tutela della biodiversità marina, connessa alla diffusione della cultura scientifica (Science Communication), collegata all’Osservatorio Regionale delle Biodiversità Siciliana Marina e Terrestre (D.D.G. del Dipartimento Ambiente della Regione Siciliana n. 342 del 10 giugno 2011)

Quando la scienza brancola nel buio: accordo di collaborazione tra l’Istituto dei Ciechi “Opere riunite I. Florio – F. ed A. Salamone” di Palermo e il CNR IAS di Capo Granitola

La convenzione oggetto del presente rapporto nasce nel contesto delle complesse attività di EduLab, gruppo di divulgazione scientifica che,seppur già attivo dal2008, nasce ufficialmente nel 2015e mette insieme ricercatori di varie discipline che condividono la passione di divulgare la scienza e i risultati da essa prodotti nei propri ambiti di competenza.La comunicazione scientifica, molto sentita e ben strutturata all’interno dell’IAS (ex. IAMC), ha portato a numerosi risultati e ad un numero ragguardevole di progetti e programmi, ed è un’attività ormai talmente ben consolidata da diventare organica all’istituto e alle sue strategie. I prodotti sviluppati sono tanti e anche i successi ottenuti, quali premi sulle attività di divulgazione, la partecipazione ad Expo 2015 ed a numerose edizioni in ambito di manifestazioni nazionali quali: Festival della Scienza, Esperienza insegna, Notte della scienza e Notte dei ricercatori, Illuminiamo la scienza. Grazie ad un curriculum unico e complesso, il gruppo è stato il driver della nascita dell’Osservatorio della Biodiversità della Regione Sicilia, oggi riferimento regionale per la didattica e la divulgazione scientifica sul tema della biodiversità, visitato ad oggi da più di 500 classi di studenti siciliani. Le ricadute culturali, di visibilità, nonché di immagine per l’istituto sono tantissime

“Beaks and berries”: zoological laboratory (II) of the formative proposal of inclusive scientific divulgation

Searching a topic that help us about the implementation of an inclusive divulgation, aimed also at sensory disabilitiesusers, we have chosen birds as a key to connect different scientific issues (pollution, environmental changes, exploitation of resources) and create new knowledge in a heterogeneous auditorium, through the suggestions that the workshop lessons can infuse on the users, whether they are disabled or not. All this to bring them closer to thescientific contents to which they do not have easy access. In particular, the project aims to develop, deepen and consolidate, through communication and information, issues concerning the concept of biodiversity, in order to sensitize users to safeguard the species and habitats of our territory and make them as the main actors of scientific dissemination.Indeed, weestabilisheda convention between the “Istituto dei Ciechi Opere riunite I. Florio – F. ed A. Salamone” of Palermo and the “Consiglio Nazionale delle Ricerche - Istituto per lo studio degli impatti Antropici e Sostenibilità in ambiente marino” of Capo Granitola (TP). The main role of this convention is to bring disable people closer to these scientific subjects and make the contents of our laboratories as inclusive as possible.The project "The world of birds", developed from January to April 2019 is divided into three main themes, the second of which is the focus of this report: The bird alimentation

“How a good video can remove ‘barriers’ for a more inclusive science communication”

There is a burgeoning body of evidence suggesting that technology can enhance learning, and multiple studies have shown that videos represent a very effective tool in science engagement and education. In fact, video media can transform the complexities of science and nature into something more tangible and tractable (Dabylchuk et al., 2018). Documentaries can hence be powerful tools for learning, to raise awareness for important topics, and adding a scientific approach makes it possible to deepen knowledge about the world. According to Dale’s cone of experience (Fig. 1), people memorize 10% of what they read, 20% of what they hear, 30% of what they see and 50% of what they hear and see (Wiman and Mierhenry, 1969). These statistics seems to convey a very clear message: blind or visually impaired people are penalised in the learning compared to sighted ones. However, our experience in the area of inclusive science communication has led us to wonder: are we sure that sight is a fundamental means for learning? Or is it possible that sight is a predominant sense over others, and therefore it can even mislead or limit learning? To answer this question, we held an ad-hoc educational laboratory with the users of the “IstitutodeiCiechiOpereRiunite I. Florio – F. ed A. Salamone” of Palermo, with which we have established a convention on 29/01/2019. Specifically, we involved 20 users with different degrees of visual impairment, in the projection of three science videos, selected from those realised by the EDUlab divulgation group over the years. At the end of the video projection, users were asked to express their opinions and their personal interpretations of scientific issues, allowing us to understand what e how many information have been received and, above all, if sighted usersare really advantaged compared to the visually impaired ones

“For whom the Calandra tolls?”: zoological laboratory (III) of the formative proposal of inclusive scientific divulgation

Blind people, though not seeing the world, is nevertheless able to imagine it, activating mental processes different from those of the sighted. They can come in contact with the reality of the world and know it with appreciable effectiveness (Angeli F., 2012). It has been imagined that only the view was the capable sense of allowing the conception of space and its forms. Of course, it was the facts that showed, with increasing clarity, that the lack of sight does not prevent the mental construction of space. Although touch is generally regarded as the sight of the blind, it is important to understand how sight cannot be validly replaced by a single sense. To organize a good relationship with the surrounding reality, the person who does not see needs to activate the whole of their residual senses. In particular, the complementarity between touch and hearing makes us understand like the blind. The touch sense has a very small perceptive field and therefore proceeds bysuccession of spatial fragments, but also presents a very analytical capacity,refined and punctual. Hearing has a greatly extended perceptual field, whichallows the blind to have a broad overall spatial reference but offers insufficient information on the objects and on the particular characteristics of the surrounding space (Coppa M.M., 1997).We have therefore devised a playful-practical laboratory to allow a sensory disabilitypublic,with various degrees of blindness, to reach zoological and scientific contents and then re-connect to more general problems such as the numerous environmental emergencies of this decade. Thanks to a convention between the “IstitutodeiCiechiOpereriunite I. Florio – F. ed A. Salamone” of Palermo and the “Consiglio Nazionale delleRicerche - Istituto per lo studio degliimpattiAntropici e Sostenibilità in ambientemarino” of Capo Granitola (TP), we start with the project "The world of birds", developed from January to April 2019 and divided into three main themes. The third of which is the focus of this report: Nest and songs