Reproductive phenology of three species of Gelidiales (Rhodophyta) in two macroalgal communities from Tenerife (Atlantic Ocean, Canary Islands, Spain)

The reproductive phenology of three species of Gelidiales, Gelidium canariense, Gelidium arbuscula and Pterocladiella capillacea, was analysed seasonally for a period of one year in two localities on the West coast of Tenerife (Atlantic Ocean, Canary Islands, Spain). Considerations are provided on sex ratio, maximum length and branch order of uprights and on the length of the thalli for each sexual and asexual phase of the Canary Islands populations. The three species were characterized by a high percentage of tetrasporophytes, while female and male gametophytes have been observed only in little proportion. Only G. canariense showed gametophytes in all seasons while the occurrence of gametophytes in G. arbuscula and Pterocladiella capillacea demonstrated a clear seasonality.La fenología reproductiva de tres especies de Gelidiales, Gelidium canariense, Gelidium arbuscula y Pterocladiella capillacea, ha sido analizada estacionalmente por un periodo de un año en dos localidades de la costa este de Tenerife (Oceano Atlántico, Islas Canarias, España). Se realizan consideraciones sobre sex ratio, longitud máxima y orden de ramificación de los ramets y se aporta información sobre la longitud del talo por cada fase sexual y asexual de las poblaciones canarias. Las tres especies se caracterizan por presentar un elevado porcentaje de tetrasporofitos, mientras que los gametofitos masculinos y femeninos han sido observados en proporciones reducidas. Sólo G. canariense presenta gametofitos en todas las estaciones, mientras que en G. arbuscula y Pterocladiella capillacea demostraban una clara estacionalidad

Fenología reproductiva de tres especies de Gelidiales (Rhodophyta) en dos comunidades de macroalgas de Tenerife (Océano Atlántico, Islas Canarias, España)

The reproductive phenology of three species of Gelidiales, Gelidium canariense, Gelidium arbuscula and Pterocladiella capillacea, was analysed seasonally for a period of one year in two localities on the West coast of Tenerife (Atlantic Ocean, Canary Islands, Spain). Considerations are provided on sex ratio, maximum length and branch order of uprights and on the length of the thalli for each sexual and asexual phase of the Canary Islands populations. The three species were characterized by a high percentage of tetrasporophytes, while female and male gametophytes have been observed only in little proportion. Only G. canariense showed gametophytes in all seasons while the occurrence of gametophytes in G. arbuscula and Pterocladiella capillacea demonstrated a clear seasonality.La fenología reproductiva de tres especies de Gelidiales, Gelidium canariense, Gelidium arbuscula y Pterocladiella capillacea, ha sido analizada estacionalmente por un periodo de un año en dos localidades de la costa este de Tenerife (Oceano Atlántico, Islas Canarias, España). Se realizan consideraciones sobre sex ratio, longitud máxima y orden de ramificación de los ramets y se aporta información sobre la longitud del talo por cada fase sexual y asexual de las poblaciones canarias. Las tres especies se caracterizan por presentar un elevado porcentaje de tetrasporofitos, mientras que los gametofitos masculinos y femeninos han sido observados en proporciones reducidas. Sólo G. canariense presenta gametofitos en todas las estaciones, mientras que en G. arbuscula y Pterocladiella capillacea demostraban una clara estacionalidad

Reimagining the language of engagement in a post-stakeholder world

Language matters in shaping perceptions and guiding behaviour. The term stakeholder is widely used, yet little attention is paid to the possibility that its use may inadvertently perpetuate colonial narratives and reinforce systemic inequities. In this article, we critically examine the limitations of the stakeholder concept and its ambiguity, normativity, and exclusionary implications. We emphasise the importance of using language that gives a voice to marginalised groups, promotes inclusion and equity, and fosters meaningful and reflexive participation in decision-making processes. In critiquing the use of the term and calling for alternative practices, we aim to contribute to the decolonisation of research norms and the creation of more inclusive and equitable societies. Therefore, rather than advocating a single alternative term, we suggest a focus on the people, places, and species affected by decisions, interventions, projects, and issues

Spatial distribution of marine litter along italian coastal areas in the Pelagos sanctuary (Ligurian Sea - NW Mediterranean Sea): A focus on natural and urban beaches

ur paper will show data on quantity, typology, distribution of beach litter (Anthropogenic Marine Debris - AMD) within a coastal macroarea surrounding the Pelagos Sanctuary, an International Protected Area in the NW Mediterranean Sea. AMD Monitoring and characterisation have been performed by using SEACleaner Protocol: an adapted version of UNEP/IOC, OSPAR and EU guidelines. 11 beaches located in 5 different areas, have been monitored with a total amount of thirty three surveys, from January 2014 to December 2015, during different seasons. Three kinds of beaches have been considered: Natural (belonging to MPAs), Urbanized and Urban. A total of 34,027 items on a total area of 32,154 m2 have been removed and classified. Spatial difference in abundance and composition of AMDs - as well as beach environmental quality - has been detected. Natural sites, and particularly protected areas close to river mouths show a major density compared to other areas.Published140-1524A. Oceanografia e climaJCR Journa

“Sea, earth and energy: A challenge for our future” - An inter-disciplinary project for marine science education in primary schools

"Sea, Earth and Energy: a challenge for our future" is a marine science educational project which involved all the classes of a primary school of Marinella di Sarzana (La Spezia, Italy) for a whole year. The goal of the project is to introduce children to a world which is"physically" close to them but also poorly known: the sea, which fortunately, in the Gulf of La Spezia, is a reality for many schools, but not often used as educational resource. The work of the whole year was conceived and supported by the “Research Group in Communication and Education” of La Spezia [Locritani et al. 2013], composed of members from different research institutions dealing, in this area, with the sea by different points of view: ISMAR-CNR (physical oceanography/renewable resources), ENEA-UTMAR (marine biology), INGV (marine geophysics and volcanology), DLTM (marine technology), with a proven experience in the field of marine and environmental science education [Merlino et al. 2015, Mioni et al. 2016]. Moreover, thanks to the involvement of other associations and organizations working in the field of marine environment (such as ARPAL the Regional Agency for Environmental Protection and the Italian Coast Guard) and an artistic association ("Luoghi"), children were able to deepen their knowledge of the Ligurian marine habitat with a multidisciplinary approach, full of beach surveys, tactile and art workshops, interactive experiments,meetings with scientists, field trips and other surprises. All these activities stimulated curiosity and imagination of children. As for the scientific part, the aim was to introduce children to "scientific observation" and "experimentation", applied to the study of marine environments, in particular, rocky and sandy shores (both typical of our region), and environmental degradation use of water and energy resources in the area and so on. Several tools have been used to achieve these main objectives: naturalistic design, data collection and sampling, cataloguing, experimentation in classroom with small demonstration prototypes. But the real idea behind this project has been the multidisciplinary approach for tackling all these subjects. All produced artworks (herbarium sheets, poems, drawings, exhibits, etc.) have been exposed during a two-day exhibition in Sarzana. Moreover a DVD has been produced as a final deliverable that collects the work of a whole year and the contribution of each one of the different organizations participating in the project. "Sea, Earth and Energy: a challenge for our future" has been carried out thanks to DLTM a financial contribution.PublishedBruges, Belgium2TM. Divulgazione Scientific

Best- Practices in Marine Science Literacy: a Report of sample activities in a Long School-Training

“Blue Paths” is a Pilot Project of “Best Practices” in Marine Science Literacy, carried out by a Science Teacher of a Unified School District in La Spezia, ISA 2 “2 Giugno”, aimed for teaching the monitoring techniques of coastal flora and fauna in Ligurian and Tyrrhenian Sea. Thanks to a Partnership between Schools (ISA6) Marine Parks, local authorities (Life on the Sea ONLUS); Research Centers, the project promotes the scientific literacy in an incremental and continuous School-Training period, from the Kindergarten to the Secondary School, in order to enrich the students curricula and to create an innovative awareness in School Community for belonging to a Global Citizenship that involves the engagement of students, parents and volunteers to raise awareness for the safeguard of coastal environment. “Blue Paths” is a Vertical Curriculum in Marine Science and involves students with a key role as Educators for the peers groups and as Researchers in data collection Surveys. The project promotes a gradual scientific literacy through stimulating a conscious attitude towards environmental issues and the growth of scientific skills up to the Higher School and University levels, encouraging the creation of motivated “Team” of students . This paper highlights the results of a slow and vertical literacy scholar process reached through the gradual learning in recognition techniques of beached and submerged benthic species carried out with: hands-on activities on the beach with the support of a Child-friendly BIO-Guide (student of 5-6 years); International School Meetings (Erasmus+) or local events, Orienting activities in Robotic field (student of 13-17 years) ; “Young -Monitoring Campaigns” (students of 9-13 years) ; Direct and Indirect Visual Census activities in Snorkeling (student in age 11-13 years) or with a Remote Operated Vehicle .PublishedMalta2TM. Divulgazione Scientific

Marine pollution and environmental awareness: An efficient way to approach high school students towards marine sciences

All the seas are filling up with micro/macro plastic, with degradationrates up to 1000 years. Often they accumulate in specific areas (the famous “Pacific plastic island”) and Mediterranean sea is not an exception (Suaria&Aliani, 2014). On one hand, damages suffered by animals after contact with macro/micro plastic objects has led to an increase of studies especially on the effects of these pollutants in the food chain (Galgani et al. 2014).On the other hand we still lack knowledge concerning marine litter fluxes in our seas (coming from harbors, river mouths, illegal landfills and sewers) and accumulation on European beaches (Andrady, 2011). ISMAR Institute has undertaken, since 2013, the SEACleaner project, with the goal to gather as much data as possible on the presence, type and amount of marine litter in the coastal area around the “Pelagos Sanctuary “ (Notarbartolo di Sciara et al., 2008) a special area that encompasses over 87.500 km2 of the north-western Mediterranean Sea, between south-eastern France, Monaco, north-western Italy and northern Sardinia, surrounding Corsica and the Tuscan Archipelago. SEACleaner project involves 4 marine protected areas/marine parks of Liguria and Tuscany, 4 research institutes (such as ISMAR, DLTM, ENEA-UTMAR and DLTM) and one University (University of Pisa). The project has been conducted by involving high schools of the neighbouring areas of La Spezia and Parma trough work-related internships (regulated by Legislative Decree n.77 of 15.04.2005 and Law n. 107of 13.07.2015). Students recollect a large amount of data (citizenscience). This approach has proven to be valid also from an educational point of view (Merlino et al. 2015), since it brings students close to social and environmental issues, while improving knowledge of scientific methodology. Students (at now 450 in three years) participate also to data analysis and give their contribution in different tasks, depending on their school curricula (graphical design, computer science, bio-technology etc.). The project have had an European Union grant for shoot a documentary (translated in French and subtitled in English), screened at the “tenth anniversary of the researcher night” (September 2015) and selected for several environment film festival, as the Torino Environmental Festival, the LEGAMBIENTE-CLOROFILLA Festival and the International LIFE AFTER OIL Festival [MARINE RUBBISH. A challenge to share. 2015. English subtitled version is now available on ISMAR Youtube channel and on LIFE AFTER OIL International Film festival website].PublishedBruge, Belgium2TM. Divulgazione Scientific

Games As Educational Tools in eARTh Science: MAREOPOLI and THE ENERGY CHALLENGE

Research and researchers do have an important role in sustainable green and blue economy. It is also clear that outreach activities are fundamental to improve societal perception of Science past and present results and future insights or consequences and that is primary to change people’s mentality. This is one of the main goals of the Scientific Dissemination Group (SDG) “La Spezia Gulf of Science”, made up by Research Centres, Schools and Cultural associations located in La Spezia (Liguria, Italy). However, communicating scientific results means also improving educational methods: introducing tight relationship with artists (especially graphic designers), can produce unusual approaches and translate concepts in images which everyone can understand also under an emotional point of view. Images have a fundamental role for understanding and learning simple and less simple concepts, for example general public and high School students can be reached by interactive conferences with live speed painting (Locritani et al., 2016), and kids can be involved in interactive games. And games, especially, can reduce learning curves, since playing itself creates a natural forum for exchanging ideas and reflecting on natural phenomena and human impacts outside of class hours. Games, and the entertainment value of play, have the ability to teach and transform (Gobet et al., 2004). In this work we’ll present two different games that raised from the collaboration between researchers and artists: MAREOPOLI and THE ENERGY CHALLENGE. MAREOPOLI (The City of Tides) is a simplified adaptation of the famous board game Monopoly, and consist of 36 spaces: 16 important historical and coastal cities having relevant tide phenomena, 8 Unexpected Events spaces (questions are asked on Modern Oceanography), 8 Curious Facts spaces (players receive information on historical records) and 4 corner squares: GO, (Blocked) in Limestone Grotto/Just Visiting, Free Beach Club, and Go to Limestone Grotto. Players move around the game-board attempting to take control of all 16 cities, with the goal of acquiring information about scientific facts related to tides, climate change and historical oceanographic records. A city is conquered by answering correctly to specific questions. THE ENERGY CHALLENGE (Bussei et al., 2002) is a role-playing game aimed to explain concepts related to energy and one of the deliverables of the FP6 project WESPA (2002-SCIENCEANDSOCIETY-2). It makes use of appealing playing cards that, through eye-catching images, exemplify the different forms and sources of energy and its transformation processes. The game has very simple rules and has been designed as an educational team game, to be used especially in schools, both primary and secondary. Players are organized in two teams, according to their assigned cards, and have to choose a game strategy that optimizes the available resources, their use and the general environmental sustainability.PublishedVienna2TM. Divulgazione Scientific

Ensuring long-term commitment of citizens in environmental monitoring and scientific research.

“Percorsi nel BLU”/“Blue Paths” is a project – carried out by a Science teacher of a Unified School District in La Spezia - aimed for teaching scientific methods trough interactive learning and operational research on marine habitats. SEACleaner, instead, is a project carried out by a National Research Centre – Institute of Marine Sciences ISMAR-CNR– aimed for monitoring the impact of marine debris and for raising awareness on the importance of appropriate management strategies for solving this problem; this project involves higher secondary school students trough “work-related learning” internships. “Percorsi nel BLU”/“Blue Paths” and SEACleaner are actually cooperating and sharing some goals, methodologies and sampling sites of the coastal Tuscan and Ligurian Protected Areas. The cooperation is giving interesting and important educational outcomes and scientific results such as: updated checklists of benthic communities, high frequency of surveys that can allow to identify significant seasonal patterns (especially for beach litter accumulation rates) but also synergy among very different partners (marine parks, researchers, local authorities, citizens, environmental education centres, teachers and students) that represents an effective push-pull impulse for maintaining a long lasting engagement of citizens in scientific research.PublishedGenova, Italy3A. Ambiente Marinoreserve