CONTENTS

LOGISTIC 2 PROGRAMME 8 SPEAKERS 10 ABSTRACTS 21 LIST OF PARTICIPANTS 74

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 1 LOGISTIC

UNESCO Regional Bureau for Science and Culture in Europe Address: Palazzo Zorzi, Castello 4930, 30122 Venice, Italy

The easiest way to reach the venue is to take the ACTV Vaporetto N°1 or N°2 (from Piazzale Roma or Train Station “Ferrovia”) up to San Zaccaria( ) / San Marco. From Saint Mark's Square walk straight up the calle degli Albanesi, through the campo San Filippo e Giacomo, turn right and take the first street on the left. Go over the bridge you will encounter while you walk the Calle della Corona. The entrance to Palazzo Zorzi is at the very end of the Salizada Zorzi, on the left side before the bridge (10-minute walk) https://goo.gl/maps/TGrsVqJFYEn

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 2 LOGISTIC

Transportation from Marco Polo Airport http://www.veniceairport.it

Venice's Marco Polo Airport is located about 7 kilometres (4 miles) north of the city centre, on the edge of the lagoon.

By bus

• ATVO Express Bus (Airport Shuttle Bus) http://www.atvo.it/it-venice-airport.html Every 30 minutes non-stop to Piazzale Roma (20 minutes) One-way €8 Round trip €15

• ACTV Autobus #5 http://actv.avmspa.it/en Every 15 minutes to Piazzale Roma (25 minutes) Attention: currently, travel on any ACTV bus line with origin or destination at Venice Marco Airport (the #5 Aerobus line, or the #4, #15 or #45 lines) is excluded from the Tourist Travel Cards, and requires an additional special fare ticket. One-way €8 Round trip €15

Marco Polo Airport Map

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 3 LOGISTIC

By boat Water taxis. Consorzio Motoscafi Venezia operates direct from the airport to your hotel, which can be shared by up to 10 people, about EUR 100 each way (for 6 to 10 people, there is a surcharge of EUR 10 per person), with a travel time of about 25 minutes.

Alilaguna is a public water-bus service that runs three routes from the airport, with departures every 15 minutes and a travel time of about 75 minutes to Piazza San Marco.

One-way €15 Round trip €27 * Baggage for Alilaguna: Ticket includes transportation of 1 suitcase and 1 hand luggage. You will be required to pay a charge of € 3,00 for carriage each

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 4 LOGISTIC

Transportation in Venice

Water taxi

A typical water taxi can run anywhere depending on exactly where you are going in Venice and the amount of luggage you have.

ACTV (Vaporetto) http://www-actv.it

City Centre lines, that cross Venice mostly using the waterways of Canal Grande and the Giudecca Canal. They leave from Tronchetto or from Piazzale Roma and go as far as the Lido di Venezia (lines 1 and 2). There are also connections around the external city lagoon perimeter. City Circle lines going as far as Murano and the Lido di Venezia (lines- 3, 4.1, 4.2, 5.1, 5.2, 6). The Lagoon lines connect the external lagoon archipelago, like the islands of Murano, Burano, Torcello, Sant’Erasmo, S. Servolo. They arrive as far as the Mainland, the Marco Polo airport at Tessera, Treporti, Punta Sabbioni, Chioggia, Fusina, S. Guliano (lines 12, 13, 14, 19). The night service (Line N) is operational from approximately midnight to 5.00am in the morning.

NOTE: you must validate your ticket before entering the boat

* The Vaporetto Service is provided by ACTV. Ticket will be combined with ACTV autobus (one-way, 24h, 48h, and 72h ticket).

ACTV fares Ticket Price Valid time One-way €7.50 75 minutes 24 h €20 24 hours 48 h €30 48 hours 72 h €40 72 hours 7 days €60 7 days

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 5 LOGISTIC

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 6 LOGISTIC

From Palazzo Zorzi to Arsenale https://goo.gl/maps/nAmG5bGHPNB2

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 7 PROGRAMME

4th December 2017

09:00 Registration

09:30 – 10:00 Welcome message Ana Luiza Thompson-Flores, Director of the UNESCO Regional Bureau for Science and Culture in Europe Video Message Karolina Skog, Minister of Environment of Sweden

10:00 –11:00 High Level Panel Chairperson: Peter Pissierssens, Intergovernmental Oceanographic Commission (UNESCO/IOC), Capacity Development Coordinator Vladimir Ryabinin, Executive Secretary of the Intergovernmental Oceanographic Commission (UNESCO/IOC) Gesine Meißner, Member of the European Parliament Peter Thomson, UN Special Envoy for the Ocean

11:00 – 11:30 Coffee break

11:30 – 12:15 Keynote speaker Francesca von Habsburg, Thyssen-Bornemisza Art Contemporary (TBA 21)

12:30 – 12:40 Video Message “I am the ocean” project, Sam Dupont, University of Gothenburg

12:40 –13:40 Lunch break

13:40 – 15:10 Good practices in formal education Chairperson: Fiona Crouch, Marine Biological Association (UK) • Janet Stalker, Program Director, Ocean School (Canada) • Kerstin Forsberg, Director, Planeta Oceano (Peru) • Mohammad Muslem Uddin, University of Chittagong (Bangladesh) • Mascha Stroobant, Distretto Ligure delle Tecnologie Marine (Italy)

15:10 – 16:40 Good practices in non-formal education Chairperson: Peter Tuddenham, College of Exploration (USA) • Russell Stevens, Head of Education, Two Oceans Aquarium (South Africa) • Antidia Citores, Surfrider (Belgium) • Severine Vasselin, Watertrek (France, UK) • Sandro Carniel, CNR ISMAR (Italy) • Michael Palmgren, SEA-U Marint Kunskapscenter (Sweden) • María de los Angeles Serrano Jerez, Director, National Aquarium (Cuba) 16:40 – 17:00 Coffee break

17:00 – 18:15 Breakout groups discussion on priority areas of action for formal and non- formal education

18:15 – 18:30 Reporting from groups and adjourn

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 8 PROGRAMME

4th December 2017

19:30 – 22:00 Special event, co-organized with the Italian Navy at the Venice Arsenale • Roberta Ivaldi and Maurizio Demarte - “Italian Hydrographic Institute and Ocean Literacy: from High North to South Pole we promote the knowledge of the sea” • Franco Borgogno - “A sea of plastics, expedition in the Artic through the Northwest Passage”

The talks will be followed by a cocktail

5th December 2017

09:30-10:00 Francesca Santoro, UNESCO/IOC - First results of the voluntary commitment implementation (Platform & publication presentation)

10:00 – 11:30 Ocean Literacy Partnerships Chairperson: Norma Patricia Muñoz, Instituto Politécnico Nacional (Mexico) • Loreley Picourt, Ocean and Climate Platform (France) • Jan Pachner, One Ocean Foundation (Italy) • Alessia Clocchiatti, EC DG MARE (International) • Paula Keener, NOAA and Atlantic Ocean Research Alliance (USA)

11:30 – 11:45 Coffee break

11:45 – 12:30 Keynote speaker Daniele Moretti, Editor in Chief, Sky News Italia

12:30 – 12:40 Conclusions and way forward Barbara Degani, Vice-Minister of the Environment and Protection of Land and Sea of Italy (MATTM)

12:40 –13:40 Lunch break

13:40 – 16:00 Breakout groups discussion on roadmap

16:00 - 17:30 Reporting from groups and conclusions

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 9 SPEAKERS

Franco Borgogno, 52 years old, journalist, writer, photographer, videomaker, science communicator. He teaches environmental-scientific journalism at Master in journalism of Turin University, where he teaches new media and tv journalism from 2010. Borgogno won AICA Prize-Environmental communication Oscar 2017. He wrote 'Un mare di plastica' (A plastic sea), a book about his participation at 5 Gyres North West Passage expedition 2016 and global plastic pollution. With European Research Institute he is involved in several research, education (6-18 yo students) and citizen science projects about plastic pollution and Ocean Literacy.

Sandro Carniel is a physical oceanographer, senior scientist at the Institute of Marine Sciences, Italian National Research Council (CNR-ISMAR, Venice, Italy). Authors of more than 250 peer-reviewed scientific contributions, his expertise deals with numerical modelling of coastal areas, turbulence measurements and the relationships between oceans and climate. Following a multi- and inter-disciplinary approach, he covers the role of P.I. and Project Leader in several international projects and cruises, including the RITMARE National Flagship Project “Coastal erosion and vulnerability” and the JPI Ocean action “Munitions at Sea”. Very active on media (TV, radio, WEB), writes for blogs, journals and magazines on ocean-related aspects, recently authoring a book for the general public on the relevance of oceans in our everyday life.

Antidia Citores is at the head of the Advocacy and Legal Action Department for Surfrider Foundation Europe. She is an expert in environmental standards and maritime laws and more specifically, on “the contribution of stakeholders in the integration of environmental standards in maritime laws”, holding a PhD from the University of Aix-Marseille III Paul Cezanne. She is in charge of the Lobbying strategy. Misses Citores represents a specific asset for the organisation developing an overlapping approach which combines the understanding of the different public policies, mobilization concerns and lobbying activities. The lobbying department is composed of 4 lobbyists.

Alessia Clocchiatti is a Policy Officer at the Directorate General for Maritime Affairs and Fisheries, in the European Commission. She has launched a number of initiatives aimed at promoting growth in the blue economy and has special responsibility for the skills development & ocean literacy agenda. She is leading the expert group on skills and career development in the blue economy and is responsible of the Blue Careers projects. In the past years she has also been responsible for the development of the EU Arctic policy, maturating experience on environmental issues. Before joining the European Commission, Alessia worked as a policy advisor and was dealing with education and workforce policies. Alessia holds a Master Degree in International Relations and Diplomacy and a Post-Graduate Master in Interdisciplinary European Studies from the College of Europe.

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 10 SPEAKERS

Fiona Crouch has worked in marine conservation, education and outreach for over 25 years. In March 2015 she began working on a new EU Horizon 2020 funded project called Sea Change which aims to ‘to bring about a fundamental “Sea Change” in the way European citizens view their relationship with the sea, by empowering them – as ‘Ocean Literate’ citizens – to take direct and sustainable action towards healthy seas and ocean, healthy communities and ultimately – a healthy planet’. She previously coordinated the Shore Thing Project for nine years. The project involved working with students, community groups and policy makers; organising surveys to monitor the impacts of climate change on rocky shore species throughout the British Isles. She has also developed a number of education resources including the Shore Thing teachers’ pack, run training courses, developed project websites and maintained the database. Fiona is the co-founder of European Marine Science Educators Association (EMSEA), has been instrumental in developing the association and organised the inaugural EMSEA conference in Plymouth. She works closely with transatlantic partners such as the National Marine Educators Association (NMEA) to develop Ocean Literacy in Europe. In addition she is active within the citizen science, education and research community giving presentations at conferences, report writing, producing education articles and developing new innovative projects.

Barbara Degani was regional councillor of Veneto from 2000 to 2009. During the two elective terms, she was also President of the Institutional Affairs, Budget, Control, Local Authorities, Personnel and Programming Committee and President of the Special Committee for Venice as well as a member of the Commission Statute and Rules. In 2009, she was elected President of the Province of Padua, which she held until he was appointed Undersecretary of State. Member of the Council and Member of the Monitoring Committee of the Council of Europe of Local Authorities - CPLRE and member of the Italian Association of Communes, Provinces, Regions and other local communities – AICCRE. Vice President of the Veneto Provincial Union - UPI Veneto was a member of the Bureau of the Union of Italian Provinces and was the UPI Representative at the State - City and Local Autonomy Conference and the United Nations Conference; Component of the Regional Conference Veneto Region - Local Autonomies. Director of Administration in the Autostrade BS-VR-VI-PD SpA until March 2013. On February 28, 2014 she was appointed Undersecretary of the Ministry of the Environment by the Council of Ministers chaired by Matteo Renzi, and confirmed in 2016 in the Council of Ministers chaired by Paolo Gentiloni.

Maurizio Demarte is an Italian Navy Commander, Head of the Marine Geophysical and Oceanographic department at the Istituto Idrografico della Marina since 2016. He attended the Naval Academy from 1987 to 1992 and gained a Bachelor degree and MSc degree in Maritime and Naval Science. He has spent much his carrier on- board IT Navy Hydrographic Vessel as hydrographic Surveyor. In 1997, he obtained the FIG/IHO/ICA Category A Level Hydrographic Surveyor certification. He has been the Commanding Officer of IT Navy HSV Galatea and HSV Ammiraglio Magnaghi. In 2008, he earned an MSc degree in Marine Geomatics (University of Genoa and Istituto Idrografico della Marina). His research activity focuses on rapid environmental assessment and the development of new technologies and geometoc workflow to produce seabed maps, nautical charts, water column and target detection.

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 11 SPEAKERS

Sam Dupont is an Associate Professor in Marine Eco-Physiology at the University of Gothenburg in Sweden. He was published in 150 publications in journals including Nature, PNAS and TREE. He is a member of the Advisory Board of the Ocean Acidification International Coordination Centre (OA-ICC), the Executive Council of the Global Ocean Acidification Observing Network (GOA-ON) and the Steering committee of the EuroMarine consortium. His main research topic is on the effect of global changes (e.g. ocean acidification, warming) on marine ecosystems. His work aims at revealing the mechanisms behind species and ecosystem responses (physiology, ecology, evolution) to environmental changes and at developing the needed unifying theory for large scale projections. He is also working on the development of innovative science communication and education strategies to tackle global challenges through his leading role in the Centre for Collective Action Research (CeCAR), the Nordic Centre of Excellence on Sustainable and Resilient Aquatic Production (SUREAQUA) and the Inquiry to Student Environmental Actions project (I2SEA). The third aspect of his work aims at evaluating and building capacities for marine science in developing countries.

Kerstin Forsberg is founder and director of Planeta Océano, Peruvian non-profit organization empowering coastal communities in marine conservation. As a social entrepreneur and biologist, she’s designed and developed dozens of research, education and sustainable development efforts. These include building participatory platforms such as the Marine Educator’s Network of Peru, fostering community- based eco-tourism, researching shark and ray fisheries and promoting policies for threatened species. Kerstin has served as a consultant for the inter-governmental, governmental and private sector. As a public speaker, she’s presented in over 16 countries, including at venues including the Royal Geographical Society and the World Economic Forum. Kerstin is a Key Partner Network member of UNESCO’s Global Action Programme on Education for Sustainable Development. She’s a Rolex Award for Enterprise Laureate, an Ashoka Fellow, a NEAq Marine Conservation Action Fund Fellow and a Kinship Conservation Fellow. She’s been recognized as a top “30 under 30 Social Entrepreneur” by Forbes and among the “10 leading social entrepreneurs in Latin America” by Univisión, and has received WWF’s International President’s Award, Peru’s National Environmental Citizenship Award, among others. She’s currently studying a PhD in Marine Biology at Heriot-Watt University, UK.

Roberta Ivaldi, Ph.D. degree in Environmental Science, Sea Science, (Trieste University, 1997) and M.Sc. degree in Geological Science (Genoa University, 1993), has been Associate Professor in Marine Geology at the Istituto Idrografico della Marina since 2008 and member of GEBCO SCUFN (General Bathymetric Chart of the Oceans Sub- Committee on Undersea Feature Names) as IHO (International Hydrographic Organization) representative since 2016. She participated in several oceanographic cruises and research in the Mediterranean Sea, Northern Atlantic, Antarctica and Arctic. Last summer she was the SIC (Scientist In Charge) of the Arctic Geophysical Campaign High North 17. Her research focuses on seabed mapping, high-resolution seismic stratigraphy, physical mechanical properties and microstructures of sediments.

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 12 SPEAKERS

Paula Keener is a Program Analyst in the National Oceanic and Atmospheric Administration’s (NOAA’s) Office of Ocean and Atmospheric Research, Office of International Activities. She is the United States Co-lead for the Ocean Literacy Working Group for the Galway Statement Implementation Committee under the Atlantic Ocean Research Alliance, a tripartite agreement among the United States, the European Union and Canada to collaboratively promote and conduct research in the Atlantic Ocean. She serves as Chair of the International Advisory Group for Sea Change, an ocean literacy initiative representing 17 partners from nine countries funded by the European Union Horizon 2020 Framework Programme for Research and Innovation. Keener previously led NOAA’s Office of Ocean Exploration and Research (OER) education efforts, synthesizing internal and external stakeholder input into guidance on design of education resources/products for use at national and international levels.

Gesine Meißner has been member of the European Parliament since 2009. She is member of the Free Democratic Party (FDP) in Germany, which is part of the Alliance of Liberals and Democrats for Europe (ALDE). She is member of the Committee on Transport and Tourism (TRAN), substitute member of both the Committee on Environment, Public Health and Food Safety (ENVI) and the Committee on Industry, Research and Energy (ITRE). Furthermore, she is president of the European Parliament Intergroup for Seas, Rivers, Islands and Coastal Areas (SEARICA). Before joining the European Parliament, Gesine Meißner was a member of the regional Parliament of Lower Saxony where she was chairing the Committee on Health and Social Affairs from 2003 to 2009. Gesine Meißner was born in 1952 in Uelzen, Lower Saxony, Germany.

Daniele Moretti. Born in Sassari in 1971, editor-in-chief of Sky Tg24, the all-news digital television channel he’s worked at since its inception, in 2003. He has dealt with several environment-related issues. In 2007, he was responsible for 'Allarme Clima' (Climate Change Alert) a programme aimed at the sensitisation of the general public to climate change-related issues. In 2011 he authored 'Dirigibile Italia, cronache dal Polo' (Chronichles from the Pole), a special report from Italy's National Research Council Arctic Base about researchers' life in Ny-Ålesund, in the Svalbard Islands. The very same year his documentary report 'Everest, scienziati mozzafiato' (Everest, scientists into thin air) was released, about the world’s highest meteorological station on the South Col of Mount Everest, at 26,000 feet above sea level. In 2014 he took part in mission 'K2, 60 years later', linked to the development of the National Park of Central Karakorum – which also inspired his movie 'K2, a cry from the top'. In 2015 he was embedded with the XXXI Italian mission in Antarctica. Since January 2017, he has also been the coordinator of Italy’s news contributions to the international Sky Ocean Rescue campaign.

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 13 SPEAKERS

Norma Patricia Munoz. She holds a PhD of Université d’ Aix-Marseille II. She is author of 56 scientific papers, 17 chapters, and 3 books on Integrated Coastal Zone Management. She is been a member of the New York Academy of Sciences, of the American Chemical Society, and of the National Council for Sustainable Development in Mexico. She coordinated the Institutional Network for the Environment (IPN) and the Environmental Policy Committee of the NGO Pronatura México. She is the scientific coordinator for Mexico of the Seas and Coasts Observatory Jacques-Yves Cousteau, and member of the Consortium of Institutions for Marine Research of the Gulf of Mexico and Caribbean Sea, as well as member of the Council on Climate Change of the Republic Presidency. She is in charge of the MEXICOOS (Mexican Coastal Ocean Observing System) project for coastal and marine observation in Mexico. She was awarded of the prize Great Woman of the 21 Century by the American Biographical Institute and of the Chevalier de l'Ordre des Palmes académiques of the French Republic in 2010.

Jan Pachner is the Secretary General of One Ocean Forum, a Marine Environment Preservation Program of the Yacht Club Costa Smeralda. Secretary General of YCCS since 2007, where he is responsible for the overall running the Yacht Club and its international activities reporting to the YCCS Board of Directors. Driving the international development of YCCS establishing the new Caribbean base "YCCS Virgin Gorda" (successful opening on January 3rd 2012 - location scouting, set up of newco, negotiation and legal contracting of purchase and marina management contracts, directing local start up and mgt team); leading both operations Virgin Gorda BVI and Porto Cervo Italy; membership management, regatta & event management, sponsorship management, Club management, marketing and brand management. He holds an executive MBA, Master in Marketing, Business Administration and Hospitality Management (2005 – 2007) - University of Applied Sciences Chur, Switzerland and University of Dellaware

Michael Palmgren is the founder and manager of the SEA-U Marine Science Center in Malmö. He has a long and strong marine engagement and he took his first dive certificate 1976. In over 40 years Michael has been working with marine research and development mainly in The Baltic and Öresund. Together with Lund Technical University he developed a new marine research method, that took an important role in marine monitoring of the Öresund bridge. But his most important work has been to open the eyes of the public for life below water. In the beginning of 2001 he started the first marine educational program in Malmö and 16 years later, in October 2017, the new Marine Educational Center was inaugurated by the Crown Princess Victoria, Minister of environment Karolina Skog and the president of World Maritime University, Dr. Cleopatra Doumbia-Henry. The new center gives greater opportunity to work on the UN's 17 global goals and increasing ocean literacy and responsibility for citizens, business and decision makers. Knowledge and learning are stimulated by experience, active participation and creativity work. The Marine Educational Center´s activities are based on scientific research on outdoor education, challenge-based and location-based learning for increased marine.

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 14 SPEAKERS

Loreley Picourt is the Head of Initiatives at the Ocean & Climate Initiatives Alliance (OCIA), which is supported by the Ocean and Climate Platform, IOC-UNESCO and France. OCIA was designed to consolidate and coordinate the concrete actions initiated by individual partnerships to address the interlinkages between climate change and ocean protection. OCIA aims at promoting ‘a united ocean action for a global climate agenda’ and is fully integrated into the Global Climate Action Agenda. Originally from France, Loreley holds an MSc in Environmental Policy & Regulation from the London School of Economics and Political Science and a BSc in Environmental Management & Economics from the University of York.

Peter Pissierssens is the Head of the IOC Project Office for IODE in Oostende, Belgium. In that capacity he is managing the IOC’s International Oceanographic Data and Information Exchange (IODE) as well as for coordinating IOC’s Capacity Development. Peter has more than 25 years of experience in project management related to ocean data and information exchange. After research and field experience in Belgium and Kenya, he moved to UNESCO’s Intergovernmental Oceanographic Commission (IOC) Headquarters in Paris, France in 1992 taking responsibility for marine information management activities, followed by data management, bathymetry and tsunami warning and mitigation. In November 2007 he moved to Oostende, Belgium as the Head of the IOC Project Office for IODE, which is the IODE Secretariat but also the global headquarters of the OceanTeacher Global Academy, a training centre network for ocean data and information management, and secretariat of the Ocean Biogeographic Information System (OBIS). The IODE network federates over 100 oceanographic data centres as well as marine libraries. In 2015 he was also given coordination responsibilities for IOC’s capacity development programme.

Vladimir Ryabinin is the Executive Secretary of the Intergovernmental Oceanographic Commission of UNESCO and Assistant Director-General of UNESCO. Before joining UNESCO he worked as a senior scientific officer for the World Climate Research Programme (WCRP) at the World Meteorological Organization. The focus of his international coordination work on climate research was on polar matters, the cryosphere, stratospheric processes, oceans, atmospheric chemistry, sea-level rise, climate services, observation and modelling. He has conducted extensive research as an oceanographer, climatologist, and marine engineer.

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 15 SPEAKERS

Francesca Santoro is Programme Specialist at the Intergovernmental Oceanographic Commission (IOC) of UNESCO. At the IOC she is in charge of the ocean literacy activities. She previously coordinated the setting up of the Tsunami Early Warning System for the North Eastern Atlantic, Mediterranean and connected seas. She holds a MSc in Environmental Sciences, with a specialization in Marine Sciences, and a PhD in Analysis and Governance for Sustainable Development. Before joining the IOC in 2011, she was lecturer at the PhD Programme on Science and Management of Climate Change of University Ca’ Foscari of Venice. Previously she collaborated with several research centres such as the Italian National Council of Research, the European Commission Joint Research Centre, and the Centre for Integrated assessment and Sustainable development of the University of Maastricht.

María de los Angeles Serrano Jerez is the Director of the national Aquarium of Cuba.

Karolina Skog is the Minister for the Environment of the Government of Sweden since 2016. She holds a Master in Human Ecology. Between 2014 and 2015 she was the Deputy Mayor for urban engineering and services of the City of Malmö. Between 2010 and 2014 she was the Municipal Commissioner for traffic of the future of the City of Malmö. Karolina Skog has worked with initiatives on ocean literacy both on a local level and within the Government. She has been a driving force to realize a marine education center in Malmö and during her time as Minister for the Environment the Swedish Government has proposed a national initiative on ocean literacy. The Swedish Government has also recently doubled the area of marine protected areas and proposed a budget with a special focus on initiatives to save the sea. In June 2017 Sweden and Fiji co-hosted the United Nations Ocean Conference to support the implementation of Sustainable Development Goal 14.

Janet Stalker. As Program Director of Ocean School, Janet brings her expertise in ocean education, science communication, and organizational development to Ocean School’s leadership team. In her role, Janet contributes to the vision, strategic direction, and development of Ocean School while also overseeing the team’s science education and external affairs activities. Over the past fifteen years, Janet has guided the development of environmental education programs and strategic science communication initiatives to advance ocean literacy in Canada and the United States, predominantly in the NGO and academic sectors. A self-described “ocean nut”, Janet is especially passionate about connecting young people with the ocean, and to fostering communication between the scientific community and the public. She holds a Bachelors of Science in Biology (Acadia University) and Masters of Science in Mass Communications (Boston University).

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 16 SPEAKERS

Russell Stevens - Head of Education Two Oceans Aquarium. Russell has a rich teaching experience in both primary and high schools as well as lecturing of didactics at teachers’ colleges and at the University of Cape Town Education Faculty. His school administration and leadership experience includes heading a school and currently is the Head of Education at the Two Oceans Aquarium. He currently serves on a range of education advisory boards including national board of trustees for the South Africa’s School Governing Body Foundation. His qualifications include various education diplomas and a Masters degree in Environmental Education. He is passionate about elevating Environmental Education, Aquarium Education and Marine Education as a profession. Since 2000 he has been instrumental in sourcing, developing and leading a team of Aquarium teachers at the Two Oceans Aquarium who strive for excellence in marine education to serve a range of communities including those subject to poverty. Merging his enthusiasms of educating and connecting children with nature, he has led the Two Oceans Aquarium’s Education Centre team to being recognised as being one of the leading Marine Sciences and Aquarium education centres teaches 76 000 school children annually, offers outreach to over 30 000 children and enrichment Gr 6 – Gr 11 courses in Aquarium’s Marine Sciences Academy. Interwoven in the fabric of our courses is the theme of Southern Africa's Two Oceans, their high level of endemism and biodiversity found in our region. He has represented the Aquarium at numerous education and international Marine Education, Aquarium and Zoo committees, currently actively an advisor to the Asian Marine Educators’ Association (AMEA) board and past chair of Southern Africa’s Marine and Coastal Educators’ Network (MCEN); Africa’s zoo and Aquarium Education committee. Ed4PAZAAB. He enjoys water related recreation sports and mountain biking with friends and his son and reads books recommended by his daughter, an avid reader.

Mascha Stroobant is a life-science technician with a special expertise in Marine Botany and Ecology, Msc. in Environmental Science obtained at the University of Pisa; Suficiencia Investigadora obtained at the University of Las Palmas de Gran Canaria - Spain. She is the Coordinator of the DLTM* MARE_Lab (Laboratory for Environmental Monitoring and Research on Marine Ecosystems) where she follows four main areas: Research, Project Management and Technical Assistance for national and european projects, Scientific Dissemination and Training, such as assistance for PhD and MSc students (Advanced Postgraduate Training), support to technical workshops and seminars which DLTM organises for students, workers, and unemployed people every year. She is also part of the Working Group for Scientific Dissemination of La Spezia (SDG), a team made up by Research Centres, Schools and Cultural associations located in La Spezia. The SDG represents a cultural challenge aimed to approach the scientific language to the general public, with a wide programme of initiatives - for people of all ages, regardless of educational level - who are keen on science or who can be guided towards scientific disciplines – such as workshops, school- related internships (students work, or support on going activities being supervised directly by the Research Centre/Enterprise personnel who hosts them), hands-on labs, debates, conferences and also guided tours to working laboratories (behind the scenes). She has been selected as an expert in the EC informal group on skills and career development in the blue economy. *Ligurian Cluster for Marine Technologies (DLTM).

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 17 SPEAKERS

Ana Luiza Massot Thompson-Flores. Since 1 November 2015, Ms. Ana Luiza Massot Thompson-Flores (Brazil) is Director of the UNESCO Regional Bureau for Science and Culture in Europe, Venice (Italy). Ms. Massot Thompson-Flores has 30 years of progressively responsible professional experience within the UN Common System. In 1987, she began her career in the Human Resources Department of the Food and Agricultural Organization (FAO) and joined the World Food Programme (WFP) in 1995. In 2004, she was seconded to the UN Development Programme (UNDP) in New York, as Chief of the Human Resources Policy Unit, returning to the WFP in 2005. In 2008, she joined UNESCO as Deputy Director of the Bureau of Human Resources Management and in 2011 was promoted to the post of Director. She held the post of Assistant Director-General for Strategic Planning in 2015 prior to joining this regional bureau.

Peter Thomson. United Nations Secretary-General António Guterres has appointed Peter Thomson of Fiji as his Special Envoy for the Ocean, aiming at galvanizing concerted efforts to follow up on the outcomes of the United Nations (UN) Ocean Conference in support of the 2030 Agenda for Sustainable Development, maintaining the momentum for action to conserve and sustainably use the oceans, seas and marine resources for sustainable development. Mr. Thomson will lead UN’s advocacy and public outreach efforts inside and outside of the UN system, ensuring that the many positive outcomes of The Ocean Conference, including the close to 1400 voluntary commitments, are fully analysed and implemented. He will also work with civil society, the scientific community, the private sector, and other relevant stakeholders, to coalesce and encourage their activities in support of the implementation of Sustainable Development Goal 14. Mr. Thomson brings a distinguished experience in diplomatic services, including as Permanent Representative of Fiji to the UN and President of the 71st session of the UN General Assembly during which he provided visionary leadership in guiding the preparation of The Ocean Conference. Elected President of the Assembly of the International Seabed Authority’s 2011-2012 session and President of the Council of the Authority’s 2015-2016 session, Mr. Thomson chaired the Group of 77 and China (2013) and served as President of the Executive Board of UN Development Programme/UN Population Fund/UN Office for Programme Support (UNDP/UNFPA/UNOPS) from 2014 to 2015. As a civil servant in the Government of Fiji, he devoted many years of his life to working in the fields of rural development and then foreign affairs.

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 18 SPEAKERS

Peter Tuddenham is President of the College of Exploration USA which he co-founded in 1991 to bring cutting-edge science to education. Since 2002 he has been involved in the Ocean Literacy and Earth Science Literacy projects. As MD of CoExploration UK he is a partner in the EU Horizon 2020 project Sea Change. He is President-Elect (2018- 2019) of the International Society for the Systems Sciences where he is developing Systems Literacy. As Systems Research Scientist at CAE-Link, he researched cognitive and affective development for executive leadership. He has held management positions in the telecommunications, electric utility and consumer goods industries in the USA. Born in London, England he began his career commissioned from the Royal Military Academy Sandhurst as an Engineer Officer in the Royal Corps of Engineers. He has a BSc in Business from Regis University.in support of the implementation of Sustainable Development Goal 14. Mr. Thomson brings a distinguished experience in diplomatic services, including as Permanent Representative of Fiji to the UN and President of the 71st session of the UN General Assembly during which he provided visionary leadership in guiding the preparation of The Ocean Conference. Elected President of the Assembly of the International Seabed Authority’s 2011-2012 session and President of the Council of the Authority’s 2015-2016 session, Mr. Thomson chaired the Group of 77 and China (2013) and served as President of the Executive Board of UN Development Programme/UN Population Fund/UN Office for Programme Support (UNDP/UNFPA/UNOPS) from 2014 to 2015. As a civil servant in the Government of Fiji, he devoted many years of his life to working in the fields of rural development and then foreign affairs.

Mohammad Muslem Uddin is the Associate Professor of the Institute of Marine Sciences and Fisheries, University of Chittagong, Chittagomg-4331, Bangladesh. He is the founder Chairman of Blue Green Foundation Bangladesh; a non-profit volunteering organization working towards a blue economy based green Bangladesh through developing an Ocean and Environment literate society since 2015. Originally from Bangladesh, Dr. Uddin holds a PhD in Earth Science from the University of Ferrara, Italy; MSc in Marine Science emphasizing Environmental Pollution from University of Chittagong, Bangladesh; Advanced post-graduation in Ocean Bathymetry (Cat. a in Hydrography) from CCOM, UNH, USA and a BSc in Marine Science from University of Chittagong, Bangladesh.

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Séverine Vassellin. Born in Normandy, France, Séverine revealed a real passion for foreign languages very early in life and soon started to travel endlessly, a camera in hand. After a first curriculum in International Studies from the University of Toronto, she entered the Ecole Nationale Supérieure Louis Lumière in France to study filmmaking. She has now been working as an international screen actress for about 5 years, being based in London UK. A passionate sailor and stand-up paddler, raised in a family of teachers, Séverine designed an innovate charity called Watertrek in an attempt to raise awareness on the need to protect our waterways, and to develop original environmental education programs. Those are all about reconnecting to water, whether it is through physical activities and through emotional and inspirational contents. Watertrek has now 2 major branches both in Paris and London, and aims to provide a platform for «waterways users to become waterways leaders» and empower all of us to stand for our oceans.

Founded in 2002 by Francesca von Habsburg in Vienna, Thyssen-Bornemisza Art Contemporary (TBA21) represents the fourth generation of the Thyssen family’s commitment to the arts. The foundation is dedicated primarily to the commissioning and dissemination of ambitious, experimental, and unconventional projects that defy traditional categorizations. This approach has gained the collection a pioneering reputation throughout the world. The foundation’s projects promote artistic practices that are architectural, context and site-specific, performative, and often informed by an interest in social aesthetics and environmental concerns. Many of the projects reflect the shift away from disciplinary to transdisciplinary practices embracing architecture, sound, music, and science. The ‘cross-pollination’ of disciplines challenges interpretation and the traditions of collecting, preserving, and presenting works of art. In addition, TBA21 shares its collection and commissions with numerous museums and public institutions. Most commissions, initiated and produced by the foundation, form an integral part of major contemporary art exhibitions, such as the Venice Biennale, the Istanbul Biennial and Documenta, where new works are very much on the agenda. In past years, crossover performative projects were realized through a number of collaborations, notably with the Staatsoper Unter den Linden in Berlin, Artangel in London, and the Wiener Festwochen in Austria. In 2015, Francesca von Habsburg decided to dedicate the foundation’s ongoing program to becoming an agent of change by focusing on the complexities and urgencies of the ‘age of anthropocene’, as well as today’s pressing challenges caused by climate change, with a special focus on the marine ecosystems.

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The Impact of the Mangrove Forest Management to the Community: The Environmental Awareness and Socio – Economic Assessments Jose M. Barlis Jr. EdD1., Josefin D. Fajardo III, MSc2 [email protected] [email protected] Maritime Academy of Asia and the Pacific Kamaya Point, Alas- asin, Mariveles, Bataan, Philippines

Mangrove forests are afforest that can be found in the tropical and subtropical part of the world. It produces wide range of ecosystem products and merchandises that include shelter for marine species, fuel wood, food and ligneous, climate parameters and cultural services (UNEP 2014). They are the most productive ecosystems compared to other ecosystems that can contribute from 10 to 15% coastal sediment carbon storage (Alongi 2014). Concurrent with the coastline wetlands, they isolate and accumulate carbon at a rate of twice to four times greater than that of mature tropical forests. (www.habitat.noaa.gov). However, in the Philippines, mangroves have declined significantly by 75% over the past 80 years due to a range of anthropogenic pressures (King et. al.). It only shows that majority of the Filipino are not aware on the importance of mangrove to the environment and to the society,

The proponents of the study together with other organizations conducted every year mangrove planting and orientation to the communities within the province. Aside from mangrove planting, part of the program is to conduct orientation within the communities nearby the area. All high school students and locals are invited to participate and listen to the resource speakers on the importance of mangrove planting. Likewise, different activities were prepared for the one – day activity such as poster making contest, slogan contest, and debate. With the help and assistance of the different groups and organizations, the group were able to raise funds for the conduct of the said activities.

With all the benefits and advantages of the mangrove forest management, there are still communities in the area that is need to be considered. They said communities may be affected by the forest management in different ways. The most visible factors are the environmental and socio – economic aspects. In the implementation of mangrove forest management, the said two (2) major factors must be considered. It is therefore the goal of the proponents to determine the impact of mangrove forest management to the community in terms of environmental awareness and socio – economic aspects.

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Including Ocean literacy in formal and informal education: A challenging task for Educators Pr Amel Hamza-Chaffai ([email protected]) Marine and Environmental Toxicology, ES11ES90, IPEIS PoBox 1172 3018-Sfax- Sfax University-TUNISIA

My experience in education and research in Tunisia and other countries has included topics dealing with ocean literacy in both formal and non formal education. It was mainly related to principles 5, 6 and 7. I will present some examples related to the undergraduate level, the master level and also to outreach activity related to marine sciences.

At the undergraduate level, the Zoology course is considered as “pet peeve” for students. In fact, classically it is taught as “block information” without making link with the reality and daily life, which makes the course complicated for students. Most of the Zoology of Invertebrates course program is based on marine organisms (Sponges, Cnidarians, Mollusks, Annelids, Crustaceans, etc…). For me, each chapter was an opportunity to present examples, to focus on their importance in the marine ecosystem, their use as a protein source, and their potentialities…Moreover, I also introduced a chapter dealing with deep-sea organisms (picture 1). Creating an interactive environment and encouraging students to contribute with a web research was very stimulating for them. For the selected works students are invited to make a 10 min, 10 slides oral presentation in the class.

Within the frame of a “Think Tank”, we discuss the practical aspects such as, the economic importance of Mollusks as a protein source or in pearl culture industry. I realized that this approach makes students more attentive, curious and enthusiastic. Moreover, during summer training I involved the most enthusiastic students in the preparation of a museum of marine biodiversity collection (Pictures 5 and 6). This initiative was used to inspire and empower students. Few years later, some students I met, told me that they remember the zoology course, the Think tank discussions.

At the master level, a main focus was made on the impact of pollution on marine organisms and on human health. For that, we carried out different research experiments and shared our results with master degree students. In the Professional master degree (Aquacaen-Université de Caen-France), different topics were presented

*Bioactive molecules from sea organisms: A new hope for human Health (Picture 2)

*Invasive species (picture 4)

*Deleterious effects of endocrine disruptors on marine life.

* Macroalgae from the Tunisian coast (Mediterranean Sea) (picture 3)

Concerning outreach activity related to Marine Science, our project was based on the university without borders Concept. How could researchers and students commitment help local communities to be aware about marine biodiversity and some important environmental issues? The first action consisted in conferences devoted to a large public. The second was about designing a marine biodiversity museum, A collaborative work involving students and researchers. Different skills are federated marine biology, ecology, zoology, IT technology, design, advertisement etc …

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The aim of this initiative was (i) to make scientific finding more accessible to public, (ii) to inculcate in people awareness about the huge diversity of marine organisms, and all the mysteries to be discovered (pictures 5 and 6)

Picture 1 -“Les mystères des Fonds abyssaux”: is a conference about the Deep sea creatures.

-watching the video and discussion http://www.mystere-tv.com/le-secret-du-monde-abyssale-v3871.html

-Undergraduate level and outreach

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Picture 2 -“Bioactive molecules from sea organisms: a new hope for human health”: is a seminar dealing with the following aspects: WHY marine organisms? WHO are The best candidates? WHAT are the different uses? Examples from different organisms (bacteria->Vertebrates)

Picture 3 - Macro Algae classification with links showing the description of each group and each species

-Professional Master Degree Level –Museum

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Picture 4 - Invasive species

-Professional Master Degree Level

-Outreach

Picture 5 - Field experience with the research group/Marine pollution Monitoring Project

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Picture 6 - Some examples of the museum

OUR CLUSTER

Sfax IPEIS Marine and Research NGO Innovation House University Environmental Environment Consulting © Toxicology and Bio Group Innovation

AREBI

http://www.uss.rn http://www.i https://achaffai2.wixsite.com/w u.tn/newVersion/ peis.rnu.tn/ ebsite

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Circular Module about Marine Litter (CiMaL): an Ocean Literacy activity for primary schools Tiziana Chieruzzi1, Francesca Ronchi2 1Ministero dell'Ambiente e della Tutela del Territorio e del Mare (MATTM) ([email protected]) 2Italian National Institute for Environmental Protection and Research (ISPRA) ([email protected])

In order to raise a wider public consciousness in marine litter, but also to indirectly sustain and increment the commitment of a group of fishermen in collecting marine litter from the sea (Fishing for Litter FfL), a Circular Module about Marine Litter (CiMaL) was implemented by ISPRA during an EU co-funded project (DeFishGear). The Module can be easily reproduced, thus becoming a useful tool for teachers and educators.

Chioggia (VE) is one of the most important Italian fishing harbors and host 5 km of beaches in the near Sottomarina fraction; nevertheless, the overall consciousness about marine litter among its citizens is very low.

Students and their families were the primary targets of the CiMaL, but all the stakeholders were involved: fishermen and their families, teachers, port Authorities, Municipalities, and researchers.

The Circular Module about Marine Litter was structured in six parts:

1.“Hunting marine litter” This part consisted in 1 lesson and a field activity for students (8 to 13 years old) with the aim of providing general information on marine litter. During the field activity the students, under the supervision of teachers and researchers, went to the beach near their school and applied a scientific protocol - adapted to their age both graphically and in contents - for marine litter survey: they identified sample areas, collected, classified and weighted the beached litter

2.“Try it”. A lesson was dedicated to informing students about marine litter effects on marine life and their socio-economic impacts. Interactive activities were performed with them so that they could “touch with hands” the marine litter effects. Graphs on data collected on the beach were elaborated.

3. “What can I do?” In this phase, individual behaviors were analyzed together with the students and the correct ones were pointed out in a 10 tips list. The list was then printed and hung in the classrooms. A video about the fishermen of Chioggia collecting marine litter from the sea bottom was shown.

4. “Kids meet fishermen”. Students, accompanied by their teachers and parents, welcomed the fishermen involved in Fishing for Litter when mooring and observed them dispose of the collected marine litter. The students delivered a hand-made diploma “Guardian of the Sea” to each fisherman.

5. “Message in a bottle: S.O.S. (Save Our Sea)!” Students created and launched an awareness campaign against Marine Litter.

Some of their drawings/collages were selected to become promotional t-shirts. Others, during an official event, were fixed on 20 lifeguard towers sited in the most touristic beaches of Chioggia.

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6. “Closing the circle”. In summer, during a special city event, students and fishermen were invited to a public square for a quick talk show. Fishermen spoke about the importance of FFL while students invited the citizenry to behave for reducing Marine Litter and to take care of their beaches, thus closing the circle with the first step of their experience. www.defishgear.eu www.marinaproject.eu

Researchers explaining how to compile the survey sheet and primary school students weighting marine litter.

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Primary school children carrying out a beach litter survey following simplified but scientific protocol Photo @Tomaso Fortibuoni

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European Marine Science Educators Association Fiona Crouch – EMSEA President ([email protected]) c/o Marine Biological Association, Citadel Hill, Plymouth, Devon. PL1 2PB. UK

EMSEA is a non-profit organisation registered under Belgian law and administered by a Board of Directors. Established in 2011 EMSEA’s vision is that ‘European marine education needs an effective transformation and stronger international connection in order for marine teachers and educators to feel more supported, engaged and equipped for the task to make European citizens more ocean literate’. To achieve this vision EMSEA has a number of key activities:

 raise educators awareness of ocean issues and the need for a sustainable future for our coasts, seas and ocean;

 promote education and training in the fields of marine sciences;

 encourage and support cross-border dialogue and co-operation between individuals, institutes and government bodies engaged in the fields of marine sciences and education

 develop and support policies designed to advance ocean literacy in Europe.

The Association has established Regional Seas groups within the Meditteranean, North Sea and Channel and the Baltic to support the goals of the Association at a local level. Globally EMSEA works with Associations in the USA, Canada, Asia and Pacific.

The need for a European marine education platform was raised in 2011 during an international meeting organised by the College of Exploration at the annual National Marine Educators Association (NMEA) conference in Boston. During this conference, a team of European marine educators decided to address this issue by creating the European Marine Science Education Association (EMSEA).

In 2012, a fledgling EMSEA helped to organize the first conference on ocean literacy in Europe to bring marine scientists, educators, policy makers, and curriculum developers from various backgrounds and countries together to share their views of what ocean literacy means to them. The conference caught the attention of the European Commission that requested the formation of an experts’ group in charge of developing an ocean literacy agenda for its future funding programme, Horizon2020.

Continuing on from the success of the 2012 conference EMSEA held its first conference in Plymouth, UK in 2013 and has since organized annual conferences across Europe. The Association continues to grow and has recently launched a membership programme. In addition, EMSEA is involved in the Horizon2020 funded Sea Change Project and is seen as a key component of the project’s legacy plans.

Website: www.emsea.eu

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The Sea Change Project Fiona Crouch Sea Change Project Manager ([email protected]) Marine Biological Association, Citadel Hill, Plymouth Devon. PL1 2PB, UK

Sea Change is a three-year EU Horizon 2020-funded project that is establishing a fundamental “Sea Change” in the way European citizens view their relationship with the ocean by increasing Ocean Literacy throughout society.

The Project is delivered by a consortium of 17 partners in 9 countries, coordinated by the Marine Biological Association in the UK. The consortium is supported by an International Advisory Group with representatives from organizations in the USA and Canada; chaired by Paula Keener from NOAA. Sea Change outputs:

• Compiling an in-depth review of the links between Seas and Ocean and Human health based on latest research knowledge outputs.

• Building upon the latest social research on citizen and stakeholder attitudes, perceptions and values to help design and implement successful mobilisation activities focused on education, community, governance actors and directly targeted at citizens.

• Building upon significant work to date, adopting best practice and embedding ‘Ocean Literacy’ across established strategic initiatives and networks to help maximise impact and ensure sustainability

• Ensuring that efforts to sustain an ‘Ocean Literate’ society in Europe continue beyond the life of Sea Change through codes of good practice, public campaigns and other ongoing community activities.

• Ensuring that all activities of Sea Change are carefully monitored and evaluated to ensure maximum sustainability, effectiveness and efficiency

• Ensuring knowledge exchange with transatlantic partners to bring about a global approach to protecting the planet’s shared seas and ocean.

• Engaging with citizens, formal education and policy actors in a practical mobilisation phase.

The project began in March 2015 and is due for completion in February 2018. Early Sea Change products included a short video explaining the concept of Ocean literacy and a second video on ‘Human Health and the Ocean’ as well as a number of comprehensive reviews on Marine Formal Education, Ocean Literacy in Governance, Ways of achieving Societal Change and Routes of Engagement. .

Sea Change has developed unique, ocean knowledge driven pubic events that have been designed based on Social Innovation Participation Processes (SIPP) and delivered across Europe in science centres, aquaria and partner institutions. A citizen science project, Crab Watch, provided a further avenue to engage with the public encouraging citizens to record the distribution of crabs throughout Europe.

A public campaign was launched to provide tips and useful resources on what as an individual can do to make a difference. The campaign is based on the latest scientific evidence with input from scientists and educators from a wide range of disciplines. The campaign is supported by a number of short

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 33 ABSTRACTS videos demonstrating how you can make a Sea Change in the bathroom, kitchen, restaurant, supermarket, office, and on your daily commute.

These are just a few examples of the work undertaken since March 2015. All Sea Change products are available on the project website. www.seaschangeproject.eu https://www.vimeo.com/seachangeproject

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International Ideas Competition about Ocean Literacy: an efficient way to spread communication with youth, supporting creativity Ana Vitoria Tereza de Magalhaes [email protected], [email protected] Rue Pen Ar Streat, Le Relecq Kehoiun, Brest – France Phone: 00351917136637 (PT)

The expansion of public awareness about ocean can bring benefits to the environment, economy and society. However, citizens still don’t entirely relate how oceans can influence on their lives and vice versa. Based on this “gap”, this project, intend to increase the relations on how people (especially youth) relate with the sea, incentivising creativity and solutions.

A proposal to disseminate ocean literacy + creativity would be on the format of a competition of ideas. This international competition would bring people from all over the world, to think on solutions about how to increase people relations with the sea.

The competition, would support creativity, aligned with the values of UNESCO and the SDGS, including youth, proposals environmental friendly connected with creativity that will be presented on a 2 A0 Poster.

Why a project on the form of competition?

A competition is an effective way to increase creativity levels, and reach innovative solutions, that can be provided by participants at international level.

Who can participate?

This participation would have the focus on youth, so would be destined for 18-35, but could have proposals from groups composed of people on ranges of 14-17, from all over the world.

Groups until 6 people or individuals.

Timeline - Website to be online on March 2018, open for - 6 months dissemination of project and registration + 2 to receive participants proposals - 2 years to implement winner proposal on a study area What format this competition will have?

The competition has to start online, with registering of participants. An online platform, can communicate about the competition values and needs, while gives to the participants the chance for them to interact with the topic of Ocean Literacy, and related subjects.

What types of solutions can be provided?

Is important to maintain a focus: How to increase people relations with the sea, however, once is a competition of ideas, this focus shall not limit the creativity of competitors, that may provide solutions “out of the box”, that potentially can be very efficient.

What values shall the competition disseminate and that shall be present on the proposals?

- Increase of people relations with sea - Inclusion of youth and kids (e.g. education, campaigns, events)

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- Public participation - Creativity, innovation, holist view of environment & people - Solutions to environmental problems (e.g. plastics pollution, eutrophication, etc) - Alignment with SDGS - Long term vision of project - “Youth language”, concepts of circular design, creativity, eco-design, awareness, public participation.

What type of structure a competition need?

- A website: Platform to register participants, with material for download and information about what is ocean literacy, and what is expected of the winner to present. - Email box and newsletters - Evaluation board (composed of five experts) - Prize ceremony with the winner - Future structure to concretise the project (e.g. funds, communication support and concretisation), ways to enforce the project winner proposal. - Enforcement of final proposal and support to the winner to concretise the project - Social media channels to reach youth specially (e.g. Facebook, Instagram)

How this project will be presented?

A0 Sheets, online that can be send to the evaluation board by e-mail or survey format link on a PDF format, a video presentation is also welcome.

Official language: English

The website shall also present all proposals sent by participants, this presentation can increase the interest by others, and incentivise the future of the project.

What type of prize will the winner receive?

The 1st place can be awarded with a money prize (2000 EUR) or a trip to disseminate the project to the evaluation board, linked with publications and diffusion of the project.

The initiative can bring innovative solutions on how to increase youth relations with the sea, and at the same time, spread the understanding on the oceans influence on humans. The format of a competition can reach citizens that may not be necessarily familiar with the topic, but aim to participate, generating a chain of communication about the topic.

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Suggestion of Template:

Logo

Communication

Graphic design made by Ana Vitoria Tereza de Magalhaes ©

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Ocean Literacy as a key cross-cutting area underpinning sustainable ocean management: EuroGOOS case study Dina Eparkhina and Glenn Nolan (1) (1) EuroGOOS, 231 avenue Louise, 1050 Brussels, Belgium, [email protected]

Keywords: ocean economy, ocean literacy, ocean health, blue growth, sustainability, education

The ocean has been increasingly taking a high-profile place on the international and European policy agendas. Driven bottom-up by the science community, the scientific evidence of the ocean’s role and threats to its ecosystems have been steadily reflected in policy documents and successfully recognized in the UN Agenda 2030 dedicating a stand-alone Sustainable Development Goal to the ocean. Among further achievements are the inclusion of the ocean in the preamble of the COP21 agreement, and the inclusion of the ocean observing in particular in the G7 Ise-Shima Leaders’ Declaration. Simultaneously, policy and decision-makers have recognized (in a number of strategies, e.g. in the European Union), the economic importance of the ocean and the growing need for a sustainable blue economy to supply food, materials, and services for the growing population. However, those top- down political processes do not benefit from the necessary uptake and recognition by individual stakeholders of ocean health and the ocean economy.

Since its establishment in the European policy space, EuroGOOS has seen that the level of awareness of the ocean’s ecosystem and economic services and the importance of information about the ocean state and variability to maintain and advance those services, varies greatly across stakeholders. However, only with a broad stakeholder involvement and action across disciplines and economic areas, can the sustainable ocean economy and ocean health be improved. Within its communications strategy, EuroGOOS identified that enhancing ocean literacy will play a paramount role in achieving the policy objectives listed above. Furthermore, the role of the general public in influencing further political and governance actions is also critical.

The Our Ocean 2017 Conference gave an excellent opportunity for EuroGOOS to launch its first book on ocean literacy. The book was presented at the Our Ocean exhibition pitch stage and disseminated to several high-level conference speakers and attendees. Immediate enthusiastic feedback from the recipients of the book at Our Ocean demonstrated a high potential for the uptake and widespread use of this book. Indeed, during the first month following the launch, EuroGOOS received offers from several research institutes and NGOs to translate the book in their national languages. Translations are currently in preparation for the book’s versions in: Italian, French, Portuguese, Russian, and several Baltic countries languages. The first test case for the book will take place in a French school in December 2017. Furthermore, the book has inspired a dedicated kids’ area on the training website of the Royal Netherlands Institute for Sea Research.

The book, “The Ocean is My Home”, subtitled “For children, parents, and our ocean”, will be further disseminated among the following stakeholder groups:

- Policymakers – to clearly reveal the multifaceted nature of ocean matters;

- Scientific community – to empower them to speak about the ocean in their families, spreading ocean literacy beyond their professional circle;

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- Children and general public – to stress that the ocean is important for everyone whether they live by it or far away; and explain what members of the public can do right now to contribute to the ocean’s recovery.

Approaching children with ocean literacy topics will be particularly important recognizing their significant consumer role, their future career choices, and their potential to act as ocean champions, engaging with adults in a tangible dialogue for better decisions related to ocean health and sustainability.

The book is available for download free of charge at: www.eurogoos.eu/publications

A limited number of hard copies is available upon request.

Dina Eparkhina, Karri Lehtonen.

The ocean is my home. For children, parents, and our ocean.

Eparkhina D., Nolan G. (Eds). EuroGOOS. Brussels, Belgium, 2017. All rights reserved. ISBN 978-2- 9601883-2-5

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Health at urban coast: a citizens’ point of view Maddalena de Virgilio1*, Anna Angione1, Giovanni Campanella1*, Carlo Caradonna1, Salvatore Cifarelli1*, Paolo de Gennaro1, Nicola de Pasquale1, Giuseppe Garofoli1, Svetlana Koutzmenko1, Ernesto Lozzi, Enzo Massari1, Marcello Mastrorilli1, Angelo Nitti1, Licia Pacifico1, Eleonora Petruzzella

1Osservatorio del Mare a Molfetta, Molfetta, (BA)-Italy [email protected] https://ommosservatorio.wixsite.com/osservatoriomolfetta *Institute of Bioscience and Biorisource-National Council of Research- Bari-Italy [email protected]

The complex nature of sea pollution in urban areas due to anthropic activities prevents traditional monitoring techniques from obtaining measurements representative of true human exposure and the real health status of an urban context.

'Citizen Observatories', at urban, regional or global level, used together with innovative technologies can strengthen environmental monitoring capabilities and have the potential to reduce investment and running costs of in-situ observations and monitoring.

A model of citizens’ science observatory, Osservatorio del Mare a Molfetta, has been translated into practice to promote visual census of sea biodiversity with the aim of monitoring a toxic algal bloom falling every summer and the status of a posidonia meadow along the coastal area of Molfetta, a city on the South Adriatic.

We produced a spatially distributed datasets of concentration of the toxic microalgae, Ostrepsis ovata, for the dual purpose of facilitating scientific knowledge building and providing a resource for citizens to inform themselves of the risks associated with recreational use of the coastal area. We also performed a visual census and a population genetic study on the declining Posidonia oceanica meadow along the city coast to provide new insights into the knowledge of the sea grass necessary to support good conservation practices before the meadow regresses irreversibly.

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Coastal Cleanup: Worthless or Propitious? Josefin D. Fajardo III, Jose M. Barlis, Jr. EdD Maritime Academy of Asia and the Pacific [email protected] Alas-asin, Mariveles, Bataan, Philippines

Many people may wonder if coastal cleanups is beneficial. They would think that this is just a waste of time and effort for there will always be waste coming in and out of the coastal waters. What is the use of taking out a bunch of garage from the sea compared to tons of garbage people around the globe is throwing in it?

According to oceanconservancy.org among the top ten items that were collected from the coastal cleanup they made last 2016, eight of which are plastic materials. They also mentioned that plastic has been found in 62% of all sea birds and in 100% of sea turtle species. These numbers are quite alarming. In addition, savebay.org also stated that ocean trash is a serious pollution problem that not only affects the health of people and wildlife but also local economies. Sheavly and Register (2007) mentioned that marine debris is one of the most solvable pollution problem our oceans is facing. They also added that, knowledge is a key so that correct choices will be done when it comes waste items. In a study by Imamura (2017), environmental education even in Japan has not spread as widely thus as expected will not had any significant impact on environmental problems. He concluded that educational practices should be enhanced to guarantee that environmental education will be beneficial.

With all these, coastal cleanups may pose a great advantage in dealing with ocean litter. However small each volunteer may contribute this will create a big impact on making our ocean free from undesirable waste. What we all need to do is educate people on how these wastes affect not only the oceans but in turn will also affect them through degradation of marine species. In effect, will affect their lives.

Together with the Rotary Club of Mariveles Ecozone, through the Rotaract Club of MAAP, an initiative to join the coastal cleanups in the vicinity were conducted and will be conducted. In addition to this, a plan to conduct information drive especially on the residents in the coastal waters of Mariveles, Bataan, Philipppines will be organized to further increase the environmental education of the residents.

Relevant links: https://oceanconservancy.org/trash-free-seas/international-coastal-cleanup/ https://www.savebay.org/icc https://link.springer.com/article/10.1007/s10924-007-0074-3 https://eric.ed.gov/?q=environmental+education&id=EJ1147528

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Students from Maritime Academy of Asia and the Pacific joined the International Coastal Cleanup

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Members of the community joined hands in cleaning up the coastal waters of Bataan, Philippine.

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An Ocean of Opportunities - The Professor Mario Ruivo Prize Tiago Garcia and Ned Dwyer EurOcean - Avenida Dom Carlos I, 126-7°, 1249-074 Lisboa, Portugal [email protected] - [email protected]

The Mário Ruivo Prize intends to raise public awareness of the importance of the Ocean and Ocean related services to Humankind. The prize is entitled "Professor Mario Ruivo Prize" as a tribute to the first President (2002 -2008) of EurOcean, and former Secretary-General of IOC (1980-1989) and as recognition of his work as a pioneer on the sciences of the sea and marine research at national, European, and international level.

The Prize asks young people to confront the challenges facing us and to envisage new and innovative solutions that will support sustainable use of the Ocean for many generations to come. Such solutions might involve looking for new ways to break down negative preconceptions with respect to the ocean, new ways of engaging citizens to care and take action with respect to climate change, a new technological invention that could revolutionize the way we interact with our ocean environment. The challenge is really to dream, and to dream big. This can be achieved by designing a novel research project, implementing a community scheme, investigating a topical subject through the popular media, etc. that supports the Blue Society Principles and is aligned with the United Nations Sustainable Development Goals. The prize strongly supports the implementation of SDG 14 and responds to the call to action in particular in relation to raising awareness of the natural and cultural significance of the ocean and the promotion of ocean literacy and a culture of conservation, restoration and sustainable use of our ocean.

EurOcean conceives, defines and oversees the implementation of the competition and, through its Members, also teams with a number of strategic partners to launch each edition which will focus on a specific theme. A jury, selected from EurOcean Members, evaluates the entries and a winner is selected.

The first edition of the Prize was run in 2012 and the second one in 2016. The first edition asked that a video related to the ocean be produced, whilst the second one asked for an action in regards to the ocean. In both editions entries were received from different countries across Europe and from different age groups.

A third edition, which has already been submitted as a voluntary commitment to the SDG 14, is being planned to take place in 2019 and should bring some considerable changes. EurOcean and its Members are aiming at linking the Prize with National school educations programmes. The goal is to augment the impact of the initiative by having more schools in each country promoting ocean literacy as an official component of their curricular activities. This new edition of the Mário Ruivo Prize is to be announced in 2018.

EurOcean Mário Ruivo Prize - http://www.eurocean.org/np4/2.html

Blue Society - www.bluesociety.org

UN SDG 14 - www.un.org/sustainabledevelopment/oceans

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Good practices in formal education Luis Alfredo Icochea Salas La Molina National Agrarian University – Faculty of Fisheries Avda. La Molina S/N La Molina – Lima 12 Peru Lima – Peru

In spite that I’m teaching at university I think that the methodology to follow could be similar for formal and no formal education, but the contents must be different.

In formal education, it is very important to teach making research with the students using data in real time and making the process of it in short time as reports that must be divulged and explained (i.e panels) as soon as possible. It is also very important to make field experiments in order to understand physical processes in the ocean, (i.e Coriolis force influence, internal waves using a glass recipient with 2 different density liquids, continued observations of temperature and salinity in a bay related to tides variation and its influence in coastal fishing, etc).

It is very important to make students to translate and discuss papers and oceanography related books. Every semester I go with students to an area where we can see the Equatorial front near the frontier of Peru and Equator and we make samplings of temperature, salinity, DO and the changes of tides and relate it with the fishing during 26 continuous hours.

But for me one of the most important tasks will be to divulge the results of research and experiments and relate them with the different production sectors. In my country Peru, we make and divulge a continuous monitoring of El Niño Southern Oscillation and we use radio, television, newspapers and magazines in order to alert authorities and people in general.

Currently I’m trying to use the preparation of videos using Camtasia in order to divulge different themes about the sea including monitoring ENSO, control of contamination, control of fishing, biodiversity, etc. My idea is to prepare documents and videos for children and adults in order to obtain the understanding of the importance of the sea in their life of them and their descendants. Perhaps it will be very important to have a similar method in different parts of the world adapted to the different realities. For that, it will be necessary the support of institutions and agencies around the world with the leadership of UNESCO.

Relevant links: http://tarwi.lamolina.edu.pe/licochea is my university web page that I need to improve

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A Gulf of Poets and Scientists: the experience and challenges of the Scientific Dissemination Group of La Spezia (Liguria –Italy) Marina Locritani Istituto Nazionale di Geofisica e Vulcanologia, Sezione Roma2, sede di Portovenere, via Pezzino basso 2, 19025 Fezzano, La Spezia, Italy [email protected] Mascha Stroobant Distretto Ligure delle Tecnologie Marine, Via delle Pianazze, 74, 19136 La Spezia, Italy [email protected] Silvia Merlino Consiglio Nazionale delle Ricerche - Istituto di Scienze Marine, Pozzuolo di Lerici Santa Teresa, 19032 Lerici, La Spezia, Italy [email protected], Roberta Talamoni Centro di Supporto e Sperimentazione Navale, Viale S. Bartolomeo, 400, 19126 La Spezia, Italy [email protected], Sara Garvani Historical Oceanography Society, via Pezzino basso 2, 19025 Fezzano, La Spezia, Italy [email protected]

In the Northern part of Italy, in Region Liguria, there is a Gulf, which is known also as the “Gulf of the Poets”. Why? Because through the centuries, many famous poets, writers and artists spent their holidays or part of their life in the villages and small towns surrounding the city of La Spezia. Among the others, the poet Lord Byron and the writer Percy Bysshe Shelley together with his wife Mary, the clever creator of Frankenstein (a novel that some claim to be the first legitimate example of the genre we now call science fiction, and that maybe started during the author’s stay in the Gulf - until otherwise proven). But apart from anecdotes, indeed, the Gulf of Poets is, indeed, also a Gulf of Scientists: La Spezia (the second Ligurian most important town), has a long maritime tradition that deserves to be kept alive and cultivated within its own community.

Amongst Italian regions, Liguria is the one that has a more distinct maritime vocation thanks to the presence of the Italian Navy, the abundance of coastlines, the wide range of facilities for marine and shipbuilding industry and the huge development of nautical tourism. The settlement of strategic, military, civil and industrial facilities has given a rich educational and research tissue to a region that is home to only half the population of the city of Rome (1.565.127 inhabitants in 5.410 Km2). Therefore, it is important to re-establish the relationship with the traditional maritime and technological culture of the region and the city.

This objective has been achieved by acting on different levels: from enhancing research visibility with dissemination activities (carried out by research institutions, university and local enterprises) to planning activities that meet the requirements of professional and scientific-technological realities (e.g. specialisation courses in private enterprises etc.). In La Spezia these kinds of actions started in 2007, with a growing number of initiatives for popularizing science and technology (European Researchers’ Night, Festival della Scienza in Genoa, Settimana della Cultura Scientifica, Seafuture, Trofeo Mariperman etc.). The result of this joint work, amongst research institutions, has lead – in 2014 - to

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Outreach activities are transversal elements that have the objective to disseminate new scientific discoveries and challenges for students and general public. The SDG encourages four main outreach strategies: Intergenerational Learning; Peer Learning; Citizen Science and, of course, Multidisciplinarity (by involving artists, graphic designers and writers). Moreover recently a new instrument introduced by a recent Italian Law (Legge n. 107 del 2015 - La Buona Scuola), allows to involve High School students in research projects encouraging the exchange of knowledge between peers and different generations, thanks also to the involvement of families. An active participation of society in research activities, therefore, can bring immediate and long-term benefits, giving impulse to maintain a lasting commitment and interest of the citizen towards oceans and environmental protection.

Links: http://roma2.rm.ingv.it/it/risorse/didattica_/59/attivita_di_divulgazione_scientifica_sede_di_portovene re http://www.cnrweb.tv/marine-rubbish-2/

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ResponSEAble project Olga Mashkina – ACTeon: [email protected] Pierre Strosser – ACTeon: [email protected] Gloria De Paoli – ACTeon: [email protected] ACTeon – 5, place Sainte Catherine, 68000 Colmar (France)

No matter how far from the sea they live, all Europeans are connected to the ocean. They go there for holidays, or for sport and recreation. The oceans are used for wind farms, oil and gas exploration, for transportation, fishing and aquaculture. In these ways, oceans touch the lives of Europeans living in the centre of the continent far away from coastlines, just as much as those who live and work in close proximity to the sea.

The project’s goal is to raise the awareness among all European citizens that everyone has an interest in, and responsibility for, ocean health. The ResponSEAble approach is based on idea of including in the picture of ocean literacy the economic actors (fishermen, consumers, urban planners, regional actors, etc), whose change in behaviour could help lessen the pressures on the state of marine environment. The project also questions what type of scientific knowledge they need to make an effective ocean literacy? The project works on the border with psychology, social and economic sciences to answer these three questions: what knowledge do we need? who should be targeted? and by what communication channel? Project proposes a creative way to avoid ‘being lost in translation’ where existing scientific knowledge is being mapped in the Knowledge Base to better visualize the link between humans and their activities and the oceans (and to understand our connection with the sea).

Building on this knowledge base, the ResponSEAble is now developing innovative ocean literacy products using the co-production model of ‘living lab’ project, which is a real world test to produce effective ocean literacy is efficient which reaches the right actors with the right message and via appropriate channels

To address the complex interaction between people and the oceans, the project focuses on six main challenges (or stories) that are central to the protection of European seas, and to their contribution to the EU Blue Growth strategy, namely:

1. Promoting sustainable fisheries in the Atlantic;

2. Addressing the challenges of invasive species in the Mediterranean Sea;

3. Reducing eutrophication in the Baltic Sea and the Black Sea;

4. Promoting sustainable coastal tourism in the Mediterranean Sea;

5. Taking actions to protect European seas from pollution by cosmetics and microplastics;

6. Promoting sustainable marine renewable energies in Europe.

ResponSEAble is a research project funded by Horizon 2020. www.responseable.eu

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National Marine Educators Association (NMEA) Dr. Meghan E. Marrero President-elect National Marine Educators Association, College Park, MD, USA Professor of Science Education Mercy College, Dobbs Ferry, NY USA [email protected], 1.914.674.7889

The National Marine Educators Association (NMEA), based in the United States, is a dedicated, influential member-based organization of informal and classroom educators, employees of various federal agencies, university professors, scientists, and others from around the world working together to advance the understanding and protection of our marine and freshwater ecosystems. From scientists working in the deep sea to students studying underwater archaeology in the Great Lakes, the 800+ NMEA members are dedicated to making known the world of water, both fresh and salt.

Founded in 1976, NMEA has a more than 40-year history and hosts inspiring annual conferences of 300-400 attendees in different locations across North America. The organization is powered by 17 individual, regional chapters, which provide the on-the-ground efforts that support and promote national and international initiatives in education and conservation, such as the Ocean Literacy Campaign. NMEA has also inspired and supported the creation of the International Pacific Marine Educators Network (IPMEN), the European Marine Science Educators Association (EMSEA), the Canadian Network of Ocean Educators (CaNOE) and the Asia Marine Educators Association (AMEA), and collaborates regularly with similar associations based in Australia and beyond.

NMEA and its members have been instrumental in the United States and international ocean literacy movement since its inception. In the United States, the ocean literacy movement has been an inclusive and collaborative process aimed at improving public ocean literacy. NMEA members, with others from the scientific community, worked to first develop important resources including the Ocean Literacy: The Essential Principles and Fundamental Concepts of Ocean Sciences for Learners of All Ages and The Ocean Literacy Scope and Sequence for Grades K-12, articulating what all students should know about the ocean by the time they graduate from high school, and the Ocean Literacy Scope and Sequence for Grades K-12, which outlines what pre-college students should know about the ocean at different grade levels. NMEA has also published reports on ocean literacy, hosted in-person and online professional development workshops for educators, and worked with curriculum developers and publishers to ensure that science education resources reflect ocean literacy principles and concepts. www.marine-ed.org

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Percorsi nel Blu – Blue Paths Erika Mioni Istituto Comprensivo Statale n°2- Complesso “2 Giugno”, Viale Aldo Ferrari, 19121 La Spezia – Italy [email protected]

“Percorsi nel Blu”(Blue Paths) is a Pilot Project for best practices in Marine Science Literacy, carried out by a Science Teacher of a joint School District in La Spezia, ISA 2 “2 Giugno” ,with the aim to teach coastal monitoring techniques of coastal flora and fauna in Ligurian and Tyrrhenian Sea, surrounding “Pelagos” Mammals’ Sanctuary. Thanks to a Partnership between Schools, Marine Parks, local authorities and Research Centers (Distretto Ligure delle Tecnologie Marine-DLTM, Istituto Nazionale di Geofisica e Vulcanologia-INGV, Consiglio Nazionale delle Ricerche- Istituto di Scienze Marine – CNR ISMAR) the Project enriches students curricula and promotes the development of scientific literacy through continuous School-Training, from Kindergarten to Secondary School.

As first step of a scientific literacy process, the Project stimulates the ability in observation, the intellectual curiosity, encouraging the development of rational assumptions and disseminating basic principles of experimental scientific method. For this reason the educational approach pays particular attention to the involvement of students since Kindergarten and Primary school. It is clear that, for this age groups, it is necessary to apply specific teaching strategies (manipulative, ludic and sensorial activities) that differ from those used for older students and teenagers, who are more directly involved in real research project and training in marine monitoring activities. At this final step Blue Paths promotes the growth of scientific skills up to the Higher School level, by raising awareness of environmental issues, stimulating a positive attitude towards them within the School Community and enhancing positive Global Citizenship in a larger Community made of students but expanding the audience also to parents and volunteers. For this reason Blue Paths can represent an intergenerational resource of an active School-Citizenship in which any member (student-family) have the opportunity to learn the scientific method that characterizes the work of Researchers and can operatively feel part of a Research Project in coastal monitoring survey, contributing to increase the collection of data in order to find information on coastal habitats and on suitable strategies for their safeguarding.

Blue Paths Project involves a large number of Teams of students able to play the role of tutor and educator with the peers groups and, at the same time, to apply, with a rigorous scientific method, the monitoring techniques in the visual census of beached and underwater benthic communities in the supra- littoral, intertidal and upper infra-littoral areas. On this regard the project provides data collection during repeated monitoring campaigns at the same georeferenced monitoring stations, by month’s time laps, to estimate the qualitative and quantitative presence of beached benthic samples or of anthropogenic marine litter and to deduce information about the benthic distribution on rocky bottom with no-invasive methods. www.raiplay.it (Linea Blu - Cinque Terre -25/10/2014-video-RaiPlay). www.percorsinelblu.com

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Marine Environmental Education and Outreach (MEEO) Programme Ester Nangolo Swakopmund Namibia

The Marine Environmental Education and Outreach (MEEO) program aims to promote ocean literacy and sustainable use of marine resources/ environment of school learners/ students through experiential (hands-on) learning.

The program will deliver marine environmental education (MEE) in a holistic way, covering all major areas of the marine environment. Through hands on activities, children will be helped to build a personal connection with the ocean. With increased understanding and appreciation of the marine environment and its’ life, children will be able to contribute meaningfully to the conservation and sustainable use of it. The program aims to build future citizenry that; understand the basic principles and concepts about the ocean; can communicate meaningfully about the marine environment, and has the ability to make informed and responsible decisions about the issues facing the ocean.

Various activities are offered within the program which include fishing workshops, intertidal safaris, and open days at the aquarium, marine workshops as well as presentations at schools and seminars.

Ultimately, through this program children will be exposed to different careers in the marine industry and hopefully consider taking up careers in the marine environment and at the same time enjoy their heritage.

The main intended outcome is to increase ocean literacy amongst children and general public, resulting in change of attitude and values towards the marine environment and marine life, in a manner that is preserving, protecting and nurturing.

Link to our facebook page: https://www.facebook.com/marineeducation15/?ref=br_rs

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The Last Frontier James Nikitine [email protected] +44 (0)79 08 130 306 Geneva, Switzerland

James Nikitine (MSc) is a digital communications professional specialized in marine conservation, and more broadly, marine science. His background is in media and film, corporate communications, tourism and scuba diving. His expertise lies in conveying strong ocean conservation messages to wide audiences through the creation of digital content, videos and infographics. Ultimately, in a world where 71% is water, there is an absolute necessity to relate to the marine environment through compelling and informative content, whether through 360º VR, still images, documentaries or creative art creations (e.g. using recycled plastic). At the Ocean Literacy Conference in December 2017 in Venice, James hopes to bring solutions and ideas to the table to effectively communicate the fundamental relationship humanity has with the Ocean and how we must change it if we all want to survive together. In the context of SDG14, the Paris Agreement and our global effort towards reducing greenhouse gas emissions, protecting our Ocean is ultimately a vital effort to prioritize.

James Nikitine’s clients include the International Union for Conservation of Nature, the World Commission on Protected Areas, Green Cross International, and many others. His latest work includes a 26-minute documentary on high seas governance, ‘The Last Frontier’ shot during an oceanographic expedition to a remote seamount in the South West Indian Ocean. James Nikitine presented it at the 4th International Marine Protected Area Congress in Chile last September. He will present it at the Maison Des Océans during an exclusive scientific conference on December 14th. You can watch the film here: https://youtu.be/5jDh9VQ6ick

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More info at www.jamesnikitine.com

#MakingWaves for our ocean https://youtu.be/GHg891m1AQY

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MARINE Kaitlin Noyes Bermuda Institute of Ocean Sciences 17 Biological Station, St. Georges GE01 Bermuda [email protected] 441-297-1880 ext 238

Tapping into the natural curiosity of students and teachers alike, Mid-Atlantic Robotics IN Education (MARINE) provides experiential STEM training through the theme of underwater robotics at the Bermuda Institute of Ocean Sciences (BIOS). MARINE is rooted in Ocean Literacy Principal 7, requiring technical innovation and an interdisciplinary focus. The program supports and informs the professional development of Bermuda’s educators, and simultaneously enhances students’ personal growth, environmental stewardship, and academic achievement. There is a keen local interest in Remotely Operated Vehicles (ROVs), and training teachers to support their students’ technical and engineering needs in this relatively new field is essential. The program supports approximately 300 students and teachers annually through Project Based Learning culminating in an annual capstone challenge. MARINE’s continued partnership with the U.S.-based Marine Advanced Technology Education (MATE) Center has increased the potential for international collaboration, and has allowed students to compete to a global standard. Interaction with BIOS’s land and sea-based researchers, engineers and partners has illustrated a variety of career paths to students, utilizing BIOS’s expertise to excite students about science and engineering.

MARINE serves as a part of BIOS’s overall mission to root Bermuda’s students in Ocean Literacy through its five programs, collectively known as Ocean Academy. Ocean Academy serves approximately 1500 local student annually from ages 8-22. The Academy provides Bermuda’s current and future workforce with transferable skills rooted in STEM topics and highlights a variety of scientific and technical career pathways. By imparting knowledge, celebrating diversity, and inspiring students to explore the natural environment, Ocean Academy fosters tangible skills with discernible benefits. http://bios.edu/education/marine http://bios.edu/education/marine-rov-challenge

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Ocean Knowledge-Action Network of Future Earth and the Ocean/SDG 14 Working Group of the United Nations Major Group for Children and Youth Oghenechovwen Oghenekevwe Christopher Department of Meteorology and Climate Science, Federal University of Technology Akure, Akure, Nigeria. [email protected]

Oghenekevwe is driven by his commitment to reduce knowledge-gaps of ecosystems and have his voice stand up for people and communities facing environmental risks. Currently and with Care About Climate (careaboutclimate.org), Oghenekevwe runs a project in his university (futa.edu.ng) to help build commitments and provide credible information and education on climate change and its intersections with oceans and coastlines, as well as water and conflict. Already at 322, Oghenekevwe plans to reach 1000 university students and residents at the end of the project.

In the next month’s Oghenekevwe will play a role, as a Development Team member, in planning and identifying key sustainability research themes and communication activities for the Ocean Knowledge- Action-Network of Future Earth and its partners, by engaging an international, diverse and cross- sectoral ocean knowledge community to contribute to the success of the Ocean KAN (futureearth.org/future-earth-ocean).

Ahead of the ocean month, June, this year, Oghenekevwe provided translations in Nigerian Yoruba and Igbo languages for a children World Oceans Book. With other World Oceans Day Youth Advisory Council inaugural members (worldoceansday.org/youth), he co-developed, in partnership with UNEP’s Clean Seas Campaign, a simple way for the public to take action and express their concern about single-use plastic items in the oceans, by committing and encouraging others to reduce usage, through social media and a microwebsite (keepoceans.blue/youth). In 2016, he judged youth submissions for the UN Oceanic Photo Competition.

As a UN Major Group for Children and Youth Regional Focal Point on Oceans/SDG 14 Process, Oghenekevwe engaged 113 people from 19 West/Central African countries ahead of The Ocean Conference in June 2017, and also hosted an online consultation to enhance young people's knowledge on a range of issues, actions and challenges associated with the oceans and gathered their priorities for The Ocean Conference.

From mid-2018, Oghenekevwe plans to organize 6 debates on specific topics relating to the intersections of oceans and freshwater with climate change in at least 3 Nigerian universities. This will be a collaborative effort, and it will feature speakers from the research and stakeholder community. At the end, these debates will offer an innovative and engaging way to address topics and share knowledge, and will not only stimulate critical reflection and dialogue amongst 300 undergraduates and other learners, but also spur them to address local and scale marine and climate challenges. For increased reach, debates will be filmed and posted online.

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Lessons from the Pacific Ocean Portal: Building Pacific Island Capacity to Interpret, Apply and Communicate Ocean Information for Maritime Safety and Sustainable Development Powers-Tora Molly1, Grant Smith2, Herve Damlamian1, Jens Kruger1 1The Pacific Community Geoscience, Energy, and Maritime Division, Private Mail Bag, Suva, Fiji E-mails: [email protected], [email protected], [email protected] 2Australian Bureau of Meteorology, GPO Box 1289 Melbourne VIC 3001 E-mail: [email protected]

The Pacific Islands region is 98% ocean and Pacific Islanders are custodians of 20% of global ocean space. Our understanding of ocean dynamics, monitoring of ocean conditions, and subsequent development of science-based policy, however, are lagging far behind other regions. The need for improved access to ocean observations and information for Pacific Island countries and territories is increasingly evident, particularly in the face of a changing climate. Despite the growth of available data, however, oceanographic expertise, marine forecasting, and early warning capacity within the region is limited.

As the Pacific Island region’s principal scientific and technical organisation, the Pacific Community (SPC) is enabling Pacific Island governments to build capacity in these areas. In July 2017, SPC’s 26 member states endorsed the establishment of the Pacific Community Centre for Ocean Science (PCCOS), to strengthen collective action as one ‘Blue Pacific Continent’ by placing the Pacific Ocean at the centre of regional policy-making.

A sub-component of PCCOS, SPC’s Oceans and Maritime Programme is supporting capacity development across many sectors, including meteorology, hydrography, geospatial science, maritime governance, oceanography, disaster management, shipping and maritime departments. The Oceans and Maritime Programme recognises that national decision-makers and focal points need access to tailored information products. This is where the work of knowledge brokers is critical. SPC’s Ocean Intelligence Unit seeks to develop ocean knowledge products and tools, to build regional capacity in oceanography, and to advocate for improved ocean data, ocean services and cross-sectoral collaboration.

Through the Australian-funded Climate and Ocean Support Program in the Pacific (COSPPac), the Unit produces and distributes annual tide prediction calendars, develops videos and factsheets, delivers ocean science training, facilitates stakeholder engagement, and, importantly, maintains the Pacific Ocean Portal. This website displays ocean data relevant for applications to tourism, fishing, shipping, coastal inundation, and environmental management. Designed with a user-friendly interface, the portal serves up data from various sources including near real-time observations, historical information and forecast data displayed as maps and charts. It has been purposefully designed for the low bandwidth environments encountered in the Pacific.

COSPPac has also developed training modules to familiarise users with the portal. Since 2015, six ocean services workshops have been conducted in the Solomon Islands (Nov 2015), Fiji (Sept 2016), the Cook Islands (Nov 2016), the Marshall Islands (Mar 2017), Tuvalu (Oct 2017), and Tonga (Nov

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2017) with a range of outcomes and successes. To date, 46 meteorological staff and 64 other ocean stakeholders have participated, including 17 women. As a result of these trainings, nine ocean science posters have been developed and two countries are producing monthly Ocean Outlooks to inform stakeholders of predicted changes in sea level, sea surface temperature, king tides and coral bleaching events.

The ultimate aim of these activities is to strengthen Ocean Literacy, build national ocean science capacity, and to advocate for public policies and actions that are informed by the latest ocean research in the Pacific Islands region.

In addition to supporting international goals, such as Sustainable Development Goal 14, these activities align with the Pacific region’s ocean-oriented goals as adopted in the Framework for a Pacific Oceanscape (FPO), the Framework for Resilient Development in the Pacific (FRDP), and the Pacific Islands Meteorological Strategy (PIMS) among others.

References/ Relevant links: Advancing Pacific Ocean data networks and applications. 27 May 2016. Saipan Tribune online. Web. Accessed 29 May 2016. Framework for Resilient Development in the Pacific (FRDP). 2016. http://www.forumsec.org/resources/uploads/embeds/file/Annex%201%20- %20Framework%20for%20Resilient%20Development%20in%20the%20Pacific.pdf Framework for a Pacific Oceanscape: a catalyst for implementation of ocean policy. 2011. Grimes S. 2014. Ocean science for development in SIDS: Facts and figures. Scidev.net. Web. Accessed 29 May 2016. Pacific Islands Meteorological Strategy (PIMS). 2012. Pacific Ocean Portal. 2017. Web. Accessed 7 November 2017. Photos

Honiara, Solomon Islands November 2015

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Niue Poster illustrating ENSO Ocean impacts- Product of Nadi Workshop. September 2016

1st page of Kiribati Ocean Outlook

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Nadi, Fiji. September 2016

Rarotonga, Cook Islands. November 2016

Funafuti, Tuvalu. October 2017

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Federica Rizzetto, Ph.D Research scientist Istituto di Scienze Marine - Consiglio Nazionale delle Ricerche (ISMAR-CNR) (Institute of Marine Sciences - National Research Council) Arsenale - Tesa 104, Castello 2737/F, 30122 Venezia (Italy) Phone: +39 041 2407948, [email protected] http://www.ismar.cnr.it/

Federica Rizzetto is a geologist. Her main areas of scientific expertise include geomorphology and sedimentology. She studies the geological, geomorphological, and stratigraphic settings of coastal and shallow-water zones and their long- and short-term evolution in relation to natural and human- induced processes (including impacts of sea-level rise, climate changes, and anthropogenic pressures). Moreover, she analyses geomorphological coastal modifications to assess littoral vulnerability and risk.

Until now, her experience in ocean literacy has consisted in educational activities related to her specialist knowledge and addressed to high-school, undergraduate, and graduate students. In particular, she has been assistant supervisor of bachelor and master theses and traineeship tutor for students in Environmental Sciences. During these activities, she has provided them with the skills necessary to know the different types of coasts and their geomorphological and lithological characteristics, to understand their dynamics and the processes responsible for their changes, and to identify threats and actions aimed at counteracting negative impacts and preserving the coastal environment. She has helped the students to reach this purpose through coaching and mentoring

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PLASTICA(MENTE): a (non boring) exhibition on marine litter Francesca Ronchi1, Cinzia Piazza, Licia Finotto2, Tiziana Chieruzzi3

1 Italian National Institute for Environmental Protection and Research (ISPRA) 2 Monash University (Australia), School of Biological Sciences, Clayton 3Ministero dell'Ambiente e della Tutela del Territorio e del Mare (MATTM)

Nowadays, it becomes more and more clear that we, as human society, need to build scientific skills: technicians, researchers, and innovators will be the core of a sustainable growth in the next decades and the confidence to the scientific method is crucial for the public to make informed decisions that will shape the future.

In this context, the exhibition “PLASTICA(MENTE)” (inside joke between “plastic mind” and “plastically”) was conceived by the Italian National Institute for Environmental Protection and Research in the framework of an EU co-funded project (DeFishGear) with the aim of raising awareness on marine litter among young people by giving them the opportunity to familiarize with the scientific method.

The authors conceived and handmade every single item of the exhibition and paid particular attention in creating simple texts and attractive illustrations in order for young visitors to understand the emerging marine litter issue.

The exhibition is made of:

• Big panels in PVC presenting the main aspects of the marine litter problem: what is ML and how big is the problem; from where it comes; how long do some items last in the environment compared with the time we actually use them; main ecological and economic threats; good practices;

• Interactive boxes for a kinesthetic experience about the main threats of ML: ingestion; entanglement; damage to the marine environment; ML related problems for the fishermen;

• Installations to focus the attention of visitors on ML common items (cigarette butts, plastic bags and nets);

• Old toys found during our surveys exposed as masterpieces;

• A colorful installation representing micro-plastic long life that runs across the walls for several meters;

• A fish-shaped book with “Marine Litter News” to be browsed;

• A “young researcher” table to find micro-plastics;

• A touchscreen “gamebook” about the destiny of a plastic bottle from the moment the child decide to buy it, conceived with multiple choices to see the consequences of their choices;

• An eye-catching installation with jellyfish made from plastic bags hanging from the roof to highlight the problem of plastic ingestion;

• An installation with marine litter exposed as a museum collection to represent the “Museum of the future”;

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• A “Beach litter survey Lab” during which the class will separate and count marine litter inside the museum, filling a survey sheet and discussing the results.

The Museum of Adriatic Zoology of Chioggia (VE) “G. Olivi”, the Natural History Museum of Venice and the Civic Museum of Palaeontology and Paleethnology “Decio de Lorentiis” of Maglie (LE) have hosted the Exhibition so far. It was exposed to thousands of visitors and directly engaged hundreds of citizens, especially children.

Hopefully in the next years Plastica(mente), available also in the English language, will travel as far as possible in partnership with municipalities, the EU projects MARINA and REPAIR, private companies as Esosport and thanks to the valuable commitment of those believing in science education and in particular in marine science education.

Idea, Project & Contents: Francesca Ronchi ([email protected]), Licia Finotto ([email protected]), Tiziana Chieruzzi ([email protected])

Graphic and Illustrations, Solutions: Cinzia Piazza ([email protected])

https://www.facebook.com/plasticamente.mostra www.cinziapiazza.it www.marinaproject,eu

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#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 65 ABSTRACTS

Incredible Oceans Ian Rowlands – Director, Incredible Oceans, London, UK – [email protected] Gina Gow – Project Manager, Incredible Oceans, London, UK – [email protected] Russell Arnott – Presenter & Educational Consultant, Incredible Oceans, University of Bath, UK - [email protected] Incredible Oceans is a collaborative education outreach programme from the World Cetacean Alliance (the world’s largest partnership of cetacean stakeholders) and WhaleFest (one of the world’s largest marine festivals). Our purpose is to inspire people of all ages to understand, respect, and care about the marine environment and its inhabitants.

We collaborate with environmental researchers and social scientists to showcase the importance of marine science to different communities. We aim to develop an interdisciplinary program to support in- school education and public engagement events. To this end, we are developing a modular education program to facilitate the delivery of ocean literacy in primary schools around the UK. In the absence of meaningful marine content in the UK National Curriculum, we aim to support the existing curriculum while dealing with issues such as ocean plastics, sustainable fishing, climate change, acoustic pollution and more.

By promoting real-life research, we engage with communities of ocean users, schools, industry, academia and environmentalists. We aim to achieve effective behaviour changes to address global issues and to build capacity for those excluded from scientific learning about the marine environment.

With a team of scientists, presenters, artists, and performers, we work to foster high-impact and lasting relationships. Most recently, Incredible Oceans successfully led the BLUEPRINT consortium bid for one of six grants available from the National Environmental Research Council (NERC) to equip the environmental research sector with the ability to deliver effective public engagement.

Working alongside eight other UK marine research organisations, BLUEPRINT aims to consolidate learning, expertise and training to create innovative activities in public engagement. By combining scientists, facilitators, creatives and media communicators, the aim is to equip researchers with the capacity to engage people in conversations on the future of our seas.

Overall, Incredible Oceans aims to leave a legacy of effective ocean literacy believing that everyone should know the value of our oceans. We aim to educate communities so that regardless of background, all people have equal opportunities to engage with our seas and are empowered to affect global issues

1. Relevant links: www.incredibleoceans.org

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#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 67 ABSTRACTS

Role of AMEA for Sustainable Development Goals Tsuyoshi Sasaki Chair, Asia Marine Educators Association (AMEA) Associate Professor, Tokyo University of Marine Science and Technology Konan 4-5-7, Minato-Ward, Tokyo 108-8477, Japan E-mail: [email protected]

Asian countries are located on the east side of the Eurasian Continent and have the world's highest Himalayas and the world's deepest Mariana Trench. And Asia has the largest number of islands in the world. The continent and islands and the ocean are connected by a river, and in addition to the world's premier rivers such as Amur River, Yellow River, Yangtze River, Mekong River, Indus River, and each islands have many small rivers which are poured into the ocean. And it is a characteristic that Asia has various relationships with land and ocean. Under such circumstances, Asia has highest bio-diversity of marine organisms in the world. People have worshiped ocean, cherished their ancestors and parents and brothers, and the relationship between ocean and people, built tradition and culture and continued to live since thousands of years ago.

However, while having a blessed ocean environment and bio-cultural diversities, the history of social interaction with natural disasters has been long and continues today. Recently, Typhoons, floods, earthquakes, and tsunamis have caused immense damage to humans. The situation that cannot be predicted will continue in the future. And, it is also true that human activities rapidly become active, and are causing the deterioration of the marine environment such as carbon dioxide emissions, and overfishing, bi-catching, illegal fishery, etc. In this situation, there is the possibility that we cannot live in the environment peacefully for the future.

So, how should we solve it? The answer is to have literacy that respects people's relationships, the culture and history that arise from ocean. In particular, having ocean literacy to understand the relationship between the ocean and people guarantees the sustainability of the future of Asia. Because the ocean is involved with all people. By recognizing the appearance of its relationship between a healthy ocean and humans, by deepening the recognition more widely, we respect each other and raise the value of the relationship between the ocean and humans.

We AMEA Asia Marine Educators Association will be able to maximize the sustainability of society by cultivating human resources who can examine, recognize, understand and share such a healthy ocean and human interaction. The existence of ocean literacy as a common recognition linking scientific knowledge with traditional knowledge is crucial important. We have discussed with fruitful and interactive collaboration how to train personnel with such ocean perception, and what kind of method is best to do.

AMEA was established in 2015, and have been collaborating with NMEA, EMSEA, IPMEN.

1) Beach Cleanup Carnival was conducted in Bangladesh, Japan, Taiwan, South Africa in Oct. 14, 2017.

2) International Asian High School Network For Investigating Micro-Plastics in 2017 beginning.

3) Each chapter countries engage formal and non-formal educational programs fostering ocean literacy

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The need to teach the sea: ocean literacy and ocean citizenship in Italian primary schools Enrico Squarcina, Università degli Studi di Milano Bicocca, Italy ([email protected]) Valeria Pecorelli, Università degli Studi di Milano Bicocca, Italy

In Italy, beside its 7.500 km of coasts and the need to save the Mediterranean habitat, the debate generally devoted to ocean literacy issues is still underdeveloped. Italian school is reluctant to effectively pursue the marine environmental education despite the main national educational agency’s (MIUR) guidelines. From an institutional point of view no targeted strategy is suggested to approach neither ocean literacy nor in creating ocean citizenship.

As human geographers yearly lecturing to 400 “teachers to be” we wonder how can we help to make the difference in developing ocean literacy. For this reason, we have set up a research group named GREAM (Gruppo Ricerca Educazione Ambientale Marina) a research group for sea environment education whose purpose is to investigate whether and how marine environmental education is dealt with at school in Italy. Moreover, we are committed in studying approaches and tools to spread marine environmental education to love the sea as we firmly believe that an affective appropriation of a space is the initial step towards its understanding and care.

Our work resonates with the recent overseas studies and aims at relaunching the discussion on the meaning of ocean literacy first and secondly on the citizenship. In this perspective, we have carried out two distinct case studies, both related to the Italian primary school system. The first named “My Sea” deals with an extended analysis on the significance of the sea - stereotypes, representations, feelings - as expressed in the form of art works by more than 540 Italian students aged 9 - 10 years old divided in 24 classes and supported by 22 teachers and trainees in the Bachelor of Science in Primary Education. The aim is to explore the idea of children in this space that not only covers about two-thirds of the Earth's surface but at the same time is real and symbolic, loaded with values and theater of infinite narratives (Squarcina, 2015).

The second piece of research presents a visual and textual analysis on the largely adopted primary school textbooks to explore how the sea and its related issues are presented and developed. A content analysis was based on a set of ministerial documents - such as Linee guida e Indicazioni nazionali- and around 30 primary school textbooks. The investi- gated books were published between 2009 and 2016 and are still in use in Italian schools by students from grade 3 to grade 5. As a matter of fact, in primary schools, the result of such a distance is also due to the contents scarcity, banality and the rhetoric’s in representing the sea by school books.

Keywords: ocean literacy, ocean citizenship, Italian primary school, geography

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UNEP-WCMC Ocean Literacy Initiative Josie Wastell, Holly Griffin, Steve Fletcher, UN Environment World Conservation Monitoring Centre (UNEP-WCMC) [email protected] UN Environment World Conservation Monitoring Centre 219 Huntingdon Road, Cambridge CB3 0DL, United Kingdom

The Ocean Literacy Initiative is a key component of UNEP-WCMC’s 2017-2020 strategy for supporting the transition to a healthy ocean. The Initiative will seek to influence and support the uptake of ocean literacy and citizen behaviour change strategies in the delivery of global ocean goals and targets, such as Sustainable Development Goal (SDG) 14. We have already developed an advice note on the use of ocean literacy and citizen behaviour change approaches to support ecosystem conservation.

In addition, UNEP-WCMC made a voluntary commitment at the UN Oceans Conference in June 2017 to catalyse ocean literacy (#OceanAction21016). We are actively exploring how ocean literacy can be catalysed to generate behaviour changes that support SDG14 targets. This involves working with new collaborators in disciplines including environmental psychology, economics, and social marketing.

To support our new focus on ocean literacy and citizen engagement, the marine team at UNEP-WCMC is expanding. We are a multi-disciplinary team covering global marine policy, marine spatial planning and marine biodiversity data and modelling, with the recent addition of marine social scientists to support the implementation of the Ocean Literacy Initiative.

We also support the University of Cambridge’s MPhil in Conservation Leadership, helping to shape the next generation of conservation leaders. We work with the students to develop their ability to address the conservation leadership challenges of catalysing ocean literacy and citizen engagement in ocean conservation, both globally and within their home countries.

Finally, we also seek to lead by example by communicating the outcomes and aims of our work to a wider public audience. We have been engaging with UK school exam boards to integrate elements of our marine conservation work into the school curriculum for 15-19 year olds. Our aim is to instil in students a more comprehensive understanding of ocean conservation issues, and in doing so support the development of a new generation of marine citizens.

UNEP-WCMC’s voluntary ocean commitments: https://www.unep-wcmc.org/news/unep-wcmc- volunteers-ocean-commitments

The UNEP-WCMC marine programme: https://www.unep-wcmc.org/employees

The University of Cambridge’s MPhil in Conservation Leadership: https://www.geog.cam.ac.uk/graduate/mphil/conservation/

UNEP-WCMC’s contribution to UK exam board OCR’s Geography syllabus: https://www.ocr.org.uk/qualifications/as-a-level-gce-geography-h081-h481-from-2016/delivery- guide/component-ge002-02-geographical-debates/delivery-guide-asgedg008-topic-23-exploring- oceans-as

@unepwcmc

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Harnessing citizen behaviour change to protect coral ecosystems A campaign briefing note to support the development of behaviour change strategies for the Global Coral Reef Partnership Josie Wastell, Hazel Thornton, Holly Griffin, Steve Fletcher, UN Environment World Conservation Monitoring Centre (UNEP-WCMC) [email protected] UN Environment World Conservation Monitoring Centre 219 Huntingdon Road Cambridge CB3 0DL United Kingdom

Coral reefs are diverse and productive marine ecosystems, providing essential ecosystem services such as coastal protection, food security, income, biodiversity and cultural significance. They are under pressure from global warming, ocean acidification and destructive fishing practises, and as such various international agreements have recognised the need for sustainable management of coral reefs, and the importance of engaging citizens in ocean conservation. In particular, United Nations Environment Assembly resolution 2/12 includes “recognizing that education, capacity building and knowledge transfer with regards to the importance of coral reefs […] are crucial” (Paragraph. 3).

As a result, UN Environment World Conservation Monitoring Centre (UNEP-WCMC), in partnership with the International Coral Reef Initiative (ICRI) Secretariat, The Reef-World Foundation and Pierre- Yves Cousteau, is developing a briefing note for to guide the use of citizen behaviour change strategies to protect coral ecosystems. This briefing note will inform UN Environment’s 2018 global campaign to relieve the pressure of reef tourism on coral reefs by changing tourist behaviours that have an impact on coral reef ecosystem health. This campaign is timed to coincide with the International Year of the Reef (IYOR) 2018. This will provide a step-change in our understanding of how citizen behaviour can be influenced to support conservation and sustainable use of coral ecosystems.

We identified behaviour-impact pathways through which tourist behaviour affects coral ecosystems, including the underlying causes, motivations and drivers of relevant behaviours. An expert and key stakeholder workshop was convened, which brought together a wide ranging group including social marketing experts, environmental behavioural psychologists, coral reef ecologists, dive industry representatives and government officials. The group worked to identify points in the impact pathway for intervention, and to design potential behaviour change interventions intended to reduce the impact of the most damaging tourist-related behaviours on coral ecosystems. The campaign briefing note details a seven-step process to support campaign communications and the development of appropriate behaviour change strategies. In particular, this document highlights the importance of segmenting the target audience, and identifying appropriately tailored and relevant messaging for each segment in order to have maximum impact. This document also identifies areas where further research will be required in order to understand variation across the audience.

International Year of the Reef 2018: https://www.icriforum.org/about-icri/iyor

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UNEP-WCMC’s coral reef workshops: https://www.unep-wcmc.org/news/pierre-yves-cousteau-joins- unep-wcmc-for-coral-reef-workshops

@unepwcmc @IYOR2018 @ICRI_Coral_Reef

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 73 LIST OF PARTICIPANTS as of 28 November 2017

# Name Surname Affiliation

1 Faiza Al-Yamani Kuwait Institute for Scientific Research

2 Hamza-Chaffai Amel Sfax University

3 Russell Arnott University of Bath

4 Manuel Ayap Department of Foreign Affairs – Maritime and Ocean Affairs Office

5 Kaitlin Baird Bermuda Institute of Ocean Science (BIOS)

6 Jose Jr. Barlis Maritime Acdemy of Asia and the Pacific

7 Abdellaoui Benyounes Institut National de Recherche Halieutique

8 Mariasole Bianco IUCN, Worldrise, Rai, University of Genoa

9 Silvia Bonizzoni Dolphin Biology and Conservation

10 Franco Borgogno European Research Institute

11 Marco Borra Stazione Zoologica Anton Dohrn

12 Vittorio Brando CNR ISAC

13 Sandro Carniel CNR ISMAR

14 Rudolph Carroll National Enviromnent and Planning Agency

15 Kevin Chand Maldives Mission to the UN New York/ Islands First

16 Antidia Citores Surfrider

17 Alessia Clocchiatti European Commission

18 Giovanni Coppini Euro-Mediterranean Centre on Climate Change, Foundation

19 Alessia Crivelli One Ocean Foundation

20 Fiona Crouch European Marine Science Educators Association

21 Klaas De Boer European Parliament De los Angeles 22 Maria Acuario Nacional de Cuba Serrano Jerez 23 Ana Vitoria Tereza De Magalhaes French agency of biodiversity

24 Maurizio De Marte Italian Hydrographic Institute

25 Willem De Moor JPI Oceans

26 Gloria De Paoli ResponSEAble - ACTeon

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 74 LIST OF PARTICIPANTS as of 28 November 2017

# Name Surname Affiliation

27 Maddalena De Virgilio Osservatorio del Mare a Molfetta

28 Barbara Degani Ministero dell'Ambiente e della Tutela del Territorio e del Mare

29 Carlos Del Cairo Universidad Externado

30 Federico Demontis European Research Institute

31 Dina Eparkhina European Global Ocean Observing System

32 Federico Fabbri University IUAV of Venice

33 Josefin III Fajardo Maritime Academy of Asia and the Pacific

34 Francesco M. Falcieri CNR-ISMAR

35 Kerstin Forsberg Planeta Oceano

36 Lara Funk University of Edinburgh

37 Tiago Garcia EurOcean

38 Luisa Fernanda Gordillo Lazarte Ca'Foscari

39 Mohamed Hassan National Institute of Oceanography and Fisheries

40 Luis Alfredo Icochea Salas Faculty of Fisheries in La Molina National Agrarian University

41 Bamy Idrissa Lamine Centre National des Sciences Halieutiques de Boussoura

42 Roberta Ivaldi Italian Hydrographic Institute

43 Johnson Jament Jament Friends of Marine Life

44 Jocelyne Kazadi Mpemba Ministry of Environment and Sustainable Development

45 Paula Keener National Oceanic and Atmospheric Administration Ministére de la Pêche et de l'Economie Maritime (MPEM)-Direction 46 Arame Ndiaye Keita des Pêches Martimes 47 Marina Locritani Istituto Nazionale di Geofisica e Vulcanologia (INGV)

48 Yoko Lu Global Youth Biodiversity Network

49 Susanna Manuele InforMARE

50 Meghan Marrero National Marine Educators Association/Mercy College

51 Martina Mazzuccato Student

52 Tierry Medeiros Federal University of São Paulo

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 75 LIST OF PARTICIPANTS as of 28 November 2017

# Name Surname Affiliation

53 Gesine Meissner European Parliament

54 Erika Mioni Istituto Comprensivo ISA 2 "2 Giugno" - La Spezia

55 Daniele Moretti Sky News

56 Norma Patricia Munoz Instituto Politécnico Nacional

57 Mohammad Muslem Uddin University of Chittagong

58 James Nikitine IUCN Oghenekevwe 59 Oghenechovwen Future Earth & UN Major Group for Children and Youth Christopher 60 Jan Pachner One Ocean Foundation Consorzio Tecnomar Liguria // La Spezia EPS Special Agency of the 61 Cristina Pagni Chamber of Commerce of Riviere di Liguria 62 Michael Palmgren SEA-U Marine Science Center

63 Robert Pani Pilla Friends of Marine Life

64 Ingrid Pastor UNESCO IOC

65 Gianluca Pedemonte Scuola di Robotica

66 Loreley Picourt Ocean and Climate Platform

67 Teresa Pina Oceano Azul Foundation/Oceanário de Lisboa

68 Nadia Pinardi University of Bologna

69 Peter Pissierssens UNESCO IOC

70 Molly Powers The Pacific Community-- Geoscience, Energy and Maritime Division

71 Monica Previati InforMARE

72 Markus Reymann TBA21

73 Federica Rizzetto CNR ISMAR

74 Rita Rocha Colégio Luso-Francês High School

75 Hentinger Romy Foundation Tara expeditions

76 Francesca Ronchi ISPRA

77 Fabio Rossetto InforMARE

78 Mario Enrique Ruedas Racines University of Colombia

#OceanLiteracy4all International Ocean Literacy Conference - 4, 5 December 2017 76 LIST OF PARTICIPANTS as of 28 November 2017

# Name Surname Affiliation

79 Vladimir Ryabinin UNESCO IOC

80 Eiji Sakai Ocean Policy Research Institute of the Sasakawa Peace Foundation

81 Selvaggia Santin UNESCO IOC, CMCC

82 Francesca Santoro UNESCO IOC

83 Tsuyoshi Sasaki Tokyo University of Marine Science and Technology

84 Katrin Schroeder CNR ISMAR

85 Neeshad Shafi CoalitionWILD

86 Enrico Squarcina Università degli Studi di Milano Bicocca

87 Janet Stalker Ocean School

88 Russell Stevens Two Oceans Aquarium

89 Mascha Stroobant Distretto Ligure delle Tecnologie Marine (DLTM) Thompson- 90 Ana Luiza UNESCO Flores 91 Peter Thomson UN

92 Peter Tuddenham College of Exploration

93 Maurizio Vaccari InforMARE

94 Séverine Vasselin Watertrek

95 Francesca Von Habsburg TBA21

96 Julien Voyé Institut océanographique Paul Ricard, Ocean and Climate Platform

97 Nina Wambiji Kenya marine and Fisheries Research Institute

98 Josie Wastell UN Environment World Conservation Monitoring Centre

99 Enrico Zambianchi CoNISMa and Parthenope University

100 Stergios Zarkogiannis National and Kapodistrian University of Athens

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