Sea Turtle Conservation

Artificial night lights pose a major threat to multiple species. However, this threat is often disregarded in conservation management and action because it is difficult to quantify its effect. Increasing availability of high spatial-resolution satellite images may enable us to better incorporate this threat into future work, particularly in highly modified ecosystems such as the coastal zone. In this study we examine the potential of satellite night light imagery to predict the distribution of the endangered loggerhead (Caretta caretta) and green (Chelonia mydas) sea turtle nests in the eastern Mediterranean coastline. Using remote sensing tools and high resolution data derived from the SAC-C satellite and the International Space Station, we examined the relationship between the long term spatial patterns of sea turtle nests and the intensity of night lights along Israel's entire Mediterranean coastline. We found that sea turtles nests are negatively related to night light intensity and are concentrated in darker sections along the coast. Our resulting GLMs showed that night lights were a significant factor for explaining the distribution of sea turtle nests. Other significant variables included: cliff presence, human population density and infrastructure. This study is one of the first to show that night lights estimated with satellite-based imagery can be used to help explain sea turtle nesting activity at a detailed resolution over large areas. This approach can facilitate the management of species affected by night lights, and will be particularly useful in areas that are inaccessible or where broad-scale prioritization of conservation action is required.

Artificial night lights pose a major threat to multiple species. However, this threat is often disregarded in conservation management and action because it is difficult to quantify its effect. Increasing availability of high spatial-resolution satellite images may enable us to better incorporate this threat into future work, particularly in highly modified ecosystems such as the coastal zone. In this study we examine the potential of satellite night light imagery to predict the distribution of the endangered loggerhead (Caretta caretta) and green (Chelonia mydas) sea turtle nests in the eastern Mediterranean coastline. Using remote sensing tools and high resolution data derived from the SAC-C satellite and the International Space Station, we examined the relationship between the long term spatial patterns of sea turtle nests and the intensity of night lights along Israel's entire Mediterranean coastline. We found that sea turtles nests are negatively related to night light intensity and are concentrated in darker sections along the coast. Our resulting GLMs showed that night lights were a significant factor for explaining the distribution of sea turtle nests. Other significant variables included: cliff presence, human population density and infrastructure. This study is one of the first to show that night lights estimated with satellite-based imagery can be used to help explain sea turtle nesting activity at a detailed resolution over large areas. This approach can facilitate the management of species affected by night lights, and will be particularly useful in areas that are inaccessible or where broad-scale prioritization of conservation action is required.

This book has considered the place of ethics in the curriculum and the contribution that can be made to students' thinking that potentially will contribute to a broadening of scientific and technological literacy. Although there is debate about the place of ethics in the curriculum we hope that this book has contributed to that debate and moved it on. While we have argued that ethics, and in particular bioethics, is a small part of the curriculum, nevertheless we consider it to be an important part and one that needs to be done well. The introduction of ethics is already seen by students as an important part of their education and connects school science and technology with the worlds in which they live. It has the potential to connect directly with their concerns and the issues that they consider important. The introduction of ethics, rather than being another area of content to be 'learnt', can also be used as a framework to enhance students' thinking skills. In developing ideas about, and approaches to, ethical thinking an important aspect then is to develop conceptual frameworks of how students make progress in ethical thinking. Rather than progression being absolute or fixed, it is probably more useful to develop ideas about the characteristics of ethical thinking and develop strategies to assist students to make progress with these characteristics in mind. These characteristics were highlighted in chapter 2 and provided a framework for the rest of book. Making the ethics component relate to relevant work and real issues seems to help engage students in the learning, and should aim to provide opportunities for heightening ethical sensitivity, increasing ethical knowledge, and improving deliberation and justification skills. It should extend students' ability to analyse key concepts and principles, integrate the appropriate scientific and technological knowledge, as well as provide for the enhancement of critical thinking, argumentation skills, and sensitivity to the rights and views of others. An essential premise of our work has been that ethical thinking must engage with the relevant knowledge base, for example science, technology, socio-science. A key feature for successful implementation centres on teacher knowledge in both the planning and the implementation of appropriate authentic classroom experiences. The teacher needs to be able to integrate knowledge of the issue or topic with knowledge of ethical reasoning approaches. Teachers need to teach their students explicitly about ethical principles and a decision-making process. Consideration must also be given to appropriate classroom practice, including knowledge of the curriculum, knowledge of specific teaching and assessment strategies that enable students to develop and extend their own knowledge and understanding, as well as

Environmental Impacts and Implications of the COVID-19 Pandemic, EJAIB 30 (8) (October):) and benefited through comments from other persons as well. https://www.eubios.info/world_emergency_covid19_pandemic_ethic s_committee 9 These issues are being discussed in the WeCope Committee report on CVOID-19 and the New World Order.

Artificial night lights pose a major threat to multiple species. However, this threat is often disregarded in conservation management and action because it is difficult to quantify its effect. Increasing availability of high spatial-resolution satellite images may enable us to better incorporate this threat into future work, particularly in highly modified ecosystems such as the coastal zone. In this study we examine the potential of satellite night light imagery to predict the distribution of the endangered loggerhead (Caretta caretta) and green (Chelonia mydas) sea turtle nests in the eastern Mediterranean coastline. Using remote sensing tools and high resolution data derived from the SAC-C satellite and the International Space Station, we examined the relationship between the long term spatial patterns of sea turtle nests and the intensity of night lights along Israel's entire Mediterranean coastline. We found that sea turtles nests are negatively related to night light intensity and are concentrated in darker sections along the coast. Our resulting GLMs showed that night lights were a significant factor for explaining the distribution of sea turtle nests. Other significant variables included: cliff presence, human population density and infrastructure. This study is one of the first to show that night lights estimated with satellite-based imagery can be used to help explain sea turtle nesting activity at a detailed resolution over large areas. This approach can facilitate the management of species affected by night lights, and will be particularly useful in areas that are inaccessible or where broad-scale prioritization of conservation action is required.

We report on deaths of Olive ridley turtle (Lepidochelys olivacea) at the Pudupettai beach on the Tamilnadu coast of India. The study was conducted during the period of January 2021 to March 2021. A total of 29 dead Olive Ridley turtle was counted and almost all the deaths caused due to unnatural incidents. Direct evidences of fatal injuries were observed on the body parts. As well as, evidences of pollutants were found on the beach.

Environmental Impacts and Implications of the COVID-19 Pandemic, EJAIB 30 (8) (October):) and benefited through comments from other persons as well. https://www.eubios.info/world_emergency_covid19_pandemic_ethic s_committee 9 These issues are being discussed in the WeCope Committee report on CVOID-19 and the New World Order.

While tropical and subtropical coastal areas are considered prime areas for a wide range of tourism projects, they also host important sea turtle nesting grounds. Preserving these nesting areas is critical to ensure reproductive success and maintain viable sea turtle populations. The northern coast of the State of Bahia, in northeastern Brazil, is an important sea turtle nesting ground. Sea turtle conservation activities in Brazil began in 1980, focusing initially on reducing harvesting of nesting females and egg collection. Recently, new threats resulting from unplanned coastal development have emerged. In this paper, a geospatial tool, as an initiative of the Brazilian National Sea Turtle Conservation Program (TAMAR) to identify key areas for sea turtle nesting along the coast northern coast of Bahia, is presented. A Sensitivity Map was created, using a detailed GIS map graded by colors representing relevance levels of the coast for sea turtle nesting. From this map, recommendations of management practices that correspond to each sensitivity category can be made. This methodology allows for the identification of critical sea turtle habitats and the subsequent implementation of mitigation measures at nesting beaches, as well support coastal management policies.

The aim of this study was to compare the efficacy and effects on acid-base and electrolyte status of several crystalloid fluids in 57 stranded juvenile loggerhead turtles. Methods Within a rehabilitation program four different crystalloid fluids were administered (0.9% Na Cl solution; 5% dextrose + 0.9% Na Cl solutions 1:1; 0.9% Na Cl + lactated Ringer's solutions 1:1; lactated Ringer's solution). Crystalloid fluids were intracoelomically administered during three days (20 ml/kg/day). Animals were sampled at three different moments: Upon admission for evaluating the type of acid-base or biochemical disorder, post-fluid therapy treatment for controlling the evolution of the disorder, and post-recovery period for obtaining the baseline values for rehabilitated loggerhead turtles. Each sample was analyzed with a portable electronic blood analyzer for pH, pO 2 , pCO 2 , lactate, sodium, potassium, chloride, glucose, and BUN concentration. Admission and post-fluid therapy treatment values were compared with those obtained for each turtle immediately before release.

Technology education is a well-established field of knowledge whose applications have many ramifications. For example, technology education may be used as a tool in meeting the challenges of sustainable development. However, the usefulness of technology education to the sustainability debate as a whole and to education for sustainable development in particular, has largely been overlooked in the past. Indeed, there is a paucity of academic studies which examine the contribution technology education may provide to education for sustainable development. On the basis of the need to address this knowledge gap, this paper reviews the state of affairs in relation to education for sustainable development and considers its links and appropriateness to technology education. A further objective of this paper is to present examples of initiatives and existing practices around the world, drawing partly from the results of the 1st European Conference on Education for Sustainable Development held in Greece in October 2007, as well as from other initiatives undertaken in Europe and North America. Finally, some measures that may be adopted in order to enhance the contribution of technology education to education for sustainable development are outlined.

espanolSe evaluo el crecimiento inicial de Handroanthus serratifolius (Vahl) S.O. Grose. (Lapacho-amarillo amazonico) y Handroanthus ochraceus (Cham.) Mattos (Lapacho-amarillo de la Savana), cultivados bajo pantallas de sombreado negras y coloridas. El delineamiento utilizado fue completamente al azar en esquema factorial 2×5 (especies × coberturas) con 16 repeticiones, en dos experimentos: el primero con los tratamientos de pleno sol y pantallas negras con 37,89; 57,57; 71,17 y 85,66% de retencion de la radiacion global; y el segundo con las pantallas de ~60% de sombreado en los colores rojo, azul, verde, plata y negro. Las variables altura, diametro del colecto y numero de hojas y foliolos, se midieron cada 20 dias. Un analisis destructivo con siete de las repeticiones fue realizado al final del periodo experimental para la obtencion de las masas secas de hojas, tallo y raices, asi como el area foliar. Los datos fueron sometidos al analisis de varianza, regresiones y test Tukey al...

The purpose of the project was to research, develop and trial a framework for bioethics education in New Zealand schools. A comprehensive literature review provided the basis for the development of a conceptual framework for ethical thinking within science and technology education in particular, and a bioethics 'toolkit' designed for use in both primary and secondary school classrooms. The usefulness of the toolkit was evaluated through classroom-trials with teachers and their Year one, three and four, five and six, eight, nine, twelve, and thirteen students (ages five, seven and eight, nine and ten, twelve, thirteen, sixteen and seventeen yearolds, respectively). The outcome is an evidence-based model for bioethics education in New Zealand schools.

The purpose of the project was to research, develop and trial a framework for bioethics education in New Zealand schools. A comprehensive literature review provided the basis for the development of a conceptual framework for ethical thinking within science and technology education in particular, and a bioethics 'toolkit' designed for use in both primary and secondary school classrooms. The usefulness of the toolkit was evaluated through classroom-trials with teachers and their Year one, three and four, five and six, eight, nine, twelve, and thirteen students (ages five, seven and eight, nine and ten, twelve, thirteen, sixteen and seventeen yearolds, respectively). The outcome is an evidence-based model for bioethics education in New Zealand schools.

Inhabitants of Planet Earth are experiencing environmental tensions brought about by the different problems plaguing the environment prompting the researcher to conduct a study on navigating environmental education practices in promoting environmental awareness and education. To answer this problem, the researcher employed a quantitative-qualitative method of research using the modified survey questionnaire from Eriko Arai and Shauna Sprules and the developed interview guide for the selected participants. Findings show that the majority is integrating environmental education, and it is evident in sciences, social studies, and values education. Integration, in this regard, was done weekly. On the other hand, activities that helped students learn about sound environment practices were lecturing, hands-on outdoor learning, and field trips that encourage the planting of trees, recycling, greening schoolyards, etc. Findings also reflected that the majority of the teachers did not discuss the different perspectives of environmental issues. When they discussed, they did not encourage students to form their views and ideas on different environmental issues. However, teachers were all eager to integrate environmental education despite barriers such as curriculum materials and teachers' competencies. Along this line, the study suggests for the development of instructional materials and training for teachers in the teaching and integration of environmental education in the different subject areas.

The teaching of English as a Second Language with respect to young learners emphasizes a communicative approach to learning. However, communicating with others inherently carries an unspoken value system by those involved. Expanding the horizons of English teaching and explicitly teaching values provides motivating factors and classroom building activities that bond students together and enhance their learning experience. This article provides an account of teachers' personal experiences based on values projects and the teaching of values such as respect, compassion, cooperation, caring, perseverance, and lifelong learning. These values were taught through various means, by classroom discussions, using video clips and by doing individual and group projects. The school's English newspaper (The Anatolia Sun) was the venue for exhibiting students' work and supporting students into using these values as "tools" for a better tomorrow.

Like the layers of an onion, the SCISTP Learning Model represents a layered learning process, each layer representing a different process; with all layers constantly practiced as students take presented information and are guided through various processes  to reach a mastery of each. Eventually they develop a level of performance enabling them to operate independently, often returning as mentors, and carrying  their experiential learning back into successive cohorts of students in their classrooms.

LAYERED POGIL (TM)

Gale A. Bishop, Brian K. Meyer, Jaynie L. Gaskin, R. Kelly Vance, Brian M. Shamblin, & Campbell J. Nairn

"Scientists involved in sea turtle conservation on St. Catherines Island, Georgia, a "Sentinel Island," for barrier islands coasts around the world have documented deterioration of sea turtle nesting habitat during the current sea level rise against the continents in "The Modern Transgression." Deterioration of nesting habitat (declining from 25% to 6.2% adequate nesting habitat in two decades) has resulted from rapid erosion of backbeach nesting habitat at 3.0 to 6.0 m/year, including fragmentation of three beaches in 1990 into seven beaches in 2016. The formation of coastal features such as washover fans and wash-in fans, produced as sand washes over the berm into backbeach marsh meadows and into backbeach maritime forests, and erosion have lead to the development of nearly continuous tree "boneyards," scarps, and relict marsh mud exposures along most of the St. Catherines 20 km of beaches. All these phenomena contribute to extremely difficult nesting conditions for loggerhead sea turtles [Caretta caretta Linnaeus (1758)] as indicated by a 2:1 non-nesting crawlway to nesting crawlway ratio. This habitat decline, tracked by a "Rapid Habitat Survey;" forces relocation of up to 80% of "at risk" or "doomed" nests into nearby areas still being used by nesting sea turtles. Such sites act as nurturies to relocated nests. "The Modern Transgression” is driven by rising sea level, exacerbated by impoundment of
sediment in coastal rivers to the north that diminishes the southward flow of sand
along the Georgia coast and removal of sediment by dredging at ports, such as the
Savannah Ship Channel, that disturbs the equilibrium of sand moving through the
Georgia beach system, leading to its designation in 2014 as “Critical Habitat for the
northwestern Atlantic Loggerhead subpopulation of Loggerhead Sea Turtles.”
Erosional effects are expected to accelerate as the rise of sea level accelerates, leading
to increasing barrier island erosion and deterioration of loggerhead sea turtle nesting
habitat on St. Catherines Island; providing a model for future conservation up and
down the southeastern coast of the USA, and around the world.

The pattern of nesting by loggerhead sea turtles on St. Catherines Island during
The Modern Transgression has led to the documentation of nesting in small,
ephemeral pockets of available, adequate habitat on washover fans on low areas,
washin fans along the Maritime Forest edges, and on grassy meadows behind some
beaches; defined as “Pocket Nesting.” By studying the patterns of nesting responses
to The Modern Transgression, we hope to predict the future nesting patterns of sea
turtles as sea level continues to rise, and to inform the history of nesting during
transgressions during the past 125 million years. Initial conservation response to
rising sea level has been an increasing rate of relocation into nearby areas still being
successfully used by nesting turtles, i.e. into nuturies. Management experience,
particularly in 2016, indicates we need to be poised to respond to explosive
depredation and extreme weather events. As habitat continues to deteriorate, we
anticipate nests will eventually have to be relocated into hatcheries."

[Then they fired me April 24, 2017.]

Executive Summary

This report aims to promote a greater understanding of the diverse approaches to teaching environmental ethics. It seeks to define concepts, sample programs and identify good practices in environmental ethics teaching, as well as to encourage communication and collaboration through the sharing of diverse experiences. This book hopes to build a conceptual framework for understanding the nature of environmental ethics teaching and learning.

There is no standardized approach to teaching environmental ethics, no single “appropriate” method, nor is there a “correct” view of what is environmentally ethical behavior. This book will highlight some of the diverse strategies used in teaching and fostering ethical development among different countries and communities, providing a discussion of the various frameworks used in the planning, organization and education on the subject of environmental ethics.

Environmental ethics is an important component of bioethics, and both are interdisciplinary. Environmental Ethics Education (EEE) should be considered an essential component of Environmental Education (EE). EEE is found in both formal and non-formal education, and is critical to implement the Sustainable Development Goals (SDGs).

After general analysis the later half of the book presents illustrative case studies of Environmental Ethics Education (EEE) in India, Vietnam, the Philippines, and Thailand. The case studies present examples of the roles that law and society can play in EEE, for example, the case of Animal Ethics and Promoting Sea Turtle Conservation demonstrates EEE with examples of materials that can be used. The case study of bioethics education in Thai secondary schools is linked to the concept of sufficiency economy. Through linkage of practical examples and theoretical concepts, we hope that this book will stimulate readers to apply innovation to sustainable change to love life and the environment.

The study of the environment ranging from living things both plants and animals and non-living things require the good knowledge and skills of studying ecology and the ecosystem. Without the knowledge of field ecosystem and the environment, the studying of ecology will be very hard to achieve in the four corners of the classroom alone. Qualitative education in the study of ecology entails the effective use of teaching methods, and the materials in the learning process.

A 10 km long beach was surveyed in 2003 and 2006, during the breeding season of January to March, to
obtain basic data on sea turtles nesting in Sriharikota and identify conservation issues. A total of 27 nests and 60 nests of of olive ridley turtles were recorded during the 2003 and 2006 breeding seasons respectively. Nest predation, adult mortality, coastal plantation are found as a major threats.

Puducherry, is a small Union Territory of India, located along the southern east coast of India with coastline of 45 km. This coastline is being used for nesting of sea turtles, especially Olive Ridley and Green Sea turtles, but the coastline was observed as highly dynamic and rapidly changing probably due to anthropogenic pressures in the recent past. Therefore, this study aimed to detect the land use and land cover change in the recent past and its impact on the nesting beaches of sea turtles. Land use/land cover patterns between 2004 and 2015 were visually interpreted and assessed for its changes. High sporadic nesting of sea turtles was reported on the beaches of Nallavadu village before 2004 but due to significant changes in the land use of adjoining areas of the beach that resulted in decline of nesting of sea turtles. Larger portion of agricultural land adjoining to nesting beach was converted into aquaculture and built up areas that deterred more sea turtles use the beaches for nesting. Similarly, another fishing village Vanjiur where 116 hectares of agriculture land along nesting beach was converted to aquaculture and built up has resulted in decline of nesting of sea turtles. It was found that arable lands along turtle nesting beaches were shrunk due to demand from other developing sectors such as aquaculture, tourism and real estate. Therefore, we propose to declare remaining critical sea turtle nesting beaches of Pudchurry such as beaches between Nallavadu and Moorthikuppam villages, and beaches around Arasalar River, Karaikal as ‘Community or Conservation Reserves’. These community or conservation reserves should be managed with active participation of local communities for the long term conservation of sea turtles in Puducherry.

Keywords: Land use land cover, Puducherry, Coastal, Arable, Sporadic