LEGO 11018 Classic Creative Ocean Fun Bricks Box, Building Toys Kids With 6 Mini Builds Set Of Ship, Submarine, Seahorse And Turtle Animal Figures

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line 15, line 47, could use more recent references. Much has been written on ecosystem functioning and marine biodiversity since Worm et al 2006. Line 57 to 76 could be structured better, too many references, too long sentences, hard to understand what the literature is saying with all of it in one long sentence with so many references.

If someone has never seen or been to the ocean, they may struggle to describe it accurately in their writing. Yet, that doesn’t mean they can’t learn more about it. Maybe creating a memory of writing in the waves of the ocean will turn out to be therapeutic for you or for your student writers. Plus, you’ll improve your writing skills in the process. Indeed, our vision for inclusive and sustainable Indigenous performing arts pedagogies builds on transgressive learning. Through transgressive and eco-creative learning approaches, in parallel to the co-creation of the nature-based structures, researchers regularly engage with knowledge bearers, educators and learners to generate new forms of eco-knowledge and learning material through the science, arts and music. Researchers closely document testimonials throughout the co-design, manufacturing and testing of the nature-based structures. These interactions form the core mediators among all objectives of the research and will be translated into shared TCEs as transgressive pedagogical tools for communicable science. Transgressive eco-creative pedagogical intervention are aimed to empower the community and revalue Indigenous ways of knowing and being by giving the knowledge bearers agency as well as by disseminating the developing knowledge in accessible and creative ways. The value and sustainability of this kind of knowledge and pedagogical approach is incalculable. Pedagogically, the development of Indigenous and transgressive learning approaches adds to the emerging data on STEAM (Science, Technology, Engineering, Arts and Mathematics) learning education, a proposed goal of curriculum development (Barajas-López and Bang, Reference Barajas-López and Bang2018; O’Connor, Reference O’Connor, Corbett and Gereluk2020).

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Lines 128 - 131: Designing solutions to allow urban shorelines to enhance/recover these functions potentially comes at a social cost - wouldn’t a more efficient approach be to balance the value of these functions against the cost of restoring them? Line 352a - community participatory action Benefit-sharing – this title could be more explanatory of the section. Why is benefit capitalised?

Ocean Protection activity - why not try freezing some toy sea animals in water surrounded by plastic? This is a great way to show children the dangers of littering and pollution on our oceans. Is this meant to be a perspective piece? There are a lot of normative statements in here that may not be reflective of social preferences. Please consider our manuscript “Eco-creative nature-based solutions to transform urban coastlines, local coastal communities and enhance biodiversity through the lens of scientific and Indigenous knowledge” for publication as a review in Cambridge Prism: Coastal Futures. This paper summarizes the case for a broader thinking of shoreline protection to include indigenous knowledge and proposes a research project around this.

The ocean has always been a source of wonder and inspiration. It has been described in countless ways by poets, travelers, scientists, and dreamers alike. Write a story about a submarine navigating the bottom of the Mariana Trench to search for deep sea treasure Lines 12 - 33: What is this? This seems like a methods paragraph, but is the first thing in the paper. Is it an abstract? Line 300 Some more references on where plant material has been used for craft making, weaving, particularly on development/conservation projects etc would be good, this reference is old.

Lines 124 - 128: Again, there are a lot of normative statements (i.e. “should”) in here that may not be reflective of social preferences or follow from evidence provided in the paper or relevant citations. Perspective pieces are more compelling when it is clear that there is an obvious need for something the authors are arguing for. Here are some essay writing prompts for writing about oceans. These prompts will help you become better at ocean writing and might even help you improve your writing grades.Lines 342 - 344: Not including biodiversity in ecosystem service valuation is common. This generally relates to challenges with valuing it appropriately as it is a concept of variance, risk, and optionality for low probability outcomes (bioprospecting, environmental tipping points that affect other services) - or is a quality attribute of other direct services (seeing more species during eco-tourism trips could be valuable). Moreover, people often conflate biodiversity with other ecosystem services, which does nothing to help the situation. Part of the challenge of understanding the value of indigenous knowledge of biodiversity lies in our collective poor understanding of the value of biodiversity itself. Use the ocean writing prompts to help get your creative juices flowing. I know they’ll help you describe the ocean in finer, more meaningful detail. 10 Creative Ocean Writing Prompts There are endless ways to write about the ocean and doing so will help you improve your ocean writing skills. More Ocean Writing and Related Resources Whether writing a creative piece or a persuasive essay, you should know how to describe oceans and water sources. Maybe you’ve learned about oceans in your science or geography lessons. If so, consider sourcing knowledge from those lessons to inform your writing.