Download MRM 525 A Policy Practitioners Introduction to Marine Resource

MRM 534 Oceans in Crisis
Spring Term 2017
(3 credits)
Instructor
Michael Harte
Professor, College of Earth, Ocean and Atmospheric Sciences
Burt 105
Tel: + 1 541 737 0452
Fax: + 1 541 737 2064
[email protected]
Time
One 2hr 50 min lecture per week.
Room
TBD
Office Hours
TBD
Course Overview
Visit a popular media website or skim the contents table of a leading scientific journal such as Science or Nature and you will
quickly find a story or paper about how our oceans and coasts are in crisis. Much of this reading can be depressing - the
problems many and the solutions few - but as marine resource managers it is our job to find effective and practical solutions
and offer the public hope that our oceans and coasts can be well governed and managed.
The journal Marine Pollution Bulletin recently published a special issue on ocean stresses, impacts and solutions based on the
findings of a joint initiative between The International Program on the State of the Ocean (IPSO) and the International Union
for the Conservation of Nature (IUCN). The main findings of the initiative are that: the risks to the ocean and the ecosystems it
supports have been significantly underestimated; that the extent of marine degradation as a whole is greater than the sum of its
parts; and that it is happening at a much faster rate than previously predicted.1
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http://www.stateoftheocean.org/pdfs/IPSO-PR-2013-FINAL.pdf accessed 12/12/2013
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This course, Oceans in Crisis explores the state of the world’s oceans and coasts, whether or not they are indeed in crisis, and
what, if any management responses can be reasonably expected to halt and restore our oceans. Using the special issue of the
Marine Pollution Bulletin as a starting point, the class will explore:
 Climate change and the ocean;
 What the future holds for coral reefs;
 Fisheries and global food security;
 Contamination of the oceans; and
 Global oceans governance.
Today it is not enough to be knowledgeable about the state of our oceans, the causes and impacts of change, and potential
solutions. Successful marine resource professionals must also be excellent communicators of this knowledge and be
persuasive enough to make people and decisions makers commit to action. This course will also help you develop the skills to
concisely, accurately and compellingly communicate marine resource management.
Course Delivery
The course will be taught via lectures and class discussions.
Readings
All readings will be made available on the class Canvass site one week before the lecture.
Learning Outcomes
On completion of the course, you will:
 Understand the key challenges facing our oceans, the causes and possible solutions; and
 Be able to communicate to a range of audiences the challenges facing our oceans, the causes and possible solutions.
Within your work you will integrate, synthesize and communicate different ideas and concepts gained from:
 Course readings, discussions and lectures
 Other courses undertaken as part of the MRM program or previous training
 Personal and professional experiences of marine resource management related skills and issues.
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Assessment
Assessment for the course consists of:
Course Blog:
TED – type talk:
Course participation:
50% (10% each blog post, 10% for updates and overall quality of narrative).
40% (15% presentation, 25% supporting report).
10%
1. Blog
Each of you will produce a course blog. The blog is an informative and interesting series of individual blog posts you will write
during the course. Blog posts are made up of substantive blogs and blog updates. Updates reflect on new information or
reactions to comments to the substantive blog. Each of you will submit at four substantive blogs. You can write five if you
want to and I will count your best four towards your final grade. There is no limit on the number of blog updates.
Each blog post is to be submitted to the class Blackboard site by midnight Sunday the week it is due. Blog posts not submitted
by Sunday will not be graded. Note you need to submit at least four blogs posts for the course – one each on the class topic
nominated by the instructor for that week.
Each blog post should be approximately 500 words long. Blog posts less than 400 words or more than 600 words will have to
be resubmitted. A one-grade penalty will be applied to any returned essay. Any blog update you make should not exceed 150
words s.
There are many guidelines available for writing a blog and blog post on the internet. See the following for a start:
http://www.writersdigest.com/online-editor/the-12-dos-and-donts-of-writing-a-blog
http://www.dummies.com/how-to/content/writing-a-good-blog.html
There are also many ocean related blogs. See for an extensive listing:
http://www.upwell.us/big-blue-blogs-88-ocean-conservation-blogs
One of my favorites for style and content is by Carl Safina. See
http://carlsafina.org/blog/
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Find your own favorite blog style and practice making it your own,
Format of blog posts
Normally blogs and blog posts are informal in nature. Because this is a graduate class there are some academic caveats to
follow:
Your blog posts have three main parts.
A clear introduction: Outline the background to blog post that you believe is relevant and set out your story (~ 100 words).
Discussion: Address three issues from the lectures, readings & independent research that you think are important and
interesting. The discussion should contain thoughtful analysis, be very well written using highly persuasive arguments
supported by the literature and should display originality in your thinking. Make sure you clearly separate your main
discussion points (~ 300 words).
Conclusion: Sum up your discussion and provide the reader with a clear idea of the implications for our oceans (~ 100 words).
References: Are not included in your word limit. You must use the class readings and demonstrate that you have read,
understood and can critically think about the class readings. You should also use at least three to five references that you have
found yourself. Please cite this/these and add to references at the end of the blog post as endnotes.
Please cite references in your blog posts as endnotes and also list the references correctly in the endnotes.
I encourage you to go to this Rutgers webpage. http://sociology.camden.rutgers.edu/curriculum/citation.htm and read it.
Mentioned is citation generator called Citation Machine. http://citationmachine.net/ . I strongly urge you to use it if you are
unsure how to cite your references. You can use any of the different "styles" listed though I urge you to use APA or Chicago.
These are the two most common. They are listed at the top left of the page. It is easy to use.
I will be tough on your referencing and citation lists. We cite for two reasons: (1) to give your own arguments greater weight
by supporting them with references from peer reviewed journals and other sources; and (2) to acknowledge the source of a
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fact and/or other writers' thinking and the influence they have had on you. The 2nd area is where students (& professors)
often run into plagiarism issues when we get lazy about citing properly.
2. TED-like talk
Each of you will design and present a TED-like talk on a topic of your choice related to the following course topics





Climate change and the ocean;
What the future holds for coral reefs;
Fisheries and global food security;
Pollution of the oceans; and
Global oceans governance.
A TED (Technology, Entertainment Design) like talk is a creative and inspirational short talk. Ted Talks developed as a way to
share what happens at the TED Conference each year and have gone onto become the benchmark for informative and inspiring
presentations.
The easiest way to understand the power of a TED Talk is to watch several. See for example:
http://www.ted.com/talks/greg_stone_saving_the_ocean_one_island_at_a_time.html
http://ed.ted.com/lessons/how-giant-sea-creatures-eat-tiny-sea-creatures-kelly-benoit-bird
You can also go to www.TED.com and search for oceans to see host of excellent talks.
To see how to create a TED-like talk see:
http://tedxtalks.ted.com/video/What-makes-a-great-talk-great-C
http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks.html
and read as a starting point:
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http://blog.ted.com/2013/05/24/chris-anderson-shares-his-tips-for-giving-a-killer-presentation/
http://manoushz.com/6-days-to-giving-a-ted-talk-or-any-inspiring-presentation/
Your talk is to be approximately 15 minutes long (minimum 10 and maximum 20 minutes). It will be given the week that we
discuss the ocean issue you have chosen (see attached lecture schedule). The presentation will be worth 15% of the final
grade.
On the day of your talk you are also required to hand in a research report that underpins the talk. This is worth 25% of your
final grade. This is not your script – TED talks need to be rehearsed yet spontaneous . It is a research style report with 15 to
20 references that provide the academic underpinnings for your talk.
It should be 1,500 to 2,000 words long and follow the structure outlined previously for the blog post. Unlike the blog post you
can use bullet points and other report style devices not normally used in a blog post.
3. Class participation
Class discussion is an important part of this course and worth 10% of your final grade. You will be expected to participate
(which includes active listening) in discussions at all times. You will also lead discussions as called upon. This will happen
regularly and without prior warning so it is crucial you come to class prepared. Your class participation grade will be made
up of three components:
1. Preparation as demonstrated by your familiarity with assigned readings and general course subject matter.
2. Participation as demonstrated by your engagement in class discussions.
3. Contribution where your preparation and participation make a positive contribution to the course learning outcomes that
would not have occurred in the absence of your participation.
Grading Scheme
A
Exceptional
Outstanding work, in-depth research, analysis or thought and very
well written using highly persuasive arguments and displaying much
originality. A pleasure to read using superior sentence variety and
vocabulary. Should be published or become a “how to” example for
other students.
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A-
Generally excellent to very good research, analysis or thought and well
written with some originality making good use of appropriate
vocabulary, sentence structure and well organized.
B+
Good research, analysis or thought, well written using effective
sentence structure and appropriate vocabulary but does not display
in-depth research or much originality.
B
Superior
Good research, analysis or thought to support main points and
soundly written.
B-
Competent research, analysis or thought and soundly written but
approach, supporting research or aspects of writing could be
improved.
C+
Fair research, analysis or thought, has worth but approach and/or
writing need improvement.
C
Work demonstrates an understanding of the topic or question but fails
to address all dimensions adequately and/or writing style and
organization limits the reader’s ability to take on board ideas and
concepts.
Average
Barely acceptable work from a graduate student. Research, thought
and analysis may be inadequate and flawed and/or use of language,
sentence structure or organization needs considerable improvement.
C-
D
Inferior
F
Fail
Unacceptable work from a graduate student. Demonstrates a lack of
effort. Does not demonstrate command of subject matter, approach
and/or is poorly written and difficult to follow.
Barely managed to hand something. The work may or may not address
the topic but who can tell since it is so poorly written.
Academic Dishonesty:
You are expected to conduct yourself in a professional manner. Academic dishonesty such as plagiarism and cheating will not
be tolerated. Therefore, students are expected to be honest and ethical in their academic work. Academic dishonesty is defined
as an intentional act of deception in one of the following areas:
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 cheating- use or attempted use of unauthorized materials, information or study aids,
 fabrication- falsification or invention of any information,
 assisting- helping another commit an act of academic dishonesty,
 tampering- altering or interfering with evaluation instruments and documents, or
 plagiarism- representing the words or ideas of another person as one's own.
For more information about academic integrity and the University's policies and procedures in this area, please refer to the
Student Conduct web site that follows and the section on Academic Regulations in the OSU Schedule of Classes.
For more information see: http://oregonstate.edu/studentconduct/offenses-0
Students with Disabilities:
Accommodations for students with disabilities are determined and approved by Disability Access Services (DAS). If you, as
a student, believe you are eligible for accommodations but have not obtained approval please contact DAS immediately at
541-737-4098 or at http://ds.oregonstate.edu. DAS notifies students and faculty members of approved academic
accommodations and coordinates implementation of those accommodations. While not required, students and faculty
members are encouraged to discuss details of the implementation of individual accommodations.
Provisional Lecture Schedule & Reading List
Week
Lecture
Readings
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Course overview:
Oceans in Crises?
Rogers, A. D., & Laffoley, D. (2013). Introduction to the special issue: The global state of the ocean; interactions between
stresses, impacts and some potential solutions. Synthesis papers from the International Programme on the State of the
Ocean 2011 and 2012 workshops.
The International Programme on the State of the Oceans (IPSO). Implementing the Global State of the Oceans Report
(2013) http://www.stateoftheocean.org/pdfs/ipso_report_051208web.pdf
Langholz, J. A., & Abeles, A. (2014). Rethinking postgraduate education for marine conservation. Marine Policy, 43, 372375.
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Communicating
effectively
Anderson, C. (2013). How to Give a Killer Presentation. Harvard Business Review, 91(6), Reprint
Lupia, A. (2013). Communicating science in politicized environments. Proceedings of the National Academy of
Sciences, 110(Supplement 3), 14048-14054.
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3
Critical thinking
and marine policy
4
Climate Change
and our oceans
5*
6
7*
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Cone, J. (2008). Hold that Thought: Questioning Five Common Assumptions about Communicating with the Public. Oregon
State University, Oregon Sea Grant.
Kuehne, L. M., Twardochleb, L. A., Fritschie, K. J., Mims, M. C., Lawrence, D. J., Gibson, P. P., ... & Olden, J. D. (2014).
Practical Science Communication Strategies for Graduate Students. Conservation Biology, 28(5), 1225-1235.
Lackey, R. (2006 )Axioms of Ecological Policy Fisheries 31(6): 286-290.
Game, E. T., Kareiva, P., & Possingham, H. P. (2013). Six common mistakes in conservation priority setting. Conservation
Biology, 27(3), 480-485.
Gray, N. J., & Campbell, L. M. (2009). Science, policy advocacy, and marine protected areas. Conservation Biology, 23(2),
460-468.
Bijma, J., Pörtner, H. O., Yesson, C., & Rogers, A. D. (2013). Climate change and the oceans–What does the future
hold?. Marine pollution bulletin, 74(2), 495-505.
Poloczanska, E. S., Brown, C. J., Sydeman, W. J., Kiessling, W., Schoeman, D. S., Moore, P. J., ... & Richardson, A. J. (2013).
Global imprint of climate change on marine life. Nature Climate Change, 3(10), 919-925.
Salinger, M. J. (2013). A brief introduction to the issue of climate and marine fisheries. Climatic change, 119(1), 23-35.
The future of coral
reefs
Ateweberhan, M., Feary, D. A., Keshavmurthy, S., Chen, A., Schleyer, M. H., & Sheppard, C. R. (2013). Climate change
impacts on coral reefs: Synergies with local effects, possibilities for acclimation, and management implications.Marine
pollution bulletin, 74(2), 526-539.
Couce, E., Ridgwell, A. and Hendy, E. J. (2013), Future habitat suitability for coral reef ecosystems under global warming
and ocean acidification. Global Change Biology, 19: 3592–3606.
Great Barrier Reef Marine Park Authority. (2013) Great Barrier Reef Region: Strategic Assessment in Brief.
http://www.gbrmpa.gov.au/__data/assets/pdf_file/0007/97234/GBR-Region-Strategic-Assessment-In-Brief.pdf
accessed December 19th 2013.
Our oceans and
food security
Foale, Simon, et al. "Food security and the Coral Triangle Initiative." Marine Policy (2012).
Bell, J. D., Kronen, M., Vunisea, A., Nash, W. J., Keeble, G., Demmke, A., ... & Andréfouët, S. (2009). Planning the use of fish
for food security in the Pacific. Marine Policy, 33(1), 64-76.
Rice, J. C., & Garcia, S. M. (2011). Fisheries, food security, climate change, and biodiversity: characteristics of the sector
and perspectives on emerging issues. ICES Journal of Marine Science: Journal du Conseil, 68(6), 1343-1353.
Fisheries
Worm, Boris, and Trevor A. Branch. "The future of fish." Trends in ecology & evolution (2012).
Hlborn, R. (2007). Moving to sustainability by learning from successful fisheries. AMBIO: A Journal of the Human
Environment, 36(4), 296-303.
Pitcher, T. J., & Cheung, W. W. (2013). Fisheries: Hope or despair?. Marine pollution bulletin, 74(2), 506-516.
Marine pollution:
a toxic legacy
Eriksen M, Lebreton LCM, Carson HS, Thiel M, Moore CJ, et al. (2014) Plastic Pollution in the World's Oceans: More than
5 Trillion Plastic Pieces Weighing over 250,000 Tons Afloat at Sea. PLoS ONE 9(12): e111913.
doi:10.1371/journal.pone.0111913 Eriksen, M., Maximenko, N., Thiel, M., Rochman CM1, Browne MA, Halpern BS,
Hentschel BT, Hoh E, Karapanagioti HK, Rios-Mendoza LM, Takada H, Teh S, and Thompson RC. (2013) Classify plastic
waste as hazardous. Nature 494:169-171. doi: 10.1038/494169a Rochman CM1, Browne MA, Halpern BS, Hentschel BT,
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Hoh E, Karapanagioti HK, Rios-Mendoza LM, Takada H, Teh S, and Thompson RC. (2013) Classify plastic waste as
hazardous. Nature 494:169-171. doi: 10.1038/494169a Hutchinson, T. H., Lyons, B. P., Thain, J. E., & Law, R. J. (2013).
Evaluating legacy contaminants and emerging chemicals in marine environments using adverse outcome pathways and
biological effects-directed analysis. Marine pollution bulletin, 74(2), 517-525.
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Governing the
Oceans
Gjerde, K. M., Currie, D., Wowk, K., & Sack, K. (2013). Ocean in peril: Reforming the management of global ocean living
resources in areas beyond national jurisdiction. Marine pollution bulletin, 74(2), 540-551.
Hannesson, Rögnvaldur. "Rights based fishing on the high seas: Is it possible. Marine Policy, 35(5), 667-674.
Maury, O., Miller, K., Campling, L., Arrizabalaga, H., Aumont, O., Bodin, Ö., ... & Murtugudde, R. (2013). A global science–
policy partnership for progress toward sustainability of oceanic ecosystems and fisheries. Current Opinion in
Environmental Sustainability, 5(3), 314-319.
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Discussion: Our
Oceans in Crises
what are the
solutions?
Global Partnership for Oceans: Indispensable Oceans: Aligning Ocean Health and Human Wellbeing ((2013)
www.globalpartnershipforoceans.org/indispensable-ocean
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