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 25 – give global average rate of Sea level rise (Ipcc 2019) rather than saying levels have increased significantly Lines 12 - 33: What is this? This seems like a methods paragraph, but is the first thing in the paper. Is it an abstract? Lines 257 - 265: The paper up to this point has been framed as a call to include indigenous knowledge (line 257), but here there is also a call to have non-indigenous people “recognize indigenous cultural values.” This is echoed in lines 288 - 290. These are not the same thing. This paper sidesteps the issue of “is indigenous knowledge valuable because it enhances NBS for everyone, or is it valuable because it enhances aspects of NBS that indigenous people value?” The answer to this could be both, but there seems to be conflation of these two throughout without actually bringing this up at any point (also lines 392 - 395; 491 - 492). It could be worth thinking through this to make the paper clearer.

Yeppers. Using our list ofocean writing ideascan help you — and writers of all ages and skill levels — improve your ability to create amazing descriptions of oceans.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. Line 63: Why is blue economy in quotes here, but not on line 61, and what are the quotes signifying? Line 352a - community participatory action Benefit-sharing – this title could be more explanatory of the section. Why is benefit capitalised?

You might wonder, what does researching fun facts and data about the ocean have to do with writing about oceans accurately? Considering the importance of water to human life, it is very helpful to know how to write about oceans and other water sources accurately in your writing.

D. Jin, A. D. Ashton, P. Hoagland, Optimal responses to shoreline changes: An integrated economic and geological model with application to curved coasts. Nat. Resour. Model. 26, 572–604 (2013)

Oceans are also a magnificent part of nature. They’re home to unique wildlife. Ocean animals, like sharks, dolphins, crabs, whales, and seahorses capture kids’ imaginations every time. Humans also use the ocean for traveling, leisurely activities, and even some unpleasant things, such as waste disposal. Writing accurate and creative descriptions is important, particularly in creative writing. You want to show and not tell the reader about the plot’s scenery.Some students may never have seen the ocean before, so describing oceans can be challenging, particularly for younger writers. Furthermore, these ocean prompts can guide any writer to become more skilled at expressing their deepest thoughts and ideas in writing. The last half of the paper comes across as a proposal for funding, versus a research paper. It seems like a potentially good research project, but as a reader I’m left wondering why it is included here. I could see finishing this off as a perspective piece, or even as a literature review, but as it is now it seems to be trying to do too many things at once and doesn’t make for a coherent overall read. 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.

Line 322-323 – reiterate why and explain what the approaches are needed for – more linkage to the coastal nature-based solutions here would be help integrate the broad themes of the review 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. Line 14 – suggest changing the word constraints to ‘challenges’ or similar. Climate change impacts may not necessarily always be constraints. Figure 2. Examples of woven crafted objects made using the plant Cyperus textilis, locally known as imizi (photo by: Francesca Porri). Lines 189 - 193: Wouldn’t beach renourishment and coastal salt marsh restoration fall into NBS for shorelines? In the US alone there has been over 100 thousand hectares of salt marsh restored (https://doi.org/10.3389/fmars.2019.00511).

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This could use a mention of value considerations - i.e. do costs exceed (all-inclusive) benefits? It would be hard to justify these approaches without consideration for their socio-economic effectiveness. Lines 197 - 252: This is a really long paragraph, consider breaking into two to focus on specific themes. We believe that the insights offered through this review are broadly relevant to the readers of Cambridge Prism: Coastal Futures because of the significance to assist in shifting paradigms towards meaningful environmental perspectives, strategies, policies and overall good governance. Line 359 – its unclear how weaving is incorporated in the IMIsEE project. A brief paragraph detailing what the project actually entails is required so there is some context. We hope you enjoyed this blog running through some brilliant World Ocean Day activities for preschoolers. Be sure to let us know how you’re getting on with our resources by leaving a comment in the review boxes - we love to hear from you!