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  National Infrastructure Access Programme (NIAP), research and innovation projects 2015.

  Dublin City University; Smartbay (Dublin City University, 2015)

  The SmartBay NIAP fund was made available in 2012 through Dublin City University over a two year period to enable researchers to access the SmartBay Ireland National Test and Demonstration Facility in Galway Bay. Research proposals were invited for funding under a number of activity types that are in line with the objectives of the SmartBay PRTLI Cycle 5 programme. This fund provided small awards (typically €2-25K) to research teams through a national competitive process, which was open to all higher education institutions on the island of Ireland. There were both open and biannual calls. The SmartBay NIAP fund was established to enable researchers in academia and industry to access the SmartBay Ireland national test and demonstration infrastructure. Proposals to access the infrastructure were brief and required information on the researcher(s), a description of the proposed research and its potential impact to the research team arising from the access to SmartBay Ireland.
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  National Infrastructure Access Programme (NIAP), research and innovation projects 2014.

  Dublin City University; Smartbay (Dublin City University, 2014)

  The SmartBay NIAP fund was made available in 2012 through Dublin City University over a two year period to enable researchers to access the SmartBay Ireland National Test and Demonstration Facility in Galway Bay. Research proposals were invited for funding under a number of activity types that are in line with the objectives of the SmartBay PRTLI Cycle 5 programme. This fund provided small awards (typically €2-25K) to research teams through a national competitive process, which was open to all higher education institutions on the island of Ireland. There were both open and biannual calls. The SmartBay NIAP fund was established to enable researchers in academia and industry to access the SmartBay Ireland national test and demonstration infrastructure. Proposals to access the infrastructure were brief and required information on the researcher(s), a description of the proposed research and its potential impact to the research team arising from the access to SmartBay Ireland.
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  The drivers of sea lice management policies and how best to integrate them into a risk management strategy: An ecosystem approach to sea lice management.

  Jackson, D; Moberg, O; Stenevik Djupevåg, E M; Kane, F; Hareide, H (John Wiley & Sons Ltd, 2018)

  The control of sea lice infestations on cultivated Atlantic salmon is a major issue in many regions of the world. The numerous drivers which shape the priorities and objectives of the control strategies vary for different regions/jurisdictions. These range from the animal welfare and economic priorities of the producers, to the mitigation of any potential impacts on wild stocks. Veterinary ethics, environmental impacts of therapeutants, and impacts for organic certification of the produce are, amongst others, additional sets of factors which should be considered. Current best practice in both EU and international environmental law advocates a holistic ecosystem approach to assessment of impacts and risks. The issues of biosecurity and ethics, including the impacts on the stocks of species used as cleaner fish, are areas for inclusion in such a holistic ecosystem assessment. The Drivers, Pressures, State, Impacts, Responses (DPSIR) process is examined as a decision-making framework and potential applications to sea lice management are outlined. It is argued that this is required to underpin any integrated sea lice management (ISLM) strategy to balance pressures and outcomes and ensure a holistic approach to managing the issue of sea lice infestations on farmed stock on a medium to long-term basis.
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  Marine Biotechnology Task Force Report

  Marine Biotechnology Task (Marine Institute, 2017)

  Marine biotechnology is a rapidly growing area that is recognised, by policy makers and the enterprise sector, as offering significant potential to develop market opportunities for new products and processes by enabling greater utilisation of marine biological resources. Current research funding activity, supporting efforts to create a sustainable bioeconomy, is likely to lead to a growth in marine biotechnology research and commercial activities. Irish and international financial support for this research is aimed at as yet largely unexplored and underexploited marine resources for use as food, functional foods and nutraceuticals; cosmetics and cosmeceuticals; human and animal health – including pharmaceuticals, biocompatible materials and medical devices; materials technology; environmental bioremediation; and marine model organisms, including the use of marine derived materials in bioprocessing. Research within these areas has resulted in an array of new products and processes which offer benefits to society and support economic growth. The Marine Institute established a Task Force to advise on the steps required to strengthen Ireland’s capability to use marine biotechnology to exploit the value of its extensive marine bioresources. The Task Force, comprising academic and industry members, considered the various national strategies and plans for science, technology, research and economic development, and identified market opportunity areas and Irish marine biotechnology research capabilities. In supporting the work of the Task Force, the Marine Institute completed a number of information-gathering exercises to fill various knowledge gaps identified by the Task Force. Following the preparation of a draft report, the Task Force, with the support of the Marine Institute, held a workshop attended by researchers and companies. This final report of the Task Force takes account of feedback from this workshop in developing its recommendations.
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  A hydrothermal adventure- Build your own unknown; Fact or fiction student evaluation game.

  Marine Institute (Marine Institute, 2018)

  Taking inspiration from the script of Build Your Own Unknown which merges scientific fact with a fictional narrative, play a game of fact or fiction to evaluate student learning. Play the game twice; at the beginning of the module after the students first viewing of Build Your Own Unknown and at the end of the completed module or related lesson plans. Alternatively create a set of questions based on the glossary and use to play fact or fiction. Record results each time and compare statistics to determine the class percentage increase/decrease in learning.

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