• Viral gametocytic hypertrophy of the Pacific oyster Crassostrea gigas in Ireland

      Cheslett, D.; McKiernan, F; Hickey, C; Collins, E (Inter Research, 2009)
      Viral gametocytic hypertrophy (VGH) was detected during an investigation of mortalities in Pacific oysters Crassostrea gigas from 2 separate Irish production sites. The basophilic inclusions were observed in the gonad tissue of oysters sampled in August and October 2007. The oysters involved did not show any macroscopic disease signs. Transmission electron microscopy demonstrated the presence of viral particles in these intranuclear inclusions. The particles were small, non-enveloped, icosahedral and approximately 50 nm in diameter and thus had characteristics similar to the Papillomaviridae and Polyomaviridae families. No host defence reaction was observed. The viral particles described here appear to be similar to those described in C. virginica from the USA and Canada and to those described in C. gigas from Korea and France.
    • Viral Haemorrhagic Septicaemia

      Marine Institute (Marine Institute, 2011)
      This leaflet gives information on viral haemorrhagic septicaemia (VHS). VHS is caused by a single stranded RNA virus of the family Rhabdoviridae, genus Novirhabdoviridae. VHS is listed as a non-exotic disease under EU Directive 2006/88/EC, and is notifiable in Ireland, according to S.I. No. 261 of 2008.
    • Visual Arts 5th and 6th Class. Ocean Literacy Principles and Concepts Art Project: Our Ocean – Our Future

      Marine Institute (Marine Institute, 2016)
      The objective of the Ocean literacy principles and concepts art project is for students to produce drawings based on their understanding of our ocean, using marine themes based on the seven ocean literacy principles and fundamental concepts for inspiration. The drawings may be further developed into paintings and other visual art mediums. The project should incorporate an art exhibition, and may include printing of postcards and bags.
    • Visual arts 5th and 6th class: Build your own unknown film set

      Marine Institute (Marine Institute, 2018)
      The lesson enables students to imagine, design and construct their own film set using recycled materials and papier-mache that is based on the Moytirra hydrothermal vent field. The students will experience working in groups and through a creative process develop skills intrinsic to working scientifically.
    • Visual arts 5th and 6th class: Light and shadow underwater scene

      Marine Institute (Marine Institute, 2018)
      The lesson enables students to differentiate between transparent, translucent and opaque materials and their different properties against light. Through a process of experimentation and creative play, students will create an underwater shadow scene.
    • Visual arts 5th and 6th class: Print your own hydrothermal vent field

      Marine Institute (Marine Institute, 2018)
      The lesson enables students to respond to scientific footage about hydrothermal vents and visually interpret their findings through a two-part printmaking process. The students will experiment with colour, line, shape and mark-making techniques to compose a print.
    • Visual Arts: 1st and 2nd Class - Constructing a marine themed structure – Lighthouse (Irish and English Version)

      Marine Institute (Marine Institute, 2014)
      The aim of the lesson plan is for children to explore and experiment with the properties and characteristics of materials in making structures based on a marine theme such as Lighthouses. They will respond to the lighthouses created in the class by talking about his/her work, as well as the work of other children.
    • Visual Arts: 1st and 2nd Class - Observing and Creating Paintings of Rough and Calm Seas (Irish and English Version)

      Marine Institute (Marine Institute, 2014)
      : The aim of the lesson plan is for children to be enabled to mix primary colours and use newly created colours expressively to interpret contrast in the natural world of the sea and ocean.
    • Visual Arts: 3rd and 4th Class - Creating an Underwater World of the Ocean in Fabric and Fibre Collage (Irish and English Version)

      Marine Institute (Marine Institute., 2014)
      The aim of the lesson plan is for children to be enabled to explore and discover the possibilities of fabric and fibre as medium for imaginative expression, designing and make a collage based on the “Underwater World of the Ocean”. They will respond to the lighthouses created in the class by talking about his/her work, as well as the work of other children.
    • Visual Arts: 3rd and 4th Class - Drawing Still Life Scenes of items from the Seashore (Irish and English Version)

      Marine Institute (Marine Institute, 2014)
      The aim of the lesson plan is for children to create still life drawings of items from the seashore. The children will be enabled to respond to other artist’s works as well as completing their own drawings by experimenting with the marks, lines, shapes, textures, patterns and tones that can be made with different drawing instruments on a range of surfaces. The children will respond to the pictures created in the class by talking about his/her work, as well as the work of other children.
    • Visual Arts: 3rd to 6th class - Creating and Making a textured Shell Collage Picture

      Marine Institute (Marine Institute, 2015)
      The students will explore and experiment with the properties and characteristics of materials (shells, sand, stones etc) in making seashore textured collages. They will learn to use their imagination to make a textured seashore picture using shells and sand.
    • Visual Arts: 3rd to 6th class - Seashore flotsam and jetsam treasure hunt and making a Tallest castle or a Mutant Sea monster

      Marine Institute (Marine Institute, 2015)
      The lesson plans includes a number of activities that can be conducted on the seashore. Variations of lesson can be adapted to suit the children’s abilities and time allocated on the seashore. The children will complete a treasure hunt collecting flotsam and jetsam samples from the seashore to construct a ‘tallest castle’ or a ‘mutant sea monster’ on the seashore. The children will also learn about the benefits of becoming environmentally aware and active in their local community.
    • Visual Arts: 5th and 6th Class - Constructing a Clay Ocean Diorama showing the effects of Marine Pollution (Irish and English Version)

      Marine Institute (Marine Institute, 2014)
      The aim of the lesson plan is for children to be enabled to explore and discover the possibilities of clay as a medium for imaginative expression. They will construct a clay ocean diorama showing the effects of marine pollution. The children will respond to the clay dioramas created in the class by talking about his/her work, as well as the work of other children.
    • Visual Arts: 5th and 6th Class - Reviewing Irish Artists and Creating paintings influenced by Our Ocean (Irish and English version)

      Marine Institute (Marine Institute, 2014)
      The aim of the lesson plan is for children to study Irish artists who have been influenced by our ocean and produce paintings based on recalled feelings and experiences using the marine theme for inspiration. In their paintings the students will explore colour with a variety of drawing instruments, media and techniques by discover ways of achieving spatial effects e.g. form, shape, position, size and distance. The children will respond to the paintings created in the class by talking about his/her work, as well as the work of other children.
    • Visual Arts: 5th and 6th class- Pressing Seaweed and creating collage artwork

      Marine Institute (Marine Institute, 2015)
      Using themes from the children’s seashore experience they will create collage artwork using card, dried seaweeds and other ‘scraps’ of fabric and fibre. The children will explore designing their artwork concentrating on line, shape, form, colour and tone, texture, pattern and rhythm, as well as space associated with seaweeds.
    • Visual Arts: Junior and Senior Infants Class - Creating Underwater Handprints of Marine Animals under the Sea (English and Irish Version)

      Marine Institute (Marine Institute, 2014)
      The aim of the lesson plan is for children to compose simple shapes and textures of marine animals in the sea using hand prints. They will be enabled to experiment, repeating and combining hand and thumb prints to create an underwater scene and marine animals. They will respond to the prints created in the class by talking about his/her work, as well as the work of other children
    • Visual Arts: Junior and Senior Infants Class - Designing Explorer Mermaids and Mermen Costumes (Irish and English Version)

      Marine Institute (Marine Institute, 2014)
      The aim of the lesson plan is for children to explore the possibilities of fabric and fibre as a medium for imaginative expression by designing a marine costume for a mermaid or a merman. They will respond to the prints created in the class by talking about his/her work, as well as the work of other children.
    • Vulnerability of male spider crab Maja brachydactyla (Brachyura: Majidae) to a pot fishery in south-west Ireland

      Fahy, E; Carroll, J (Cambridge University Press, 2009)
      The Magharees fishery (Brandon and Tralee Bays in south-west Ireland) is 495 sq.km in extent, the majority of this area ≤20 m in depth. Since 1981 it has been occupied by a directed spider crab fishery yielding in some years all of the national catch of Maja brachydactyla. Maximum recorded landings were 336 t in 1999 and effort has numbered up to 10,000 pots annually. Increasing fishing capacity and declining opportunities have accentuated fishing effort on spider crab. This paper describes a catch census undertaken in the fishing season of March to August inclusive, 2000–2007 and a mark–recapture experiment, 2005–2007. A method of ageing the adult moult by attributing a chronology to the rate of erosion of the claw on the dactyl is introduced. Males migrated longer distances, moved into the fishery on a wider trajectory and demonstrated greater wear on the claw than females. Recapture rate of males was twice that of females. The conduct of the fishery changed in its 26 years in existence. Landings became more concentrated in the earlier months of the year and the recent summer fishery was characterized by fewer male captures. Larger males were quickly removed and none >140 mm carapace length survived in the fishery longer than one year.
    • Water Framework Directive: marine ecological tools for reference, intercalibration and classification (METRIC): final report for the ERTDI-funded project: 2005-W-MS-36

      Cusack, C.; O’Beirn, F.X.; King, J.J.; Silke, J.; Keirse, G.; Whyte, B.I.; Leahy, Y.; Noklegaard, T.; McCormack, E.; McDermott, G. (EPA, 2008)
      Water quality monitoring programmes exist in many of the Member States throughout the European Union (EU). With the implementation of the Water Framework Directive (WFD, Council Directive 2000/60/EC) all Member States must harmonise their national monitoring methods for each common metric (parameter indicative of a biological water quality element) used to determine the state of the aquatic environment to ensure consistent and comparable classification results for all biological community quality elements used (WFD Annex V, 1.4.1). The Marine Ecological Tools for Reference, Intercalibrationand Classification (METRIC) project, therefore, was designed specifically to support the Irish role in the EU Intercalibration Exercise of biological quality elements (BQEs) in order to set harmonised ecological quality criteria for the assessment of water quality in the transitional and coastal (TraC) waters of Europe. The BQEs investigated by METRIC included: Plants (phytoplankton, macroalgae andangiosperms), Benthic macroinvertebrates (soft-bottom habitat), Fish (estuarine).
    • Water pollution

      Marine Institute (Marine Institute, 2013)
      Students will learn about what causes water pollution and how to be environmentally aware. *Note: Students should understand the concept of the water cycle before moving onto water pollution (see Lesson Plan “Oceans all Around Us”).