La gestion et la conservation des littoraux exigent la synthèse de données géographiques sur la répartition et l'intensité des activités humaines et sur le cumul de leurs impacts sur les écosystèmes côtiers marins et terrestres. Actuellement, à l’échelle du littoral européen ou français, peu d’études offrent une vision globale des risques sur les habitats terrestres et marins. Comment s’y répartissent les pressions humaines sur la biodiversité ? Comment mieux définir le système littoral et ainsi améliorer la gestion de ce territoire ? A l’échelle européenne, à l’aide de 24 pressions anthropiques issues d’EUROSTAT sur une classification NUTS, nous avons découpé le littoral terrestre européen en bandes de 10 km jusqu’à une limite de 100 km et identifié la répartition et l’intensité relative des pressions sur les environnements côtiers. Nous avons ainsi montré que la grande majorité des pressions se situent directement sur le trait de côte et les 30 premiers kilomètres, puis diminue fortement jusqu’à la limite des 100 km. Ce découpage du littoral européen nous a aussi permis, à l’aide d’analyses factorielles des correspondances couplées à de la classification hiérarchique ascendante, de diviser les territoires littoraux en 4 groupes cohérents présentant les mêmes pressions et intensités relatives à l’échelle de l’Europe. A l’échelle française, nous avons également développé un modèle spatial pondéré par dires d’experts basé sur la géolocalisation de 15 pressions anthropiques pour 81 habitats biophysiques marins et terrestres présents sur les littoraux français métropolitains. L’information est synthétisée sous la forme de score appliqué à un maillage composé de 26000 cellules de 25 km². Cette méthode de scoring cumulative, dans un modèle additif des impacts anthropiques, nous montre les aires à risques à la fois sur le territoire marin et terrestre. Encore une fois, les zones les plus affectées par les perturbations humaines sont les plus proches du littoral. A contrario, les zones les moins affectées sont celles avec une bathymétrie forte et celles avec une élévation importante. Nous avons finalement développé un site web participatif qui comporte de la SIG intégrée pour permettre la collecte et la diffusion de l’analyse de ces pressions anthropiques sur la France métropolitaine en suivant notre modèle additif et permet à des échelles plus locales de restituer notre analyse à tout type d’utilisateur. Au final, peu de zones ne sont pas affectées par les activités humaines (0,1%) et au contraire, une fraction importante présente de très forts risques (4,8%). Les risques sont de plus en plus forts en se rapprochant du trait de côte. Ces analyses et les cartes développées sont des outils permettant de mieux comprendre les enjeux de conservation pour la mise en œuvre d’une gestion des socio-écosystèmes littoraux et permettront de mieux cibler les priorités dans la conservation de notre territoire à échelle continentale, nationale ou locale. / Coastal management and conservation require the synthesis of geographic data on the distribution and intensity of human activities and their combined impacts on marine and terrestrial coastal ecosystems. Currently, across the European or French coasts, few studies provide a global view of risks on terrestrial and marine habitats. How are human pressures on biodiversity distributed? How to define the littoral system and thus improve management of this territory? At the European level, using 24 human pressures from EUROSTAT across the NUTS classification, we cut the European coasts in strips of 10 km to a limit of 100 km and identified the distribution and relative intensity pressures on coastal environments. We have shown that the great majority of the pressures occurs directly on the coastline and in the first 30 kilometers, then decreases sharply to the limit of 100 km. This division of the European coasts has also allowed us to use factorial correspondence analyses coupled with a hierarchical cluster analysis to divide the coastal territories in 4 coherent groups with the same pressures and relative intensities across Europe. At the French level, we have also developed a spatial model weighted by expert opinions based on geolocation of 15 human pressures on 81 marine and terrestrial biophysical habitats present on the metropolitan French coasts. The information is synthesized in the form of impact score applied to a mesh composed of 26000 cells (25 km²). This method of cumulative anthropogenic impacts scoring in an additive model shows areas with higher risks on both the marine and land territory. Again, the most affected areas by the human disturbances are close to the coast. Conversely, the least affected areas are those with a strong bathymetry and those with a significant elevation. We finally developed a participatory website that includes integrated GIS that allows the collection and dissemination of analysis of these human pressures on France following our additive model and allows at more local scales to return our analysis from any type of user. In the end few areas are not affected by human activities (0.1%) and a rather large fraction present very high risk (4.8%). The nearer the coastline, the more the risks are high. These analyses and maps are tools that give better understanding of conservation issues for the implementation of a socio-ecosystems coastal management and that will target the priorities in the conservation of our territories at a continental, national or local scale.

Grande parte das ameaças à biodiversidade dos ambientes marinhos e costeiros é resultado direto da população humana e das tendências de aumento demográfico. Uma das dificuldades para a proteção dos ambientes naturais está na existência de diferenças nas percepções dos valores e importância dos mesmos entre os indivíduos de culturas diferentes ou de diferentes grupos. Consideramos que uma importante etapa para a conservação da biodiversidade é entender a Percepção Ambiental dos sujeitos que compõe a população local. Entendemos como Percepção Ambiental a relação que indivíduo estabelece com o meio no qual está inserido, que ocorre através de mecanismos perceptivos e cognitivos. O presente trabalho visa contribuir na ampliação do conhecimento de tal temática, principalmente enfocando Ambientes Marinhos e Costeiros. Para isso, investigamos a Percepção Ambiental de um grupo de professores de uma escola pública do litoral norte de São Paulo (Ubatuba, SP) que participaram de uma vivência formativa em atividades de Educação Ambiental. Este trabalho apresenta como objetivos específicos: 1) verificar se e como a participação nas atividades educacionais influenciou a Percepção Ambiental de tais professores; 2) investigar as concepções que os professores apresentam sobre as possibilidades e desafios da prática docente ao abordar o ambiente marinho e costeiro a partir dos subsídios fornecidos pela vivência formativa. Os professores participaram das atividades do Projeto Trilha Subaquática que foram desenvolvidas ao longo de dois dias no Parque Estadual da Serra do Mar e no Parque Estadual Ilha Anchieta, ambos em Ubatuba, São Paulo. Utilizamos instrumentos de coleta de dados que foram aplicados tanto no início quanto no final da vivência (questionário e redação), além do registro audiovisual referente às Reflexões Coletivas realizadas ao final de cada dia. A partir da análise dos dados coletados, que foi feita por categorização aberta e por análise de conteúdo categorial, foi possível notar que participar das atividades de Educação Ambiental influenciou, em alguns aspectos a Percepção Ambiental dos professores. Tal influência ficou mais evidente em aspectos específicos, como, por exemplo, em relação à biodiversidade destes ambientes. Ainda que a percepção dos professores em relação a causarem impactos ao ambiente durante a realização das atividades não tenha sido expressa por todos, quando tais impactos foram percebidos, estavam bastante relacionados aos organismos do costão rochoso, especificamente ao pisoteio dos mesmos. Verificamos ainda aspectos interessantes sobre as representações sociais desses sujeitos que, apesar da participação na vivência, continua sendo majoritariamente antropocêntrica. Sobre as possibilidades e desafios da prática docente ao abordar os ambientes marinhos e costeiros, pudemos notar que para os professores sujeitos desta pesquisa, as atividades de campo são as mais significativas para se trabalhar tal tema. Além disso, pudemos notar a grande importância que a troca de experiências entre os pares, como os proporcionados pela vivência, apresentam na composição das práticas docentes. / Much of the threats to marine and coastal biodiversity are directly result of human population and tendency of demographic increase. One of the difficulties to protect natural environments relies in the differences in perceptions of the values and importance of those between individuals of different cultures or different groups. We consider that understand Environmental Perception from local population is an important step for biodiversity conservation. We understand as Environmental Perception the relation that people establish with the environment in which it is inserted, that occurs through perceptual and cognitive mechanisms. The aim of this work is contribute to expansion of the knowledge about the concept, mainly focusing in Marine Environment e Coastal Environment. For that, we investigated the Environmental Perception of a group of teachers from a public school in north coast of São Paulo State (Ubatuba) who participated in a formative experience in Environmental Education activities. This work presents as specifics goals: 1) verify whether and how the participation in educational activities influenced the environmental perception of such teachers; 2) investigate the conceptions that teachers have about the possibilities and challenges of teaching practice in addressing marine and coastal environment from the subsidies provided by the training experience. The teachers participated of Underwater Trail Project activities that are developed along two days in Serra do Mar State Park and in Ilha Anchieta State Park, both in Ubatuba, São Paulo State. We use data collection instruments which were applied at the beginning and at the end of the experience (a questionnaire and a composition), besides the transcripts of the audiovisual material related to Collective Reflections made at the end of each day. From the analysis of the data collected, it was done by open categorization and categorical content analysis, it was noticeable that participate in environmental education activities influenced, even subtly, teacher\'s Environmental Perception. This effect was more evident in specific aspects, such as, for example, in relation to biodiversity of these environments. Although the perception of teachers in relation to cause impacts on the environment during the course of the activities it has not been expressed by all, when such impacts were perceived, were closely related to the rocky shore organisms, specifically to trampling them. We also found interesting aspects about the social representations of those guys who, despite participating in the experience, remains largely anthropocentric. About the possibilities and challenges of teaching practice in addressing marine and coastal environments, we noticed that for subject teachers of this research, field activities are the most significant to work with such a theme. In addition, we noted the great importance that the exchange of experiences among peers, as provided by the experience, present in the composition of teaching practices.

Made available in DSpace on 2014-12-17T15:54:56Z (GMT). No. of bitstreams: 1 MariaVEN_DISSERT.pdf: 3704099 bytes, checksum: 9d6c4ca61e30a590f9ddc586250471d2 (MD5) Previous issue date: 2011-02-15 / Important issues involving the awakening to the need for conservation of biodiversity and the importance of establishing protected areas as a strategy in pursuit of environmental protection, are increasingly being developed in biological and social investigative fields. In this sense, this research aimed to emphasize the use of environmental perception of social agents are significant elements for the understanding of the man / nature, and develop educational activities aimed at raising awareness and changing attitudes towards environmental issues thus promoting reflections on Environmental Education (EE) as a critical and transformative tool for conservation of rich biological diversity. This research covers as a place of study, schools located in the Environmental Protection Area Jenipabu (APAJ), Rio Grande do Norte. Methodology in general, we highlight the use of questionnaires and mind maps as generators of the contents of empirical research, and execution of content analysis for the treatment of data collected. This dissertation has two chapters in the form of scientific articles, where the first is entitled: "Study of the perceptions and evaluation of interactions concerning environmental education in schools in a conservation area of Rio Grande do Norte - Brazil", obtaining thus a primary diagnosis for analysis about the visions that students and teachers from two schools located in APAJ have on the environment. The second article, entitled: "Effective and analysis of educational activities that promote biodiversity in a coastal area of Environmental Protection Northeast - Brazil" provides an analysis of the educational use of biodiversity as a way to raise awareness of the need for environmental conservation. It appears from research that there is a lack of training in EA by teachers, but there is a need for greater involvement of students in conservation areas, however, from the analysis of educational activities, we observed that the effectiveness of such actions acts to promote awareness and change in actors involved. Thus, environmental education needs to take into account the different perceptions found in each individual, and it can not be based solely on transmission of knowledge, so that we reach a model of conservation. / Temas importantes envolvendo o despertar para a necessidade de conserva??o da biodiversidade e da import?ncia de se criar Unidades de Conserva??o, como estrat?gia em busca da defesa do meio ambiente, est?o cada vez mais sendo desenvolvidos em campos investigativos biol?gicos e sociais. Nesse sentido, objetivou-se nessa pesquisa, enfatizar o uso da percep??o ambiental dos agentes sociais sendo elementos significativos para o entendimento da rela??o homem/natureza, e desenvolver a??es educacionais voltadas para sensibiliza??o e mudan?a de atitudes frente ?s quest?es ambientais para assim, promover reflex?es sobre a Educa??o Ambiental (EA) cr?tica e transformadora como um rico instrumento de conserva??o da diversidade biol?gica. Esta pesquisa abrange como local de estudo, escolas situadas na ?rea de Prote??o Ambiental Jenipabu (APAJ), Rio Grande do Norte. Na Metodologia Geral, destacam-se a utiliza??o de question?rios e mapas mentais como geradores dos conte?dos emp?ricos da pesquisa, e efetiva??o da an?lise de conte?do para o tratamento dos dados coletados. Esta disserta??o conta com dois cap?tulos em formato de artigos cient?ficos, onde o primeiro intitula-se: Estudo das percep??es e avalia??o de intera??es educativas voltadas ao meio ambiente em escolas de uma Unidade de Conserva??o do Rio Grande do Norte Brasil , obtendo, assim, um diagn?stico primordial para an?lise acerca das vis?es que alunos e professores de duas escolas situadas na APAJ t?m sobre o meio ambiente. O segundo artigo, cujo t?tulo ?: Efetiva??o e an?lise de a??es educativas promotoras da biodiversidade em uma ?rea de Prote??o Ambiental costeira do Nordeste Brasil traz uma an?lise sobre a utiliza??o de a??es educativas sobre a biodiversidade como forma de sensibiliza??o para a necessidade de conserva??o ambiental. Infere-se da pesquisa que h? car?ncia na forma??o em EA por parte dos professores, como tamb?m h? necessidade de um envolvimento maior dos alunos com a Unidade de Conserva??o Por?m, a partir da an?lise das a??es educativas realizadas, observamos que a efetiva??o de tais a??es atua promovendo sensibiliza??o e transforma??o nos sujeitos envolvidos. Sendo assim, a Educa??o Ambiental precisa levar em considera??o as diversas percep??es encontradas em cada indiv?duo, e que n?o pode ser pautada apenas na transmiss?o de conhecimentos, para que assim, alcancemos um verdadeiro modelo de conserva??o.

Les facteurs environnementaux (physiques, chimiques et biologiques) influencent la composition des communautés de phytoplancton marin. D'autre part, le transport dynamique peut lui aussi impacter l'abondance relative des organismes au sein de ces communautés. Par conséquent, les biomasses phytoplanctoniques, ainsi que la nature des organismes qui les composent, présentent une importante variabilité à la fois sur le plan spatial (biorégionalisation) et sur le plan temporel (successions). Les régions côtières sont des zones particulièrement contrastées dans lesquelles les gradients environnementaux sont généralement marqués. Ainsi, la mer d'Iroise se caractérise par la présence d'un front de marée saisonnier (front d'Ouessant), particulièrement productif, qui sépare deux régimes distincts. A l'Est du front, les eaux du plateau continental sont régulièrement rendues homogènes par la présence de forts courants de marée alors que la zone du large est soumise à un cycle saisonnier marqué par une stratification verticale estivale. Il s'agit donc d'une région propice à l'étude plus générale des mécanismes d'interaction entre les structures frontales et la diversité phytoplanctonique.L'objet plus spécifique de cette thèse est de caractériser, à l'aide de la modélisation 3D, la nature et la diversité du phytoplancton en mer d'Iroise, à la fois en termes de groupes fonctionnels puis de diversité phénotypique, au cours d'un cycle saisonnier en général et plus particulièrement lors de la période estivale au niveau de la zone frontale.Les premiers résultats obtenus ont montré que la composition en groupes fonctionnels du phytoplancton présente un cycle saisonnier marqué, principalement influencé par la profondeur de la couche de mélange. Durant l'hiver, le picoplancton domine partout dans la zone d'étude. La stratification, qui s'installe à partir du mois d'Avril entraîne par la suite un bloom phytoplanctonique dominé par le microphytoplancton (principalement des diatomées). La période estivale correspond ensuite à la mise en place d'une bio-régionalisation des conditions environnementales en mer d'Iroise avec (i) la zone côtière mélangée qui reste fortement productive et dominée par les diatomées et (ii) la zone offshore, dans laquelle la croissance autotrophe est limitée par les nutriments en surface, ce qui favorise la coexistence entre microphytoplancton et picophytoplancton.Une seconde étude a porté sur la composition de la communauté phytoplanctonique en termes de diversité phénotypique pendant le mois de septembre. Les résultats mettent en évidence une zone de forte diversité en surface, légèrement décalée vers l'Ouest par rapport à la zone frontale (dans laquelle la biomasse est maximale). Au niveau de ce maximum de diversité, l'importance des échanges verticaux (upwelling et mélange) du côté chaud (stratifié) du front a été mise en évidence. Ainsi, un mélange entre des phénotypes ubiquistes présents dans la zone mélangée à l'Est du front et du picoplancton, issu à la fois du maximum de chlorophylle de subsurface et de la surface oligotrophe à l'ouest, est observé dans le maximum de diversité.Finalement, une dernière étude portant sur l'effet du cycle de marée vives eaux/ mortes eauxa permis de comprendre, et ce pour la première fois, les processus qui expliquent l'impact de ce cycle sur la modification de la biomasse phytoplanctonique et sur la composition de la communautéen terme de diversité phénotypique dans le système côtier homogène. Les résultats montrent une augmentation de la biomasse totale ainsi que de la proportion de diatomées et une diminution de la diversité lors des périodes de stratification associées aux mortes eaux. / Phytoplankton diversity depends on physical, chemical and biological local conditions. Moreover, physical transport could also impact the distribution of autotrophic organisms/species within phytoplankton communities. Therefore, phytoplanktonic assemblages exhibit significant spatial (bioregionalization) and temporal (successions) variability in terms of species diversity as well as productivity. Coastal regions are particularly contrasted area with sharp environmental gradients underlying strong heterogeneity in phytoplankton communities' composition. In this context, the Iroise Sea presents a seasonal, highly productive, tidal front, which separates two distinctregimes. Eastside, continental shelf waters are regularly mixed by tidal currents while offshore waters remain stratified throughout the whole summer period.Thus, the Iroise Sea may be an opportune region to study the processes linking the frontal structure dynamic and its impact on phytoplanktonic diversity.This thesis aims, more specifically, at characterizing phytoplankton communities in the Iroise Sea interms of both functional and phenotypic diversity over a seasonal cycle in general and during the summer at the frontal interface in particular. This work is based on a 3D numerical modeling approach using a physical/biogeochemical coupled model. As a first part of this thesis, the implementation of a regional configuration for the Iroise Sea has been conducted, including the technical coupling between the hydrodynamical model (ROMS-AGRIF) and the phytoplankton diversity model (DARWIN). This work was the first necessary step to simulate and study the Iroise sea phytoplanktonic diversity.Our results show a pronounced seasonal cycle of the phytoplankton functional composition, driven by the surface mixed layer depth that influenced light and nutrients' availabilty. Indeed, during winter, the biomass is dominated by picoplankton in the Iroise Sea. Then, as water column becomes stratified offshore, in April, a characteristic phytoplankton bloom occurs with a larger contribution of microphytoplancton (mainly diatoms). During summer, the nutrient-replete coastal well-mixed area remains highly productive and dominated by diatoms while surface stratified offshore waters (where phytoplankton growth is nutrient-limited) show higher coexistence between phytoplankton functional types.We also examined the phytoplankton phenotypic diversity simulated within the frontal region in relation with the surrounding areas in September (summer conditions). The results highlight a diversity maximum located at the surface slightly westward from the biomass maximum of the front. This diversity maximum is suggested to be the result of the upward transport of typical phenotypes from the offshore Deep Chlorophyll Maximum (DCM) toward the Surface at the west warm side of the front. Indeed, picoplanktonic phenotypes growing in the DCM coexist, in this diversity maximum, with those from the surface oligotrophic waters and ubiquitous ones growing in the eastside mixed coastal waters.Finally, the effect of tidal spring/neap tide cycle has been investigated and shows, for the first time, how this cycle impacts the phytoplankton biomass and the phenotypic community composition within the coastal well-mixed, homogeneous system. Indeed, the neap-tide conditions of reduced vertical mixing and stabilization lead to an increase in total phytoplankton biomass associated with the rapid development of fast-growing, opportunistic, diatoms species and a decrease in phenotypic diversity.

No description available.

Although the physical characteristics of surfing breaks are well described in the literature, there is little specific research on surfing and coastal management. Such research is required because coastal engineering has had significant impacts to surfing breaks, both positive and negative. Strategic planning and environmental impact assessment methods, a central tenet of integrated coastal zone management (ICZM), are recommended by this thesis to maximise surfing amenities. The research reported here identifies key oceanographic considerations required for ICZM around surfing breaks including: surfing wave parameters; surfing break components; relationship between surfer skill, surfing manoeuvre type and wave parameters; wind effects on waves; currents; geomorphic surfing break categorisation; beach-state and morphology; and offshore wave transformations. Key coastal activities that can have impacts to surfing breaks are identified. Environmental data types to consider during coastal studies around surfing breaks are presented and geographic information systems (GIS) are used to manage and interpret such information. To monitor surfing breaks, a shallow water multibeam echo sounding system was utilised and a RTK GPS water level correction and hydrographic GIS methodology developed. Including surfing in coastal management requires coastal engineering solutions that incorporate surfing. As an example, the efficacy of the artificial surfing reef (ASR) at Mount Maunganui, New Zealand, was evaluated. GIS, multibeam echo soundings, oceanographic measurements, photography, and wave modelling were all applied to monitor sea floor morphology around the reef. Results showed that the beach-state has more cellular circulation since the reef was installed, and a groin effect on the offshore bar was caused by the structure within the monitoring period, trapping sediment updrift and eroding sediment downdrift. No identifiable shoreline salient was observed. Landward of the reef, a scour hole ~3 times the surface area of the reef has formed. The current literature on ASRs has primarily focused on reef shape and its role in creating surfing waves. However, this study suggests that impacts to the offshore bar, beach-state, scour hole and surf zone hydrodynamics should all be included in future surfing reef designs. More real world reef studies, including ongoing monitoring of existing surfing reefs are required to validate theoretical concepts in the published literature.