Estimating effective detection area of passive, static acoustic data loggers from playback experiments with cetacean vocalisations

The study was funded by the Federal Ministry for the Environment, Nature conservation and Nuclear Safety of Germany (FKZ: 0325238), Bangor University and supported by SeaMôr Wildlife Tours.1. Passive acoustic monitoring (PAM) is used for many vocal species. However, few studies have quantified the fraction of vocalisations captured, and how animal distance and sound source level affect detection probability. Quantifying the detection probability or effective detection area (EDA) of a recorder is a prerequisite for designing and implementing monitoring studies, and essential for estimating absolute density and abundance from PAM data. 2. We tested the detector performance of cetacean click loggers (C-PODs) using artificial and recorded harbour porpoise clicks played at a range of distances and source levels. Detection rate of individual clicks and click sequences (or click trains) was calculated. A Generalised Additive Model (GAM) was used to create a detection function and estimate the effective detection radius (EDR) and EDA for both types of signals. 3. Source level and distance from logger influenced the detection probability. Whilst differences between loggers were evident, detectability was influenced more by the deployment site than within-logger variability. Maximum distance for detecting real recorded porpoise clicks was 566 m. Mean EDR for artificial signals with source level 176 dB re 1 μPa @ 1m was 187 m., and for a recorded vocalisation with source level up to 182 dB re 1 μPa was 188 m. For detections classified as harbour porpoise click sequences the mean EDR was 72 m. 4. The analytical methods presented are a valid technique for estimating the EDA of any logger used in abundance estimates. We present a practical way to obtain data with a cetacean click logger, with the caveat that artificial playbacks cannot mimic real animal behaviour and are at best able to account for some of the variability in detections between sites, removing logger and propagation effects so that what remains is density and behavioural differences. If calibrated against real-world EDAs (e.g., from tagged animals) it is possible to estimate site-specific detection area and absolute density. We highlight the importance of accounting for both biological and environmental factors affecting vocalisations so that accurate estimates of detection area can be determined, and effective monitoring regimes implemented.PostprintPeer reviewe

Incorporating life cycle assessment and ecodesign tools for green chemical engineering: a case study of competences and learning outcomes assessment

Chemical engineers assume a broad range of roles in industry, spanning the development of new process designs, the maintenance and optimization of complex systems, and the production of intermediate materials, final products and new technologies. The technical aptitude that enables chemical engineers to fulfill these various roles along the value chain makes them compelling participants in the environmental assessment of the product in question. Therefore, the introduction of life cycle assessment (LCA) and ecodesign concepts into the chemical engineering curriculum is essential to help these future professionals to face design problems with a holistic view of the technical, economic, social and environmental impacts of their solutions. The teaching of these and other disciplines by means of student-centered methods, based on a holistic structure, have demonstrated better teamwork and communication skills. For that reason, this paper proposes a Micro (Assess-Analyze-Act) (M-3A) model of assessment mainly focused on closing the loop of the learning activities. This model has been applied to an ecodesign case study of the "University master's Degree in chemical engineering" of the University of Cantabria/University of the Basque Country, with positive feedback of the students. They felt that the approach has allowed them to utilize their analytical skills in quantifying a situation before applying other subjective measures, and that the public discussion of the results was a satisfactory element for improving their communication skills. Moreover, the students found that the workload was nicely adjusted, highlighting the acquisition of 4 competences preferentially: teamwork, creativity; relevance of environmental issues and initiative and entrepreneurship. Finally, the students suggest that the application of this methodology into their degree could motivate future students improving their performance

Utilizing international networks for accelerating research and learning in transformational sustainability science

A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks.Postprint (author's final draft

Sustainability in supply and value chain management

This chapter presents the case for integrating sustainability principles into supply and value chain management provision at higher education level as an urgent matter for consideration. It draws on the key declarations including Global Action Programme (GAP) of UNESCO that support the incorporation of sustainability values and practices into all aspects of learning to underscore the need for embedding supply and value chain management curriculum with sustainability. The shared experience and insights from scholarly engagement with integrating sustainability principles at three levels in higher education facilitates sustainability knowledge transfer. Grounded in the extant literature, a critical discussion of the integration process including pedagogical practices reveals prospects and challenges to scaling up of sustainable supply and value chain management education