Ecosystem (dis)benefits arising from formal and informal land-use in Manchester (UK); a case study of urban soil characteristics associated with local green space management

Urban soils are subject to anthropogenic influences and, reciprocally, provide benefits and dis-benefits to human wellbeing; for example carbon storage, nutrient cycling and the regulation trace element and contaminant mobility. Collective stewardship of urban green commons provides contemporary examples of the diversity of uses and management of green space in cities and represents a growing movement in user participation in, and awareness of, the importance of urban ecological health. Exploring the range of social-ecological benefits exemplified in the urban environment has generally focused on above-ground processes, with few studies examining the potential for (dis)benefits arising from edaphic characteristics of collectively-managed spaces. An investigation into the influence of formal and informal green space management on carbon fluxes and heavy metal concentrations in urban soils was carried out in Manchester (UK) finding that carbon storage in soils of collectively managed urban green commons (7.15 ±1.42 kg C m⁻²) was significantly greater than at formally managed sites (for example city parks: 5.08 ±0.69 kg C m⁻²), though the latter exhibited reduced losses through CO2 emission. Variation in heavy metal concentrations and mobility were likewise observed, exemplified by the acidification of surface soils by leaf litter at orchard sites, and the resultant increase in the mobility of lead (Pb) and zinc (Zn). The results of this study indicate the importance of small-scale contemporary urban green space management on selected ecosystem services provided by the limited soil resource of cities. Thus, a greater consideration of the effects of horticultural and amenity activities with regards to soil quality/functionality is required to ensure available urban green commons retain or increase their ecological quality over time

Canonical processes of media production

Creating compelling multimedia presentations is a complex task. It involves the capture of media assets, then editing and authoring these into one or more final presentations. Tools tend to concentrate on a single aspect of media production to reduce the complexity of the interface and to tailor support to a specific task. While these tools are suited to the task they are designed for, very often there is no consideration for input requirements for the next tool down the line. Each tool in the multimedia production chain has the potential for adding semantic annotations to the media asset at hand, describing relevant aspects of the asset and why it is being used for a particular purpose. These annotations need to be included in the information handed over to the next tool in the production chain. We specify inputs and outputs to a number of canonical processes we identify in multimedia production. We do not specify the intricate workings of the processes, but concentrate on the information flow between them. Our claim is that by specifying explicitly the input and output required for processes that occur in widely differing uses of media we can provide the tool-building community with a small set of building blocks that can be supported for semantically aware media production tool

Factors associated with self-perceived state of health in adolescents with congenital cardiac disease attending paediatric cardiologic clinics

The purpose of our study was to determine the ways in which adolescents with congenital cardiac disease believed that the condition had affected their life, and how these views were related to their perceived health. Interviews were conducted with a series of 37 adolescents, 17 girls and 20 boys, aged from 11 to 18, as they attended the clinics of 4 paediatric cardiologists in a teaching hospital in the United Kingdom. Transcripts of the interviews were analysed for recurring themes. A questionnaire was formed consisting of a set of questions for each theme, and additional items eliciting “perceived health”, and administered to a second series of 74 adolescents, 40 boys and 34 girls, who were again aged from 11 to 18 years. Slightly less than half (46%) perceived their health as either “good” or “very good”, and one-third (33%) rated it as “average”. The majority (66%) felt themselves to be “the same” as, or only very slightly “different” from, their peers. The assessment of the seriousness of their condition by the adolescents, the degree to which they saw themselves as different from others, and their perceived health, were not related to the “complexity of the underlying medical condition” as rated by their physician. It was the psychosocial themes, such as exclusion from activities or the effect of the condition on relationships, that were most strongly related to the perception of their health by the adolescents. Improved education of parents, teachers and peers, and attendance at classes for cardiac rehabilitation, might help to ameliorate some of these problems

User Information Needs for Environmental Opinion-forming and Decision-making in Link-enriched Video

Link-enriched video can support users in informative processes of environmental opinion-forming and decision-making. To enable this, we need to specify the information that should be captured in an annotation schema for describing the video. We conducted expert interviews to elicit users’ potential information needs. We carried out a user survey to assess the relevance of t

A material-dialogic perspective on powerful knowledge and matter within a science classroom

“Powerful” disciplinary knowledge has the potential to enrich students’ lives by providing access to understanding beyond everyday experience (Young 2011). Learning science or any other school subject requires understanding of the core body of content within an academic discipline. However, contemporary discussion of disciplinary knowledge remains at the sociological level, offering little clarity around how such knowledge manifests in the complex and unique contexts in which people learn. The framing of powerful knowledge inherits a dualist philosophical assumption that a curriculum concept is a universal phenomenon, acquired through a myriad of activities and applied in new situations, but nevertheless something which is acquired (or not) (Hardman, 2019). The question then becomes how these universal concepts are acquired through the unique context of a specific classroom. Gericke et al. (2018) begin to address this question by highlighting the transformations made as disciplinary knowledge is taught in schools. These transformations occur at the societal, institutional and classroom levels. The term ‘transformation’ is an umbrella term reflected in both the tradition of didactics, for example, ‘didactic transposition’ (Chevallard 2007), ‘omstilling’ (Ongstad 2006) and ‘reconstruction’ (Duit 2013), as well as within the curriculum tradition in Bernstein’s (1973) notion of ‘re-contextualization’. As well as considering transformations, the term epistemic quality moves us towards conceptualizing how classroom activities have differing qualities in conveying the epistemology of disciplines (Hudson, 2018). In this chapter, we focus on the classroom, and seek to address the overarching question of: How can the transformation processes related to powerful knowledge and epistemic quality be described? Our contention is that the notions of transformation and epistemic quality hold the potential to frame the ways in which disciplinary knowledge and epistemology manifest in the classroom. However, as these notions are being developed, in this book and elsewhere, we wish to guard against any simplistic framing whereby idealised disciplinary understandings are in some way represented in classrooms. In our view, a learner does not receive a reduced, simplified form of some universal understanding. Understanding of a subject discipline, in terms of both knowledge and the epistemology of the discipline, emerge from the dynamic, messy and material contexts of classrooms. In this chapter, we consider how a material-dialogic frame (Hetherington et al. 2018; Hetherington and Wegerif, 2018) might contribute to this discussion. We first briefly lay out the material-dialogic frame and our reasons for proposing it. After that, we use a case study of a science classroom to support the usefulness of the frame in considering transformations of disciplinary knowledge in classrooms