Spatial patterns in the distribution of benthic assemblages across a large depth gradient in the Coral Sea, Australia

The Queensland Plateau in the Coral Sea off north-eastern Australia supports numerous submerged and emergent reefs. Osprey Reef is an emergent reef at the northern tip of the plateau ~1500 m in elevation. Over such a large depth gradient, a wide range of abiotic factors (e.g. light, temperature, substratum etc.) are likely to influence benthic zonation. Despite the importance of understanding the biodiversity of Australia's Coral Sea, there is a lack of biological information on deep-water habitats below diving depths. Here we used a deep-water ROV transect to capture video, still photos and live samples over a depth range spanning 92 to 787 m at North Horn on Osprey Reef. Video analysis, combined with bathymetry data, was used to identify the zones of geomorphology and the benthic assemblages along the depth gradient. There were marked changes in the geomorphology and the substrate along this depth gradient which likely influence the associated benthos. Cluster analysis indicated five benthic assemblage groups, which showed clear zonation patterns and were generally predictable based on the depth and sedimentary environment. These results are the first quantitative observations to such depths and confirm that the waters of the Coral Sea support diverse benthic assemblages, ranging from shallow-water coral reefs to mesophotic coral ecosystems, to deep-water azooxanthellate corals and sponge gardens. The knowledge provided by our study can inform management plans for the Coral Sea Commonwealth Marine Reserve that incorporate the deeper reef habitats and help to minimise future damage to these marine ecosystems

Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education

Students’ satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and achievement. Though the extant research addresses students’ perceptions of school climate and sense of belonging, there is a paucity of research about students’ views of teacher–student interactions. Five hundred and seventy-seven students from one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive feedback was reported by all students in special education as well as males in general and honors education programs, while Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes and feelings about teachers, the educational system, and learning