Release from sheep-grazing appears to put some heart back into upland vegetation:A comparison of nutritional properties of plant species in long-term grazing experiments

Rewilding or wilding is a popularised means for enhancing the conservation value of marginal land. In the British uplands, it will involve a reduction, or complete removal, of livestock grazing (sheep), based on the belief that grazing has reduced plant species diversity, the ‘Wet Desert’ hypothesis. The hope is that if livestock is removed, diversity will recover. If true, we hypothesise that the species extirpated/reduced by grazing and then recover on its removal would more nutritious compared to those that persisted. We test this hypothesis at Moor House National Nature Reserve (North‐Pennines), where seven sets of paired plots were established between 1953 and 1967 to compare ungrazed/sheep‐grazed vegetation. Within these plot‐pairs, we compared leaf properties of seven focal species that occurred only, or were present in much greater abundance, in the absence of grazing to those of 10 common species that were common in both grazed and ungrazed vegetation. Each sample was analysed for macro‐nutrients, micro‐nutrients, digestibility, palatability and decomposability. We ranked the species with respect to 22 variables based on effect size derived from Generalised Linear Modelling (GLM) and compared species using a Principal Components Analysis. We also assessed changes in abundance of the focal species through time using GLMs. Our results support the ‘Wet Desert’ hypothesis, that is, that long‐term sheep grazing has selectively removed/reduced species like our focal ones and on recovery, they were more nutritious (macro‐nutrients, some micro‐nutrients) palatable, digestible and decomposable than common species. Measured changes in abundance of the focal species suggest that their recovery will take 10–20 years in blanket bog and 60 years in high‐altitude grasslands. Collectively, these results suggest that sheep grazing has brought about biotic homogenization, and its removal in (re)wilding schemes will reverse this process eventually! The ‘white woolly maggots’ have eaten at least part of the heart out of the highlands/uplands, and it will take some time for recovery

Revised Recommendations and Next Steps for Prior Learning Assessment in the University of Maine System

The University of Maine System (UMS) Prior Learning Assessment (PLA) Task Force makes the following slightly revised recommendations to the University of Maine System Credit Transfer Project Steering Committee and the University of Maine System Chief Academic Officers. The Recommendations and Next Steps below form a protocol that the UMS PLA Task Force recommends piloting for a period of four years, at which time the participating institutions will review their efficacy

Measured estimates of semi-natural terrestrial NPP in Great Britain:comparison with modelled values, and dependence on atmospheric nitrogen deposition

Plant growth in nitrogen (N)-limited, unfertilised terrestrial ecosystems should respond to additional N inputs from atmospheric deposition (Ndep). We investigated this for sites in Great Britain (GB) by compiling 796 estimates of net primary productivity (NPP) from measured biomass production over the period 1932–2014, although the great majority were for 1990 onwards. The sites were largely vegetated with shrubs, grass and bracken, and had a wide range of Ndep (0.5–3.3 gN m−2 a−1 in 2000). The measured NPP estimates were compared with calculated values from the biogeochemical ecosystem model N14CP, which predicts that NPP depends strongly upon Ndep. The measured and modelled average total NPP values (gC m−2 a−1) from all data were 387 (standard deviation, SD = 193) and 377 (SD = 72) respectively. Measured and modelled averages for vegetation classes followed the sequence: broadleaved trees ~ needle-leaved trees > herbs (rough grassland + bracken) ~ shrubs. After averaging measured values for sites in individual model grid cells (5 km × 5 km) with 10 or more replicates, the measured and modelled NPP values were correlated (n = 26, r2 = 0.22, p = 0.011), with a slope close to unity. Significant linear relationships were found between measured ln NPP and cumulative Ndep for both herbs (n = 298, p = 0.021) and shrubs (n = 473, p = 0.006), with slopes comparable to those predicted with the model. The results suggest that semi-natural NPP in GB depends positively upon Ndep, in a manner that agrees quantitatively with N14CP predictions. Calculations with the model, using modelled temporal variation in Ndep, indicate that fertilisation by Ndep caused average increases in semi-natural NPP over the period 1800 to 2010 of 30% for shrubs, 71% for herbs, and 91% for broadleaved trees. Combined with previous published results for forests, our findings suggest a general and widespread vegetation response to fertilisation by Ndep

Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class

Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p < 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with <3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes

Challenges experienced with early introduction and sustained consumption of allergenic foods in the Enquiring About Tolerance (EAT) study: A qualitative analysis.

BACKGROUND: The early introduction group participants of the Enquiring About Tolerance study were asked to undertake a proscriptive regimen of early introduction and sustained consumption of 6 allergenic foods. It was envisaged that this might be challenging, and early introduction group families were presented with an open-text question to express any problems they were experiencing with the regimen in recurring online questionnaires. OBJECTIVE: We sought to analyze these open-text questionnaire responses with the aim of identifying challenges associated with the introduction and regular consumption of allergenic foods. METHODS: Three combinations of interim questionnaire responses were selected for analysis, representing the early period (4, 5, and 6 months), middle period (8 and 12 months), and late period (24 and 36 months) of participation in the Enquiring About Tolerance study. Responses were assigned a code to describe their content and subsequently grouped into themes to portray key messages. A thematic content analysis allowed for conversion of qualitative codes into quantitative summaries. RESULTS: Three main challenges to allergenic food consumption were identified. First, some children refused the allergenic food, causing a sense of defeat among caregivers. Second, caregivers were concerned that allergenic foods might be causing a reaction, triggering a need for reassurance. Third, practical problems associated with the regimen compromised caregivers' capacity to persist. CONCLUSION: Understanding the challenges experienced with allergenic food introduction and sustained consumption is the necessary precursor to developing specific communication and support strategies that could be used by caregivers, practitioners, policymakers, and key stakeholders to address these problems