Pine savanna overstorey influences on ground‐cover biodiversity

Question: Does the overstorey of pine savannas influence plant species biodiversity in the ground cover? Location: Camp Whispering Pines (30°41\u27 N; 90°29\u27 W), eastern Louisiana (USA). Methods: We used ecologically sensitive restoration logging to remove patches of Pinus palustris (longleaf pine) in a second-growth loess plain Pinus palustris savanna managed using frequent lightning season fires. Five years later, we measured numbers of vascular plant species and transmitted light in replicated 100-m2 plots. Treatments involved three different overstorey conditions: no overstorey for 5 years, no overstorey for several decades, and overstorey pines present for decades. Results: Both recent and long-term openings contained, on average, about 100 vascular plant species per 100 m2, 20% more than in similar-sized areas beneath overstorey trees. Responses varied with life form; more herbaceous species occurred in recent and older overstorey openings than beneath overstorey trees. Total numbers of all species and of less abundant forb species were positively and linearly related to light transmitted to ground level. Those species responding to openings in the overstorey and positively associated with increased transmitted light levels were monocarpic and short-lived perennial forb and grass species with a seed bank in the soil. In addition, community structure, as reflected in species composition and abundances, appeared to vary with canopy condition. Conclusions: Restoration involving ecologically sensitive removal of patches of overstorey pines in frequently burned pine savannas should benefit the ground cover and increase plant species biodiversity as a result of increased abundance of seed bank species. © IAVS; Opulus Press

The changing academic environment and diversity in students' study philosophy, beliefs and attitudes in higher education

Student populations in higher education in Australia and elsewhere in the developed world have experienced significant diversity over the past two decades. The existing literature has provided limited clarity about the effects of this diversity on the dimensions underpinning students' study philosophy domain. Based on a large data set from a leading Australian university, this paper analyses students' study philosophy, beliefs and attitudes towards teaching and learning. Factor analysis explored themes (or dimensions) within the survey. Multivariate analysis of variance used these dimensions as dependent variables with age, sex, ethnicity, study discipline, study level, academic performance and sex/ethnicity interaction as grouping variables to identify significant sources of variations. Deep learning, expediency and responsibility reflected the students' study philosophy domain. Deep learning and responsibility varied with ethnicity and academic performance. Expediency differed according to ethnicity, study discipline and academic performance. Students in business-related disciplines displayed greater expediency than peers elsewhere, treating education like any other commodity. The contribution of this study lies in its rigorous analysis of the impact of the diversity of the student population on the study philosophy domain, compared to the existing literature