Testing the sediment-trapping paradigm of seagrass: Do seagrasses influence nutrient status and sediment structure in tropical intertidal environments?

Seagrass meadows are considered important for sediment trapping and sediment stabilisation. Deposition of fine sediments and associated adsorbed nutrients is considered an important part of the chemical and biological processes attributed to seagrass communities. This paradigm was based on work in temperate regions on Zostera marina and in tropical regions on Thalassia testudinum, two species that maintain relatively high biomass, stable meadows. The current study investigates this concept for three species of intertidal tropical seagrass meadows in northeastern Australia. Sediment structure and nutrient status did not differ between vegetated and unvegated habitats in intertidal areas within the central region of the Great Barrier Reef World Heritage Area. The 'trapping' functions that have been attributed to seagrasses need to be re-assessed for a variety of locations and species before they can be accepted as dogma. In tropical Australia, intertidal meadows are predominantly ephemeral and comprised of structurally small species of low biomass. Consequently, sediment trapping within these meadows is largely insignificant

Personalised trails and learner profiling within e-learning environments

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

A framework for the resilience of seagrass ecosystems

Seagrass ecosystems represent a global marine resource that is declining across its range. To halt degradation and promote recovery over large scales, management requires a radical change in emphasis and application that seeks to enhance seagrass ecosystem resilience. In this review we examine how the resilience of seagrass ecosystems is becoming compromised by a range of local to global stressors, resulting in ecological regime shifts that undermine the long-term viability of these productive ecosystems. To examine regime shifts and the management actions that can influence this phenomenon we present a conceptual model of resilience in seagrass ecosystems. The model is founded on a series of features and modifiers that act as interacting influences upon seagrass ecosystem resilience. Improved understanding and appreciation of the factors and modifiers that govern resilience in seagrass ecosystems can be utilised to support much needed evidence based management of a vital natural resource

Seagrass habitats of northeast Australia: models of key processes and controls

An extensive and diverse assemblage of seagrass habitats exists along the tropical and subtropical coastline of north east Australia and the associated Great Barrier Reef. In their natural state, these habitats are characterised by very low nutrient concentrations and are primarily nitrogen limited. Summer rainfall and tropical storms/cyclones lead to large flows of sediment-laden fresh water. Macro grazers, dugongs (Dugong dugon) and green sea turtles (Chelonia mydas) are an important feature in structuring tropical Australian seagrass communities. In general, all seagrass habitats in north east Australia are influenced by high disturbance and are both spatially and temporally variable. This paper classifies the diversity into four habitat types and proposes the main limiting factor for each habitat. The major processes that categorise each habitat are described and significant threats or gaps in understanding are identified. Four broad categories of seagrass habitat are defined as 'River estuaries', 'Coastal', 'Deep water' and 'Reef', and the dominant controlling factors are terrigenous runoff, physical disturbance, low light and low nutrients, respectively. Generic concepts of seagrass ecology and habitat function have often been found inappropriate to the diverse range of seagrass habitats in north east Australian waters. The classification and models developed here explain differences in habitats by identifying ecological functions and potential response to impacts in each habitat. This understanding will help to better focus seagrass management and research in tropical habitats

Chapter 08: Vulnerability of seagrasses in the Great Barrier Reef to climate change

Seagrasses are flowering plants and, along with mangroves, have greater affinities to terrestrial plants than other marine macrophytes such as algae. Approximately 55 species of seagrass occur in five different plant families and represent at least three independent evolutionary lineages. Thus, seagrasses are not a taxonomically unified group but a ‘biological’ or ‘ecological’ group85,149. The evolutionary adaptations required for survival in the marine environment have led to convergence in morphology. Seagrasses evolved under differing ambient CO2 and temperature conditions so may have different tolerances to changing environmental conditions. A wide range of tolerances across marine environments exist amongst the extant diversity of seagrasses, reflecting their substantial adaptive capacity as a group.This is Chapter 8 of Climate change and the Great Barrier Reef: a vulnerability assessment. The entire book can be found at http://hdl.handle.net/11017/13

Hacia una pedagogía como teoría crítica en la formación de profesores en Ciencias de la Educación

El presente trabajo parte de la siguiente pregunta: ¿Qué lugar ocupa hoy y cuál debería ocupar la Pedagogía en la formación de profesores en Ciencias de la Educación?; y en la búsqueda de una respuesta a esta pregunta surge a posteriori: ¿Se puede pensar la pedagogía como teoría crítica frente a las ciencias de la educación (entendidas como ciencias que producen “Teoría Tradicional”)? Porque si esto fuera así los pedagogos tendríamos la responsabilidad de pensar una teoría de la educación de carácter emancipatorio para poder replantear la cuestión de “¿Hacia dónde va la educación?” Es decir, si la pedagogía es un saber y una reflexión sobre la práctica, debemos poder producir un saber que sea emancipatorio y propositivo que nos permita decir como apuntar al objetivo de la igualdad en la escuela. Es fundamental replantear en la formación de profesionales de la educación ¿Qué es lo que hacemos como educadores?, ¿Qué sentido tiene nuestro trabajo docente? ¿Para qué educar hoy? Habría que repensar el rol de la pedagogía posicionándola como teoría crítica en la formación de profesores en Ciencias de la Educación, teniendo en cuenta este marco actual que se nos presenta.Facultad de Humanidades y Ciencias de la Educació

Personalised trails and learner profiling in an e-learning environment

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails