Phytoplankton bloom phenomena in the North Atlantic Ocean and Arabian Sea

Author Posting. © The Author(s), 2014. This is the author's version of the work. It is posted here by permission of International Council for the Exploration of the Sea for personal use, not for redistribution. The definitive version was published in ICES Journal of Marine Science 72 (2015): 2021-2028, doi:10.1093/icesjms/fsu241.We review bio-optical and physical data from three mooring experiments, the Marine Light–Mixed Layers programme in spring 1989 and 1991 in the Iceland Basin (59°N/21°W), and the Forced Upper Ocean Dynamics Experiment in the central Arabian Sea from October 1994 to 1995 (15.5°N/61.5°E). In the Iceland Basin, from mid-April to mid-June in 1989, chlorophyll-a concentrations are sensitive to small changes in stratification, with intermittent increases early in the record. The spring increase occurs after 20 May, coincident with persistent water column stratification. In 1991, the bloom occurs 2 weeks earlier than in 1989, with a background of strong short-term and diurnal variability in mixed layer depth and minimal horizontal advection. In the Arabian Sea, the mixing response to the northeast and southwest monsoons, plus the response to mesoscale eddies, produces four blooms over the annual cycle. The mixed layer depth in the Arabian Sea never exceeds the euphotic zone, allowing interactions between phytoplankton and grazer populations to become important. For all three mooring experiments, change in water column stratification is key in producing phytoplankton blooms.2016-01-0

Designing Anatomy Teaching Spaces to Meet the Needs of Today’s Learner

There are three key aspects to anatomy pedagogy: the when, how much, and how. The relative importance of all three will vary to a certain extent depending on teaching methods, but all require an adequate learning environment. The design of this learning environment needs to take into consideration student learning, local culture, and assessment. Within this context as much attention should be given to the development of the informal and hidden curricula as with that of the formal curriculum. Ultimately, it is assessment and its milieu that will drive learning in order to assure matching student behavior. Here the authors provide a succinct, practical, and problem-oriented approach to the design of anatomy teaching spaces that addresses the needs of today’s anatomy student. The authors also include key design considerations as well as aspects of the design process, such as the provision for appropriate sensory stimulation, plumbing and electricity requirements, surface area per student, the attainment of learning objectives, catering for assessment, e-learning capabilities, and a dynamic environment that can be suitably reconfigured