Impact of ocean acidification on marine organisms-unifying principles and new paradigms

This special issue combines original research with seminal reviews of the biological impact of ocean acidification. The ten contributions cover a wide range of topics from chemical and biological responses to increased CO2 and decreased pH to socio-economical sensitivities and adaptation options. Overall, this special issue also highlights the key knowledge gaps and future challenges. These include the need to develop research strategy and experiments that factor in evolution, incorporate natural variability in physical conditions (e.g.; pH, temperature, oxygen, food quality and quantity) and ecological interactions. The research presented in this special issue demonstrates the need to study more habitats (e.g.; coastal, deep sea) and prioritize species of ecological or economic significance

Atlas.txt : Exploring Lingusitic Grounding Techniques for Communicating Spatial Information to Blind Users

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CO2 induced seawater acidification impacts sea urchin larval development I: Elevated metabolic rates decrease scope for growth and induce developmental delay

Anthropogenic CO(2) emissions are acidifying the world's oceans. A growing body of evidence is showing that ocean acidification impacts growth and developmental rates of marine invertebrates. Here we test the impact of elevated seawater pCO(2) (129Pa, 1271 atm) on early development, larval metabolic and feeding rates in a marine model organism, the sea urchin Strongylocentrotus purpuratus. Growth and development was assessed by measuring total body length, body rod length, postoral rod length and posterolateral rod length. Comparing these parameters between treatments suggests that larvae suffer from a developmental delay (by ca. 8%) rather than from the previously postulated reductions in size at comparable developmental stages. Further, we found maximum increases in respiration rates of +100% under elevated pCO(2), while body length corrected feeding rates did not differ between larvae from both treatments. Calculating scope for growth illustrates that larvae raised under high pCO(2) spent an average of 39 to 45% of the available energy for somatic growth, while control larvae could allocate between 78 and 80% of the available energy into growth processes. Our results highlight the importance of defining a standard frame of reference when comparing a given parameter between treatments, as observed differences can be easily due to comparison of different larval ages with their specific set of biological characters

Webteaching: sequencing of subject matter in relation to prior knowledge of pupils

Two experiments are discussed in which the sequencing procedure of webteaching is compared with a linear sequence for the presentation of text material.\ud \ud In the first experiment variations in the level of prior knowledge of pupils were studied for their influence on the sequencing mode of text presentation. Prior knowledge greatly reduced the effect of the size of sequencing procedures.\ud \ud In the second experiment pupils with a low level of prior knowledge studied a text, following either a websequence or a linear sequence. Webteaching was superior to linear teaching on a number of dependent variables. It is concluded that webteaching is an effective sequencing procedure in those cases where substantial new learning is required

Effects of hyperlinks on navigation in virtual environments

Hyperlinks introduce discontinuities of movement to 3-D virtual environments (VEs). Nine independent attributes of hyperlinks are defined and their likely effects on navigation in VEs are discussed. Four experiments are described in which participants repeatedly navigated VEs that were either conventional (i.e. obeyed the laws of Euclidean space), or contained hyperlinks. Participants learned spatial knowledge slowly in both types of environment, echoing the findings of previous studies that used conventional VEs. The detrimental effects on participants' spatial knowledge of using hyperlinks for movement were reduced when a time-delay was introduced, but participants still developed less accurate knowledge than they did in the conventional VEs. Visual continuity had a greater influence on participants' rate of learning than continuity of movement, and participants were able to exploit hyperlinks that connected together disparate regions of a VE to reduce travel time

Chapter 6. Primary Production, Cycling of Nutrients, Surface Layer and Plankton.

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Organizing, supporting and linking the world marine biodiversity research community

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