title: Changes in ecosystem function across sedimentary gradients in estuaries

authors: Pratt, Daniel Robert

subjects: bivalves

abstract: The input of terrestrial silt and clay (hereafter mud) into coastal environments can alter sediment grain size distribution affecting the structure and functioning of benthic communities. The relationship between sediment mud content and macrofaunal community structure has been well documented, but not the effects on ecosystem function. In 143 plots from the mid-intertidal sites in 9 estuaries, we measured sediment properties, macrofaunal community composition and fluxes of O₂ and NH₄⁺ across the sediment–water interface to derive process-based measures of ecosystem function across the sand–mud gradient. We observed reductions in measures of macrofaunal diversity and decreases in the maximum density of key bioturbating bivalves (Austrovenus stutchburyi and Macomona liliana) with increased mud content. Concurrently, the maximum rates of sediment oxygen consumption (SOC), NH₄⁺ efflux (NH₄⁺) and biomass standardized gross primary production (GPPChl-a ) also decreased with increasing mud content. Environmental predictors explained 34–39% (P = 0.005–0.01) of the total variation in ecosystem function in distance-based linear models. After partitioning out the effect of mud, A. stutchburyi abundance was positively correlated and explained 25 and 23% (P = 0.0001) of the variation of SOC and NH₄⁺, respectively. Also, mud content (negatively correlated) and temperature (positively correlated) explained 26% of variability in GPPChl-a (P = 0.0001). Our results highlight the importance of increased mud content and the associated reduction in the abundance of strongly interacting key species on the loss of ecosystem function in intertidal sand flats.

text: Changes in ecosystem function across sedimentary gradients in estuaries The input of terrestrial silt and clay (hereafter mud) into coastal environments can alter sediment grain size distribution affecting the structure and functioning of benthic communities. The relationship between sediment mud content and macrofaunal community structure has been well documented, but not the effects on ecosystem function. In 143 plots from the mid-intertidal sites in 9 estuaries, we measured sediment properties, macrofaunal community composition and fluxes of O₂ and NH₄⁺ across the sediment–water interface to derive process-based measures of ecosystem function across the sand–mud gradient. We observed reductions in measures of macrofaunal diversity and decreases in the maximum density of key bioturbating bivalves (Austrovenus stutchburyi and Macomona liliana) with increased mud content. Concurrently, the maximum rates of sediment oxygen consumption (SOC), NH₄⁺ efflux (NH₄⁺) and biomass standardized gross primary production (GPPChl-a ) also decreased with increasing mud content. Environmental predictors explained 34–39% (P = 0.005–0.01) of the total variation in ecosystem function in distance-based linear models. After partitioning out the effect of mud, A. stutchburyi abundance was positively correlated and explained 25 and 23% (P = 0.0001) of the variation of SOC and NH₄⁺, respectively. Also, mud content (negatively correlated) and temperature (positively correlated) explained 26% of variability in GPPChl-a (P = 0.0001). Our results highlight the importance of increased mud content and the associated reduction in the abundance of strongly interacting key species on the loss of ecosystem function in intertidal sand flats.

year: 2014

title: Correlation between engineering students’ perceptions of sustainability and their understanding of the threshold concepts in their disciplines

authors: Enteshari, Sina

subjects: sustainability

abstract: CONTEXT 
Sustainability is an important concept in engineering education. Although it is not a new idea in engineering education, its implementation presents a number of obstacles. To support curriculum development, we looked into the fundamental and transformative learning in sustainability, known as 'threshold concepts’. A series of concepts that has the ability to transform the way students perceive sustainability in their disciplines. In this study, we attempt to answer the question, how do engineering students perceive and understand sustainability within the context of their discipline's core concepts?

PURPOSE OR GOAL
Using threshold concept theory, we investigated how students in various engineering disciplines perceive sustainability and identified what they thought to be the crucial sustainability principle in their disciplines. We hoped to improve sustainability engineering education initiatives and promote the incorporation of sustainability concepts into various engineering disciplines' curricula by changing students' and educators' perceptions of sustainability.

APPROACH OR METHODOLOGY/METHODS 
The study used a mixed-methods approach, which included both quantitative and qualitative data collection techniques. A structured survey was distributed to students from a variety of disciplines, including civil, software, electronics, mechanical, chemical, and material processing engineering. In addition to the survey, qualitative data were gathered through interviews with a subset of these students, allowing for a more in-depth exploration of individual perspectives. The analysis also included a review of first-year engineering students' reflective essays and reports, which provided additional qualitative insights into their perspectives on sustainability.

OUTCOMES 
Our research found that the content of sustainability courses significantly shapes students' overall understanding of sustainability and its relevance to their specific discipline. A key hurdle in integrating sustainability into engineering education is its perceived irrelevance. Students favoured content that's tailored to their discipline, aligning with their existing discipline specific threshold concepts. For instance, software engineering students felt that general sustainability courses didn't apply to them, preferring courses that incorporate sustainability in a way that's directly relevant to them. They aimed to gain knowledge that would complement and expand upon their prior studies.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY 
Our study revealed that sustainability-related threshold concepts are distinct for each discipline, highlighting the need for customised approaches to foster engagement and understanding. These insights can help educators craft teaching strategies that enhance students' grasp of these concepts and promote the application of sustainable practices within their disciplines. A major difficulty in integrating sustainability into engineering education was the lack of discipline-specific content, leading many students to overlook sustainability concepts that didn't directly relate to their studies.

text: Correlation between engineering students’ perceptions of sustainability and their understanding of the threshold concepts in their disciplines CONTEXT 
Sustainability is an important concept in engineering education. Although it is not a new idea in engineering education, its implementation presents a number of obstacles. To support curriculum development, we looked into the fundamental and transformative learning in sustainability, known as 'threshold concepts’. A series of concepts that has the ability to transform the way students perceive sustainability in their disciplines. In this study, we attempt to answer the question, how do engineering students perceive and understand sustainability within the context of their discipline's core concepts?

PURPOSE OR GOAL
Using threshold concept theory, we investigated how students in various engineering disciplines perceive sustainability and identified what they thought to be the crucial sustainability principle in their disciplines. We hoped to improve sustainability engineering education initiatives and promote the incorporation of sustainability concepts into various engineering disciplines' curricula by changing students' and educators' perceptions of sustainability.

APPROACH OR METHODOLOGY/METHODS 
The study used a mixed-methods approach, which included both quantitative and qualitative data collection techniques. A structured survey was distributed to students from a variety of disciplines, including civil, software, electronics, mechanical, chemical, and material processing engineering. In addition to the survey, qualitative data were gathered through interviews with a subset of these students, allowing for a more in-depth exploration of individual perspectives. The analysis also included a review of first-year engineering students' reflective essays and reports, which provided additional qualitative insights into their perspectives on sustainability.

OUTCOMES 
Our research found that the content of sustainability courses significantly shapes students' overall understanding of sustainability and its relevance to their specific discipline. A key hurdle in integrating sustainability into engineering education is its perceived irrelevance. Students favoured content that's tailored to their discipline, aligning with their existing discipline specific threshold concepts. For instance, software engineering students felt that general sustainability courses didn't apply to them, preferring courses that incorporate sustainability in a way that's directly relevant to them. They aimed to gain knowledge that would complement and expand upon their prior studies.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY 
Our study revealed that sustainability-related threshold concepts are distinct for each discipline, highlighting the need for customised approaches to foster engagement and understanding. These insights can help educators craft teaching strategies that enhance students' grasp of these concepts and promote the application of sustainable practices within their disciplines. A major difficulty in integrating sustainability into engineering education was the lack of discipline-specific content, leading many students to overlook sustainability concepts that didn't directly relate to their studies.

year: 2024

title: Missing in translation: Maori language and oral tradition in scientific analyses of traditional ecological knowledge (TEK)

authors: Wehi, Priscilla M.

subjects: Maori language

abstract: Recent conceptual shifts in ecology towards integration of humans into ecosystems requires all possible sources of ecological knowledge available (Berkes 2004, 2009 this issue). Māori traditional ecological knowledge of natural systems (TEK) can add valuable ecological data to more conventional scientific studies as the former tends to be diachronic, based on a cumulative system of understanding the environment founded on observations and experience (Gadgil et al. 1993; Berkes 2008), while the latter is frequently synchronic, with experiments that may explore causal effects in ecological patterns (Newman & Moller 2005; Moller et al. 2009a). However accessing TEK can be both difficult and time-consuming, as demonstrated by the 14-year research project Kia Mau Te Tītī Mo Ake Tonu Atu (the ‘Keep the Tītī Forever’ research project; Moller et al. 2009a). We argue that oral traditions offer a wealth of information that is frequently overlooked, in part because of a lack of knowledge of te reo Māori (the Māori language) and, further, a lack of recognition of the inextricable link between biological and cultural diversity (Maffi 2005).

text: Missing in translation: Maori language and oral tradition in scientific analyses of traditional ecological knowledge (TEK) Recent conceptual shifts in ecology towards integration of humans into ecosystems requires all possible sources of ecological knowledge available (Berkes 2004, 2009 this issue). Māori traditional ecological knowledge of natural systems (TEK) can add valuable ecological data to more conventional scientific studies as the former tends to be diachronic, based on a cumulative system of understanding the environment founded on observations and experience (Gadgil et al. 1993; Berkes 2008), while the latter is frequently synchronic, with experiments that may explore causal effects in ecological patterns (Newman & Moller 2005; Moller et al. 2009a). However accessing TEK can be both difficult and time-consuming, as demonstrated by the 14-year research project Kia Mau Te Tītī Mo Ake Tonu Atu (the ‘Keep the Tītī Forever’ research project; Moller et al. 2009a). We argue that oral traditions offer a wealth of information that is frequently overlooked, in part because of a lack of knowledge of te reo Māori (the Māori language) and, further, a lack of recognition of the inextricable link between biological and cultural diversity (Maffi 2005).

year: 2009