title: The distribution and relative ecological roles of autotrophic and heterotrophic diazotrophs in the McMurdo Dry Valleys, Antarctica

authors: Coyne, Kathryn J.

subjects: Science & Technology

abstract: The McMurdo Dry Valleys (MDV) in Antarctica harbor a diverse assemblage of mat-forming diazotrophic cyanobacteria that play a key role in nitrogen cycling. Prior research showed that heterotrophic diazotrophs also make a substantial contribution to nitrogen fixation in MDV. The goals of this study were to survey autotrophic and heterotrophic diazotrophs across the MDV to investigate factors that regulate the distribution and relative ecological roles of each group. Results indicated that diazotrophs were present only in samples with mats, suggesting a metabolic coupling between autotrophic and heterotrophic diazotrophs. Analysis of 16S rRNA and nifH gene sequences also showed that diazotrophs were significantly correlated to the broader bacterial community, while co-occurrence network analysis revealed potential interspecific interactions. Consistent with previous studies, heterotrophic diazotrophs in MDV were diverse, but largely limited to lakes and their outlet streams, or other environments protected from desiccation. Despite the limited distribution, heterotrophic diazotrophs may make a substantial contribution to the nitrogen budget of MDV due to larger surface area and longer residence times of lakes. This work contributes to our understanding of key drivers of bacterial.

text: The distribution and relative ecological roles of autotrophic and heterotrophic diazotrophs in the McMurdo Dry Valleys, Antarctica The McMurdo Dry Valleys (MDV) in Antarctica harbor a diverse assemblage of mat-forming diazotrophic cyanobacteria that play a key role in nitrogen cycling. Prior research showed that heterotrophic diazotrophs also make a substantial contribution to nitrogen fixation in MDV. The goals of this study were to survey autotrophic and heterotrophic diazotrophs across the MDV to investigate factors that regulate the distribution and relative ecological roles of each group. Results indicated that diazotrophs were present only in samples with mats, suggesting a metabolic coupling between autotrophic and heterotrophic diazotrophs. Analysis of 16S rRNA and nifH gene sequences also showed that diazotrophs were significantly correlated to the broader bacterial community, while co-occurrence network analysis revealed potential interspecific interactions. Consistent with previous studies, heterotrophic diazotrophs in MDV were diverse, but largely limited to lakes and their outlet streams, or other environments protected from desiccation. Despite the limited distribution, heterotrophic diazotrophs may make a substantial contribution to the nitrogen budget of MDV due to larger surface area and longer residence times of lakes. This work contributes to our understanding of key drivers of bacterial.

year: 2020-03-01

title: Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning

authors: Almaghlouth, Osamah Abdulwahab D.

subjects: ICT

abstract: This research was conducted to investigate the Saudi science teachers' perception of the
use of Information and Communication Technology (ICT) tools to enhance teaching and
learning and undertake a small and groundwork examination of these teachers current use
of ICT.
It draws on the interpretive paradigm (Cohen  Manion, 1994), where the focus is on
how people interpret and make sense of their world. From this interpretive perspective
the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT,
their current use of ICT and their perceived needs for improvement in the use of ICT in
the classroom were investigated.
Saudi secondary schools science teachers from both girls' and boys' schools in three
different types of schools have been involved in this study. There were 28 government
schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls'
and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These
schools were in different districts: Aldammam city, Alkhobar city, Aldahran city,
Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the
study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the
questionnaire. Analysis of the data, together with the relevant literature builds a picture
of the use of ICT in science education. Providing ICT hardware and software resources to
a school is not enough to ensure significant developments in use of ICT for teaching and
learning in Saudi science classrooms. Access to working ICT continues to be an issue for
these teachers. Although teachers identified many benefits to teachers and students from
using ICT and had made individual efforts to develop their use of ICT for admin
planning and lesson preparation, they also identified barriers. These barriers focused on a
lack of appropriate professional development and technical support.
The findings have implications for future development in the area of ICT. It is expected
that the results of the research will guide future research and development in the country
and outline the importance of the use of information and communication technology in
education for teachers, students, parents and decision-makers. It will contribute
information towards decision-making and planning in future projects.

text: Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning This research was conducted to investigate the Saudi science teachers' perception of the
use of Information and Communication Technology (ICT) tools to enhance teaching and
learning and undertake a small and groundwork examination of these teachers current use
of ICT.
It draws on the interpretive paradigm (Cohen  Manion, 1994), where the focus is on
how people interpret and make sense of their world. From this interpretive perspective
the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT,
their current use of ICT and their perceived needs for improvement in the use of ICT in
the classroom were investigated.
Saudi secondary schools science teachers from both girls' and boys' schools in three
different types of schools have been involved in this study. There were 28 government
schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls'
and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These
schools were in different districts: Aldammam city, Alkhobar city, Aldahran city,
Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the
study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the
questionnaire. Analysis of the data, together with the relevant literature builds a picture
of the use of ICT in science education. Providing ICT hardware and software resources to
a school is not enough to ensure significant developments in use of ICT for teaching and
learning in Saudi science classrooms. Access to working ICT continues to be an issue for
these teachers. Although teachers identified many benefits to teachers and students from
using ICT and had made individual efforts to develop their use of ICT for admin
planning and lesson preparation, they also identified barriers. These barriers focused on a
lack of appropriate professional development and technical support.
The findings have implications for future development in the area of ICT. It is expected
that the results of the research will guide future research and development in the country
and outline the importance of the use of information and communication technology in
education for teachers, students, parents and decision-makers. It will contribute
information towards decision-making and planning in future projects.

year: 2008

title: Weaving the mat of Māori and Pacific learner success

authors: Tiakiwai, Sarah-Jane

subjects: Supporting learners, Pacific learner success, Māori learner success, higher education

abstract: The mat we are trying to weave at the University of Waikato to address educational outcomes, disparities and inequities in education for Māori and Pacific learners will weave rich data, stories and experience. Our goal is to use data to be better informed about what works for Māori and Pacific learners and what does not. Data is useful in building a more complete picture of what is happening to students, but student voice and previous research that has already captured the voices of Māori and Pacific experts, educators, students, families and communities can tell us more about why we are getting these outcomes. As we harness data to improve our knowledge, we must not forget the stories already in the mat and the stories being woven in the mat, for the stories are the gold.

This report details our work on this data-informed rather than data-driven project. It discusses how improved data and data analytic capability enhanced our understanding of the literature on Māori and Pacific learner success and the experience of Māori and Pacific learners at UoW. Our research and the report, however, also unapologetically privilege case studies through literature and Māori and Pacific student voices. We lay out the various materials – data, literature and voice – that will form our mat with this in mind, weaving them together in order to achieve better outcomes for Māori and Pacific learners at our university. These learners are the why of this mahi. Their success will create a beautiful pattern in the
weave.

text: Weaving the mat of Māori and Pacific learner success The mat we are trying to weave at the University of Waikato to address educational outcomes, disparities and inequities in education for Māori and Pacific learners will weave rich data, stories and experience. Our goal is to use data to be better informed about what works for Māori and Pacific learners and what does not. Data is useful in building a more complete picture of what is happening to students, but student voice and previous research that has already captured the voices of Māori and Pacific experts, educators, students, families and communities can tell us more about why we are getting these outcomes. As we harness data to improve our knowledge, we must not forget the stories already in the mat and the stories being woven in the mat, for the stories are the gold.

This report details our work on this data-informed rather than data-driven project. It discusses how improved data and data analytic capability enhanced our understanding of the literature on Māori and Pacific learner success and the experience of Māori and Pacific learners at UoW. Our research and the report, however, also unapologetically privilege case studies through literature and Māori and Pacific student voices. We lay out the various materials – data, literature and voice – that will form our mat with this in mind, weaving them together in order to achieve better outcomes for Māori and Pacific learners at our university. These learners are the why of this mahi. Their success will create a beautiful pattern in the
weave.

year: 2022-06