title: Niche partitioning of intertidal seagrasses: evidence of the influence of substrate temperature

authors: Campbell, Marnie L.

subjects: Science & Technology

abstract: • The influence of soil temperature on rhizome depths of four intertidal seagrass species was investigated in central Queensland, Australia. We postulated that certain intertidal seagrass species are soil temperature‐sensitive and vertically stratify rhizome depths.
• Below‐ground vertical stratification of intertidal seagrass rhizome depths was analysed based upon microclimate (soil temperature) and microhabitat (soil type).
• Soil temperature profiles exhibited heat transfer from surface layers to depth that varied by microhabitat, with vertical stratification of rhizome depths between species. Halodule uninervis rhizomes maintain a narrow median soil temperature envelope; compensating for high surface temperatures by occupying deeper, cooler soil substrates. Halophila decipiens, Halophila ovalis and Zostera muelleri rhizomes are shallow‐rooted and exposed to fluctuating temperatures, with broader median temperature envelopes. Halodule uninervis appears to be a niche specialist, with the two Halophila species considered as generalist niche usage species.
• The implications of niche use based upon soil temperature profiles and rhizome rooting depths are discussed in the context of species’ thermal tolerances and below‐ground biomass O₂ demand associated with respiration and maintenance of oxic microshields. This preliminary evidence suggests that soil temperature interaction with rhizome rooting depths may be a factor that influences the distribution of intertidal seagrasses.

text: Niche partitioning of intertidal seagrasses: evidence of the influence of substrate temperature • The influence of soil temperature on rhizome depths of four intertidal seagrass species was investigated in central Queensland, Australia. We postulated that certain intertidal seagrass species are soil temperature‐sensitive and vertically stratify rhizome depths.
• Below‐ground vertical stratification of intertidal seagrass rhizome depths was analysed based upon microclimate (soil temperature) and microhabitat (soil type).
• Soil temperature profiles exhibited heat transfer from surface layers to depth that varied by microhabitat, with vertical stratification of rhizome depths between species. Halodule uninervis rhizomes maintain a narrow median soil temperature envelope; compensating for high surface temperatures by occupying deeper, cooler soil substrates. Halophila decipiens, Halophila ovalis and Zostera muelleri rhizomes are shallow‐rooted and exposed to fluctuating temperatures, with broader median temperature envelopes. Halodule uninervis appears to be a niche specialist, with the two Halophila species considered as generalist niche usage species.
• The implications of niche use based upon soil temperature profiles and rhizome rooting depths are discussed in the context of species’ thermal tolerances and below‐ground biomass O₂ demand associated with respiration and maintenance of oxic microshields. This preliminary evidence suggests that soil temperature interaction with rhizome rooting depths may be a factor that influences the distribution of intertidal seagrasses.

year: 2018

title: Examining the validity of the Mini-Mental State Examination (MMSE) and its domains using network analysis

authors: Truong, Quoc Cuong

abstract: Background: The Mini-Mental State Examination (MMSE) is the most widely used standardised screener for impairments across a range of cognitive domains. However, the degree to which its domains (orientation, registration, attention, recall, language, and visuospatial) capture cognitive functioning measured using standardised neuropsychological tests is unclear. Method: A longitudinal research design with four biannual assessments over a 6-year period was used with an initial sample of 1037 older adults (aged above 70 years). Participants completed MMSE and neuropsychological tests at each assessment. Network analysis was utilised to investigate unique associations among the MMSE and its domains and neuropsychological test performance at each time point. Results: The total MMSE and two of its domains, language and recall, were associated with neuropsychological memory performance. The MMSE orientation, registration and visuospatial domains did not have any unique associations with neuropsychological performance. No stable internal interconnections between MMSE domains were found over time. The association of total MMSE as well as its recall domain with neuropsychological memory performance remained very similar over the 6-year period. Conclusions: The present study adds evidence to the validity of the MMSE and supports the clinical usage of the MMSE, whereby the total score is used for screening patients with or without cognitive impairments, with repeated administration to monitor cognitive changes over time, to inform intervention. However, the tool is not able to diagnose the cases for changes in specific cognitive domains and as such, should not replace a complete neuropsychological assessment.

text: Examining the validity of the Mini-Mental State Examination (MMSE) and its domains using network analysis Background: The Mini-Mental State Examination (MMSE) is the most widely used standardised screener for impairments across a range of cognitive domains. However, the degree to which its domains (orientation, registration, attention, recall, language, and visuospatial) capture cognitive functioning measured using standardised neuropsychological tests is unclear. Method: A longitudinal research design with four biannual assessments over a 6-year period was used with an initial sample of 1037 older adults (aged above 70 years). Participants completed MMSE and neuropsychological tests at each assessment. Network analysis was utilised to investigate unique associations among the MMSE and its domains and neuropsychological test performance at each time point. Results: The total MMSE and two of its domains, language and recall, were associated with neuropsychological memory performance. The MMSE orientation, registration and visuospatial domains did not have any unique associations with neuropsychological performance. No stable internal interconnections between MMSE domains were found over time. The association of total MMSE as well as its recall domain with neuropsychological memory performance remained very similar over the 6-year period. Conclusions: The present study adds evidence to the validity of the MMSE and supports the clinical usage of the MMSE, whereby the total score is used for screening patients with or without cognitive impairments, with repeated administration to monitor cognitive changes over time, to inform intervention. However, the tool is not able to diagnose the cases for changes in specific cognitive domains and as such, should not replace a complete neuropsychological assessment.

year: 2023-01-01

title: Te Whariki revisited: How approaches to assessment can make valued learning visible

authors: McLachlan, Claire

abstract: In 2016, Te Whariki: He Whariki Matauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whariki) (Ministry of Education [MoE], 2017), New Zealand’s early childhood curriculum was updated for the first time in 20 years. Although the gazetted principles, strands and goals of the curriculum were not part of the update, the remainder of the curriculum was revised to meet the changing social and linguistic context, the revised national curriculum and associated documents, reviews of early childhood practice and relevant theory and research. The updated curriculum has reduced learning outcomes (from 118 to 20) and stronger guidance on the need for both informal and formal approaches to assessment to ensure children’s learning in each strand are assessed. This article reflects on the changes between the 1996 and 2017 version of the curriculum in relation to assessment and the rationale for the changes. Approaches to both ‘in the moment’ and planned assessment are explored and the usefulness of approaches which enable teachers to reflect on ‘discrepant data’ and support children’s learning in each strand are examined.

text: Te Whariki revisited: How approaches to assessment can make valued learning visible In 2016, Te Whariki: He Whariki Matauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whariki) (Ministry of Education [MoE], 2017), New Zealand’s early childhood curriculum was updated for the first time in 20 years. Although the gazetted principles, strands and goals of the curriculum were not part of the update, the remainder of the curriculum was revised to meet the changing social and linguistic context, the revised national curriculum and associated documents, reviews of early childhood practice and relevant theory and research. The updated curriculum has reduced learning outcomes (from 118 to 20) and stronger guidance on the need for both informal and formal approaches to assessment to ensure children’s learning in each strand are assessed. This article reflects on the changes between the 1996 and 2017 version of the curriculum in relation to assessment and the rationale for the changes. Approaches to both ‘in the moment’ and planned assessment are explored and the usefulness of approaches which enable teachers to reflect on ‘discrepant data’ and support children’s learning in each strand are examined.

year: 2018