title: Abiotic factors influencing soil microbial activity in the northern Antarctic Peninsula region

authors: Díaz-Puente, F.J.

subjects: microbial activity

abstract: Microorganisms play a key role in the carbon (C) cycle through soil organic matter (SOM). The rate of SOM mineralization, the influence of abiotic factors on this rate and the potential behaviour of SOM are of particular interest in the northern Antarctic Peninsula and offshore islands. This is one of the most rapidly warming regions on Earth with numerous ice-free areas, some with abundant wildlife and with the greatest known soil organic carbon (SOC) storage in Antarctica. The latter implies extended Antarctic summer conditions promote increased terrestrial plant growth and soil microbial activity (SMA). SMA, determined by respirometry, is a measure of ecosystem function, and depends on microclimatic conditions and soil environmental properties. SMA and the effect of abiotic variables have been analysed in locations with different soil types, on Cierva Point (Antarctic Peninsula), Deception Island and Fildes Peninsula (King George Island). Soil microbial biomass carbon (SMBC) ranged from 5.66 to 196.6 mg SMBC kg−1and basal respiration (BR) from 2.86 to 160.67 mg CO₂ kg⁻¹ d⁻¹. SMBC and BR values were higher in Cierva Point, followed by Fildes Peninsula and Deception Island, showing the same trend of SOM abundance. Except for Cierva Point, low nitrogen, phosphorus and C concentrations were observed. SMBC/total organic carbon (TOC) levels indicated that SOC was recalcitrant and SOM content was closely related to the extent of vegetation cover observed in situ. High metabolic quotient values obtained at Cierva Point and Deception Island (median values 7.27 and 6.53 mg C-CO₂ g SMBC⁻¹ h⁻¹) and low SMBC/TOC in Cierva Point suggest a poor efficiency of the microbial populations in the consumption of the SOC. High SMBC/TOC values obtained in Deception Island indicates that SMBC may influence SOM stabilization. Mineralization rates were very low (negligible values to 1.44%) and sites with the lowest values had the highest SOM.

text: Abiotic factors influencing soil microbial activity in the northern Antarctic Peninsula region Microorganisms play a key role in the carbon (C) cycle through soil organic matter (SOM). The rate of SOM mineralization, the influence of abiotic factors on this rate and the potential behaviour of SOM are of particular interest in the northern Antarctic Peninsula and offshore islands. This is one of the most rapidly warming regions on Earth with numerous ice-free areas, some with abundant wildlife and with the greatest known soil organic carbon (SOC) storage in Antarctica. The latter implies extended Antarctic summer conditions promote increased terrestrial plant growth and soil microbial activity (SMA). SMA, determined by respirometry, is a measure of ecosystem function, and depends on microclimatic conditions and soil environmental properties. SMA and the effect of abiotic variables have been analysed in locations with different soil types, on Cierva Point (Antarctic Peninsula), Deception Island and Fildes Peninsula (King George Island). Soil microbial biomass carbon (SMBC) ranged from 5.66 to 196.6 mg SMBC kg−1and basal respiration (BR) from 2.86 to 160.67 mg CO₂ kg⁻¹ d⁻¹. SMBC and BR values were higher in Cierva Point, followed by Fildes Peninsula and Deception Island, showing the same trend of SOM abundance. Except for Cierva Point, low nitrogen, phosphorus and C concentrations were observed. SMBC/total organic carbon (TOC) levels indicated that SOC was recalcitrant and SOM content was closely related to the extent of vegetation cover observed in situ. High metabolic quotient values obtained at Cierva Point and Deception Island (median values 7.27 and 6.53 mg C-CO₂ g SMBC⁻¹ h⁻¹) and low SMBC/TOC in Cierva Point suggest a poor efficiency of the microbial populations in the consumption of the SOC. High SMBC/TOC values obtained in Deception Island indicates that SMBC may influence SOM stabilization. Mineralization rates were very low (negligible values to 1.44%) and sites with the lowest values had the highest SOM.

year: 2020

title: Investigating teachers’ lived experiences in teaching Literature in English in Ghana

authors: Adjei Baah, Eric

abstract: This thesis investigates the professional experiences of a group of Literature in English secondary school teachers in Ghanaian schools. At the secondary level, LiE is an elective (optional) subject, and so we could expect that those choosing it would probably do well. However, this thesis investigation arose from a concern about the persistent lack of quality of student achievement in this subject, as noted in the annual Chief Examiner’ Literature in English report. These reports outlined challenges students face in responding to West African Secondary School Certificate Examination (WASSCE) Literature in English questions. I was curious about understanding what might be behind this persistent issue.  

Though English is the official language and medium of instruction from the upper primary to the tertiary level in Ghana, English is a second language. This is important when considering the nature of texts mandated by the West Africa Examination Council (WAEC) Ghana every five years.  

In order to investigate this Literature in English phenomenon, I recruited volunteer teachers from Ashanti Mampong Municipal, using phenomenology as the methodological framework. As part of the investigation, I reviewed teachers’ perspectives about their professional lives through the lens of PCK, since teachers’ knowledge is an important element in teaching specific subjects. I also sought to know more about their professional teaching conditions - both barriers and enablers.  

The findings revealed teachers’ great passion for the subject and what they thought it could provide for students’ learning in terms of reading, critical thinking and writing skills. However, major barriers interfered with their good intentions:  

- the unreliability of having mandated texts available in a timely manner  
- the cost of texts to students and teachers, who must purchase them  
- the language complexity and cultural, social and historical contexts of some set texts  
- class sizes.  

The findings implied that if texts were supplied in a timely manner, and offered for students and teachers to borrow rather than purchase outright, then teachers would not need to find their own workarounds to manage the lack of texts. Also if the West Africa Examination Council (WAEC) chose more contemporary and local texts, students might be more familiar with the language and contexts of the literature, and thus be more able to offer original perspectives. Teachers also had to manage large classes, making it difficult to meet students’ specific learning needs. Such barriers are likely to mitigate against teachers using the kinds of co-constructive, student-centred pedagogical practices known to enhance learning and leverage teachers’ PCK. Instead, they resorted to a range of teacher-centred pedagogies, especially when neither students nor teachers could access copies of the set texts.  

Revealing these barriers to learning can inform WAEC as it makes the next set of mandated literature choices for the next five year term. Should the government also review the status of the subject and how learning materials are provided in a timely manner, this might also benefit both learners and teachers.  

For participant teachers themselves, knowing their experiences - both positive and negative - are shared, may help them develop networks of professional support to mitigate the effects of access, class size, and text difficulty. In the end, these relatively small changes may be significant in positively altering the experiences of students and teachers in classes of Literature in English.

text: Investigating teachers’ lived experiences in teaching Literature in English in Ghana This thesis investigates the professional experiences of a group of Literature in English secondary school teachers in Ghanaian schools. At the secondary level, LiE is an elective (optional) subject, and so we could expect that those choosing it would probably do well. However, this thesis investigation arose from a concern about the persistent lack of quality of student achievement in this subject, as noted in the annual Chief Examiner’ Literature in English report. These reports outlined challenges students face in responding to West African Secondary School Certificate Examination (WASSCE) Literature in English questions. I was curious about understanding what might be behind this persistent issue.  

Though English is the official language and medium of instruction from the upper primary to the tertiary level in Ghana, English is a second language. This is important when considering the nature of texts mandated by the West Africa Examination Council (WAEC) Ghana every five years.  

In order to investigate this Literature in English phenomenon, I recruited volunteer teachers from Ashanti Mampong Municipal, using phenomenology as the methodological framework. As part of the investigation, I reviewed teachers’ perspectives about their professional lives through the lens of PCK, since teachers’ knowledge is an important element in teaching specific subjects. I also sought to know more about their professional teaching conditions - both barriers and enablers.  

The findings revealed teachers’ great passion for the subject and what they thought it could provide for students’ learning in terms of reading, critical thinking and writing skills. However, major barriers interfered with their good intentions:  

- the unreliability of having mandated texts available in a timely manner  
- the cost of texts to students and teachers, who must purchase them  
- the language complexity and cultural, social and historical contexts of some set texts  
- class sizes.  

The findings implied that if texts were supplied in a timely manner, and offered for students and teachers to borrow rather than purchase outright, then teachers would not need to find their own workarounds to manage the lack of texts. Also if the West Africa Examination Council (WAEC) chose more contemporary and local texts, students might be more familiar with the language and contexts of the literature, and thus be more able to offer original perspectives. Teachers also had to manage large classes, making it difficult to meet students’ specific learning needs. Such barriers are likely to mitigate against teachers using the kinds of co-constructive, student-centred pedagogical practices known to enhance learning and leverage teachers’ PCK. Instead, they resorted to a range of teacher-centred pedagogies, especially when neither students nor teachers could access copies of the set texts.  

Revealing these barriers to learning can inform WAEC as it makes the next set of mandated literature choices for the next five year term. Should the government also review the status of the subject and how learning materials are provided in a timely manner, this might also benefit both learners and teachers.  

For participant teachers themselves, knowing their experiences - both positive and negative - are shared, may help them develop networks of professional support to mitigate the effects of access, class size, and text difficulty. In the end, these relatively small changes may be significant in positively altering the experiences of students and teachers in classes of Literature in English.

year: 2024

title: Developing an integrated ocean observing system for New Zealand

authors: O'Callaghan, J

subjects: Science & Technology

abstract: New Zealand (NZ) is an island nation with stewardship of an ocean twenty times larger than its land area. While the challenges facing NZ's ocean are similar to other maritime countries, no coherent national plan exists that meets the needs of scientists, stakeholders or kaitiakitanga (guardianship) of NZ's ocean in a changing climate. The NZ marine science community used the OceanObs'19 white paper to establish a framework and implementation plan for a collaborative NZ ocean observing system (NZ-OOS). Co-production of ocean knowledge with Māori will be embedded in this national strategy for growing a sustainable, blue economy for NZ. The strengths of an observing system for a relatively small nation come from direct connections between the science impetus through to users and stakeholders of an NZ-OOS. The community will leverage off existing ocean observations to optimize effort and resources in a system that has historically made limited investment in ocean observing. The goal of the community paper will be achieved by bringing together oceanographers, data scientists and marine stakeholders to develop an NZ-OOS that provides best knowledge and tools to the sectors of society that use or are influenced by the ocean.

text: Developing an integrated ocean observing system for New Zealand New Zealand (NZ) is an island nation with stewardship of an ocean twenty times larger than its land area. While the challenges facing NZ's ocean are similar to other maritime countries, no coherent national plan exists that meets the needs of scientists, stakeholders or kaitiakitanga (guardianship) of NZ's ocean in a changing climate. The NZ marine science community used the OceanObs'19 white paper to establish a framework and implementation plan for a collaborative NZ ocean observing system (NZ-OOS). Co-production of ocean knowledge with Māori will be embedded in this national strategy for growing a sustainable, blue economy for NZ. The strengths of an observing system for a relatively small nation come from direct connections between the science impetus through to users and stakeholders of an NZ-OOS. The community will leverage off existing ocean observations to optimize effort and resources in a system that has historically made limited investment in ocean observing. The goal of the community paper will be achieved by bringing together oceanographers, data scientists and marine stakeholders to develop an NZ-OOS that provides best knowledge and tools to the sectors of society that use or are influenced by the ocean.

year: 2019-03-26