title: Environmental context determines pollution impacts on ecosystem functioning

authors: Burdon, Francis J.

abstract: Global change assessments have typically ignored synthetic chemical pollution, despite the rapid increase of pharmaceuticals, pesticides and industrial chemicals in the environment. Part of the problem reflects the multifarious origins of these micropollutants, which can derive from urban and agricultural sources. Understanding how micropollutants harm ecosystems is a major scientific challenge due to asymmetries of stress across trophic levels and ecological surprises generated by multiple drivers interacting in human-impacted landscapes. We used field assays above and below municipal wastewater treatment plants (WWTPs) in 60 sampling locations across 20 Swiss streams to test how micropollutants and nutrients originating from WWTPs affect two trophic levels (microbes and detritivores) and their role in leaf litter processing. Wastewater impacts were asymmetric across trophic levels, with the detritivore contribution declining relative to microbial-driven decomposition. The strength of negative impacts were context dependent, peaking at sites with the highest upstream abundances of detritivorous invertebrates. Diffuse pollution from intensive agriculture and wastewater-born micropollutants contributed to reduced litter processing rates, including indirect effects apparently mediated through negative influences of insecticides on detritivores. Asymmetries in stress responses across trophic levels can introduce quantitative changes in consumer–resource dynamics and leaf litter processing. This means functional redundancies at different trophic levels are insufficient to compensate for biodiversity losses, causing environmental stressors such as chemical pollutants to have pervasive ecosystem-level impacts.

text: Environmental context determines pollution impacts on ecosystem functioning Global change assessments have typically ignored synthetic chemical pollution, despite the rapid increase of pharmaceuticals, pesticides and industrial chemicals in the environment. Part of the problem reflects the multifarious origins of these micropollutants, which can derive from urban and agricultural sources. Understanding how micropollutants harm ecosystems is a major scientific challenge due to asymmetries of stress across trophic levels and ecological surprises generated by multiple drivers interacting in human-impacted landscapes. We used field assays above and below municipal wastewater treatment plants (WWTPs) in 60 sampling locations across 20 Swiss streams to test how micropollutants and nutrients originating from WWTPs affect two trophic levels (microbes and detritivores) and their role in leaf litter processing. Wastewater impacts were asymmetric across trophic levels, with the detritivore contribution declining relative to microbial-driven decomposition. The strength of negative impacts were context dependent, peaking at sites with the highest upstream abundances of detritivorous invertebrates. Diffuse pollution from intensive agriculture and wastewater-born micropollutants contributed to reduced litter processing rates, including indirect effects apparently mediated through negative influences of insecticides on detritivores. Asymmetries in stress responses across trophic levels can introduce quantitative changes in consumer–resource dynamics and leaf litter processing. This means functional redundancies at different trophic levels are insufficient to compensate for biodiversity losses, causing environmental stressors such as chemical pollutants to have pervasive ecosystem-level impacts.

year: 2022

title: Staff perceptions of higher education science and engineering learning communities

authors: Campbell, Alison

subjects: higher education

abstract: This paper presents staff perceptions of higher education science and engineering learning communities derived from a cross-case analysis of four case studies across the New Zealand university and polytechnic sectors. First we report staff expectations and experiences in terms of infrastructure and resources, and their own careers. Staff perceptions of the diversity and differences in learning styles of their students are next, followed by the importance of practical skill development, pedagogies employed and their rationale, along with scaffolding and supporting of learning. The paper concludes by considering the nature of science (NoS) and engineering, and what messages about the NoS are presented by higher education staff. The research findings suggest that staff face conflicting demands on their time, with requirements for research and administration affecting their teaching roles. Lecturers report considerable diversity and students often ill-prepared for higher education study, and consider that students are required to learn a huge amount of information. While some staff attended courses in teaching, they feel unable to apply their learning in order to enhance student learning because of concerns that time spent doing so would reduce the amount of time available to deliver content. Class sizes were identified as having considerable impact on student learning and lectures offer little opportunity for active student engagement. Practical classes are highly valued, being seen as crucial for learning practical techniques and problem-solving. Small classes and practical classes provide opportunities to develop good working relationships with students. Lecturers felt that students need to become more independent and self-reliant in their learning, and that they needed to be supported in this process at the institutional level.

text: Staff perceptions of higher education science and engineering learning communities This paper presents staff perceptions of higher education science and engineering learning communities derived from a cross-case analysis of four case studies across the New Zealand university and polytechnic sectors. First we report staff expectations and experiences in terms of infrastructure and resources, and their own careers. Staff perceptions of the diversity and differences in learning styles of their students are next, followed by the importance of practical skill development, pedagogies employed and their rationale, along with scaffolding and supporting of learning. The paper concludes by considering the nature of science (NoS) and engineering, and what messages about the NoS are presented by higher education staff. The research findings suggest that staff face conflicting demands on their time, with requirements for research and administration affecting their teaching roles. Lecturers report considerable diversity and students often ill-prepared for higher education study, and consider that students are required to learn a huge amount of information. While some staff attended courses in teaching, they feel unable to apply their learning in order to enhance student learning because of concerns that time spent doing so would reduce the amount of time available to deliver content. Class sizes were identified as having considerable impact on student learning and lectures offer little opportunity for active student engagement. Practical classes are highly valued, being seen as crucial for learning practical techniques and problem-solving. Small classes and practical classes provide opportunities to develop good working relationships with students. Lecturers felt that students need to become more independent and self-reliant in their learning, and that they needed to be supported in this process at the institutional level.

year: 2008

title: Exploring te ao Māori: The role of museums

authors: Clarkin-Phillips, Jeanette

subjects: museum

abstract: Museums offer many opportunities for developing knowledge of the bicultural heritage of Aotearoa New Zealand. This article reports on research involving a kindergarten located in a national museum. It discusses children’s growing understanding of te ao Māori (the world of Māori) through their regular visits to the collections and exhibits in the museum and suggests teachers in early childhood centres may find connecting with their local museum a valuable resource for enhancing bicultural practice.

text: Exploring te ao Māori: The role of museums Museums offer many opportunities for developing knowledge of the bicultural heritage of Aotearoa New Zealand. This article reports on research involving a kindergarten located in a national museum. It discusses children’s growing understanding of te ao Māori (the world of Māori) through their regular visits to the collections and exhibits in the museum and suggests teachers in early childhood centres may find connecting with their local museum a valuable resource for enhancing bicultural practice.

year: 2012