title: Calcium carbonate alters the functional response of coastal sediments to eutrophication-induced acidification

authors: Drylie, Tarn P.

subjects: Science & Technology

abstract: Coastal ocean acidification research is dominated by laboratory-based studies that cannot necessarily predict real-world ecosystem response given its complexity. We enriched coastal sediments with increasing quantities of organic matter in the field to identify the effects of eutrophication-induced acidification on benthic structure and function, and assess whether biogenic calcium carbonate (CaCO₃) would alter the response. Along the eutrophication gradient we observed declines in macrofauna biodiversity and impaired benthic net primary productivity and sediment nutrient cycling. CaCO₃ addition did not alter the macrofauna community response, but significantly dampened negative effects on function (e.g. net autotrophy occurred at higher levels of organic matter enrichment in +CaCO₃ treatments than −CaCO₃ (1400 vs 950 g dw m⁻²)). By identifying the links between eutrophication, sediment biogeochemistry and benthic ecosystem structure and function in situ, our study represents a crucial step forward in understanding the ecological effects of coastal acidification and the role of biogenic CaCO₃ in moderating responses.

text: Calcium carbonate alters the functional response of coastal sediments to eutrophication-induced acidification Coastal ocean acidification research is dominated by laboratory-based studies that cannot necessarily predict real-world ecosystem response given its complexity. We enriched coastal sediments with increasing quantities of organic matter in the field to identify the effects of eutrophication-induced acidification on benthic structure and function, and assess whether biogenic calcium carbonate (CaCO₃) would alter the response. Along the eutrophication gradient we observed declines in macrofauna biodiversity and impaired benthic net primary productivity and sediment nutrient cycling. CaCO₃ addition did not alter the macrofauna community response, but significantly dampened negative effects on function (e.g. net autotrophy occurred at higher levels of organic matter enrichment in +CaCO₃ treatments than −CaCO₃ (1400 vs 950 g dw m⁻²)). By identifying the links between eutrophication, sediment biogeochemistry and benthic ecosystem structure and function in situ, our study represents a crucial step forward in understanding the ecological effects of coastal acidification and the role of biogenic CaCO₃ in moderating responses.

year: 2019

title: Use of interactive video for teaching and learning

authors: Gedera, Dilani S.P.

abstract: This paper focuses on the findings of Phases I and II of an institution-wide project on the effective use of interactive video for teaching and learning in a university in New Zealand. Responding to the emerging growth of video in teaching and learning practice and scholarship, and also to the university’s strategic focus on providing blended, flexible learning opportunities, this project explores the ways in which lecturers currently use videos in teaching, their challenges, and their attitudes towards making video as well as students’ perceptions of learning through video. This paper discusses what we conceptualise as effective learning moments and conditions and how these can be created and maximised through the effective production and manipulation of relevant, purposeful interactive videos. The overall project combines both research and impact and develops opportunities for lecturers to enhance their competencies in creating interactive videos.

text: Use of interactive video for teaching and learning This paper focuses on the findings of Phases I and II of an institution-wide project on the effective use of interactive video for teaching and learning in a university in New Zealand. Responding to the emerging growth of video in teaching and learning practice and scholarship, and also to the university’s strategic focus on providing blended, flexible learning opportunities, this project explores the ways in which lecturers currently use videos in teaching, their challenges, and their attitudes towards making video as well as students’ perceptions of learning through video. This paper discusses what we conceptualise as effective learning moments and conditions and how these can be created and maximised through the effective production and manipulation of relevant, purposeful interactive videos. The overall project combines both research and impact and develops opportunities for lecturers to enhance their competencies in creating interactive videos.

year: 2018

title: Learning in later life: a bicultural perspective from Aotearoa/New Zealand

authors: Findsen, Brian

abstract: This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people’s learning, the consequences of Māori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pākehā and Māori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context.

text: Learning in later life: a bicultural perspective from Aotearoa/New Zealand This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people’s learning, the consequences of Māori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pākehā and Māori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context.

year: 2016