50716 research outputs found
Sort by
Addressing grand ecological challenges in aquatic ecosystems how can mesocosms be used to advance solutions?
Get PDFRapid and drastic anthropogenic impacts are affecting global biogeochemical processes and driving biodiversity loss across Earth's ecosystems. In aquatic ecosystems, species distributions are shifting, abundances of many species have declined dramatically, and many are threatened with extinction. In addition to loss of diversity, the ecosystem functions, processes and services on which humans depend are also being heavily impacted. Addressing these challenges not only requires direct action to mitigate environmental impacts but also innovative approaches to identify, quantify and treat their effects in the environment. Mesocosms are valuable tools for achieving these goals as they provide controlled environments for evaluating effects of stressors and testing novel mitigation measures at multiple levels of biological organisation. Here, we summarise discussions from a survey of marine and freshwater researchers who use mesocosm systems to synthesise their opportunities and limitations for advancing solutions to grand ecological challenges in aquatic ecosystems. While most research utilising mesocosm systems in aquatic ecology has focused on quantifying the effects of environmental threats, there is a largely unexplored potential for using them to test solutions. To overcome spatio-temporal constraints, there are opportunities to scale up the size and time-scales of mesocosm studies, or alternatively, test the outcomes of habitat-scale restoration at a smaller scale. Enhancing connectivity in future studies can help to overcome the limitation of isolation and test an important aspect of ecological recovery. Conducting ‘metacosm' studies: coordinated, distributed mesocosm experiments spanning wide climatic and environmental gradients and utilising more regression-based experimental designs can help to tackle the challenge of context dependent results. Finally, collaboration of theoretical, experimental and applied ecologists and biogeochemists with environmental engineers and technological developers will be necessary to develop and test the tools required to advance solutions to the impacts of human activities on Earth's vulnerable aquatic ecosystems.</p
Woke West stands with Ukraine, Trump deals with reality
Get PDFThe rules-based world order has been destroyed by the Wokerati. The United Nations, an institution designed to address the shortcomings of the League of Nations, is exhausted and no longer fit for purpose. Nato is an under-funded paper tiger. The United States, still the richest and most powerful nation in the history of humanity, is quickly recovering from its near-death experience under the Democrats and their self-hating and divisive ideology. Meanwhile, the rest of the West dithers. Trump’s attempt to bring an end to the Russia-Ukraine war is based on realpolitik, taking into account the actual circumstances rather than adopting a particular moral stance. Against this backdrop, the rest of the West, which is largely broke and unable to defend itself, has based its response on idealpolitik, a belief that ideals can be achieved through politics. In practice, Trump’s approach is based on reason, while the rest of the West’s response to global affairs is naively based on emotion. It’s not hard to tell how this will work out
Exploring Brain-Body Interactions in Parkinson’s Disease: A Study on Dual-Task Performance
No full textParkinson’s disease (PD) leads to impairments in cortical structures, resulting in motor and cognitive symptoms. Given the connection between brain structure deficits and physical symptoms in PD, assessing objective brain activity and body motion could provide valuable insights for PD assessment and understanding its underlying mechanisms. This study aimed to explore the connection between brain activity and body movement metrics in a group of individuals with PD and an age-matched healthy control (HC) group. The goal was to evaluate the feasibility of using brain and body motion measures for assessing PD. Participants from both groups underwent the Timed Up and Go (TUG) test under three conditions: simple TUG, cognitive dual-task TUG (CDTUG), and motor dual-task TUG (MDTUG). Key findings include: Both groups exhibited similar activation patterns in the prefrontal cortex (PFC) during the simple TUG, with motor performance differences observed in cadence. During CDTUG, both groups showed the highest PFC activation with more pronounced motor impairments, such as higher stride and step time. During MDTUG, the HC group exhibited significantly higher PFC activity compared to the PD group. While both groups had similar patterns of activation in PFC area while TUG and CDTUG, they showed distinct behaviour during MDTUG. These results suggest that motor and cognitive impairments in PD are more pronounced during complex activities. While MDTUG effectively differentiated between PD and HC groups, the findings indicate that both cognitive and motor dual-tasks are essential for comprehensive PD assessment
Teaching computer-based writing: primary teachers’ preparation, self-efficacy, and instructional practices
No full textIn the digital age, skilful computer-based writing is essential for school aged children since it empowers them to communicate, acquire knowledge, critically engage with information, and produce text-based original thoughts. However, there is a lack of studies examining teachers’ preparation and self-efficacy for supporting students in developing computer-based writing skills and instructional practices implemented in primary classrooms. In the current study, 340 primary teachers (Grades 1–6) from across Australian states completed a survey about the computer-based writing instruction provided in their classrooms. While results showed that teachers found it was important to teach computer-based writing skills, most respondents reported allocating only 57 min per week for computer-based writing practice in their classrooms. Teachers reported allocating little time for teaching keyboarding and word processing skills, and few teachers reported teaching strategies for planning and revising computer-generated texts. Most respondents reported not having received formal training to teach computer-based writing and that they felt little confidence to teach students how to create texts using digital devices. Hierarchical multiple regression analyses revealed that teachers’ preparation and self-efficacy to teach computer-based writing skills made a unique contribution in explaining their reported instructional practices. Current findings are discussed considering the critical importance of developing students’ computer-based writing skills essential for navigating in the digital age
Un viaje para realizar investigación comparada acerca de la educación para la ciudadanía mundial: caminos hermenéuticos para la comprensión a través de la interpretación, el diálogo, la experiencia y la reflexión:A journey in conducting comparative research on education for global citizenship: hermeneutic pathways for understanding through interpretation, dialogue, experience, and reflection
No full textEsta nota expone una investigación comparada acerca de la educación para la ciudadanía mundial (ecm), que forma parte de un proyecto más amplio, financiado por el Programa de Apoyo a Proyectos de Investigación e Innovación Tecnológica (PaPiit) de la Universidad Nacional Autónoma de México. La investigación se propuso examinar cómo se entiende y cómo se aborda la ecm en tres países: Australia (del norte global), México y Colombia (del sur global). La discusión toma la forma de una reflexión sobre los procesos de investigación y las percepciones enmarcadas desde una perspectiva teórica hermenéutica, que pone en primer plano la experiencia, el diálogo, la interpretación y la reflexión como elementos clave. El estudio se centró en explorar enfoques alternativos al paradigma neoliberal dominante en el norte global: a saber, perspectivas críticas, decoloniales e interculturales. Las fuentes de información para la investigación provinieron de documentos de políticas y curriculares, de las comunidades escolares locales, así como de conversaciones con el equipo latinoamericano de investigación. Se presenta el argumento de que una forma de pedagogía crítica puede permitir que docentes y estudiantes se comprometan de manera significativa con temas que tienen relevancia para sus comunidades desde la ciudadanía, como la preservación del medio ambiente natural, la situación de las personas migrantes y refugiadas, así como y la integración del conocimiento y la cultura de las comunidades originarias. This research note discusses a comparative education investigation on global citizenship education (gce), which is part of a larger project, funded by the Program to Support Projects for Research and Technological Innovation (PaPiit) from the National Autonomous University of Mexico. The research sought to examine how global citizenship education (gce) is understood and addressed in three countries: Australia (representing the global north) and Mexico and Colombia (representing the global south). The discussion takes the form of a reflection on the research processes and perceptions framed by a hermeneutic theoretical perspective, which foregrounds experience, dialogue, interpretation and reflection as key elements of the research. The study focused on exploring alternative approaches to the dominant neoliberal paradigm of the global north, namely critical, decolonial and intercultural perspectives. The source of information for the research came from policy and curriculum documents and from conversations with Latin American co-researchers, and those in local school communities. The argument is made that a form of critical pedagogy can enable teachers and students to meaningfully engage with issues that have relevance to their communities as citizens, such as the preservation of the natural environment, the situation of migrants and refugees, and the integration of first nations knowledge and culture
Individual differences in positive emotion dysregulation influence alcohol and other drug use.
No full text
Evaluating the effectiveness of pressure mattresses for people over 50 years in Community Health
No full textObjective: A feasibility study to test the proposed methodology for a larger randomised control trial was conducted, investigating the comparative effectiveness of the two types of pressure management support surfaces with regards to healing pressure injuries (PI). A secondary objective was to provide insights into the user acceptability of the two types of pressure management support surfaces. Method: A randomised control feasibility study was conducted in a community health setting in Canberra, Australia. Patients aged ≥65 years with an existing Stage 2 PI who slept in a bed were eligible. Participants were randomised to either the active mattress group or the reactive mattress group for use on their bed. All participants received standard wound care by community nursing staff and were provided an air-flotation cushion for use when not in bed. Photographs were taken and used for blind assessment of wound healing. Secondary information was gathered through a survey regarding user acceptability of the support surfaces and changes in habits regarding PI prevention strategies. Results: In total, five patients were recruited, with one passing away prior to mattress allocation. Results were inconclusive with regards to comparative effectiveness and user acceptability due to the small sample size; however, secondary data indicated an increasing implementation of PI prevention strategies. Conclusion: This study confirmed the need for further high quality research comparing reactive and active pressure mattresses. Trends indicate the importance of including education on PI prevention strategies to promote changes in behaviour. Changes to the proposed methodology will be made to increase recruitment in the primary study
Empowering Learning Through Live Data: Exploring Autonomy, Engagement, and Student Voice in a Hybrid Statistics Unit
No full textThis study investigates how autonomy-supportive practices, real-time data collection, and hands-on analysis can enhance student engagement and deepen conceptual understanding in a hybrid statistics unit co-taught to undergraduate and postgraduate students. Conducted over two semesters, the project engaged on-campus, online, and self-paced learners, incorporating student-generated data into weekly learning activities. It also examines whether students’ chosen mode of participation correlates with academic performance, offering insight into how autonomy influences learning outcomes.Each week during the optional drop-in sessions for the on-campus and online cohorts, students completed an anonymous online questionnaire aligned with the statistical concept being taught. The collected data were cleaned collaboratively at the start of each session and analysed in real time using the week’s topic. This hands-on process allowed students to engage with the full data cycle – from collection to cleaning, analysis, and interpretation. Self-paced students accessed the same materials through recordings and step-by-step resources.This approach was designed to foster student ownership, motivation, and real-world application of statistical knowledge. In Week 13, 107 out of 210 enrolled students (49% response rate) reflected on the experience. Preliminary analysis of this feedback indicates that students perceived the live data collection and analysis as “interactive”, “transparent”, and “practical”, with many reporting increased confidence in using statistical software and applying common tests. Several students highlighted that seeing their own data analysed helped demystify complex concepts and reinforced their learning through relevance. Suggestions for improvement included diversifying datasets, enhancing prompts to encourage greater participation, and providing clearer access to data.By integrating autonomy, interactivity, and student voice, this project presents a scalable and inclusive model for teaching quantitative methods. It illustrates how live, student-generated data can serve not only as a pedagogical tool but as a catalyst for deeper engagement, conceptual understanding, and practical skill development across varied learning contexts
Exploring Bhutanese ESL teachers’ perceptions and teaching of critical reading through the Four Resources Model
No full textThis qualitative case study aimed to explore and understand three Bhutanese middle school English as a Second Language (ESL) teachers’ teaching of critical reading in their grade-9 English lessons. Firstly, semi-structured interviews were conducted with the teachers to understand their initial perspectives on critical reading and teaching it. The teachers then used Freebody and Luke's (1990) Four Resources Model (FRM) as an intervention to teach critical reading using the texts of their choice from the curriculum. The FRM comprises four reader roles: text decoders, participants, users and analysts. This study, however, focused on the FRM's implications for empowering readers as text analysts. Thematic analysis was used to analyse the teachers’ pre- and post-interview responses and FRM implementation interactions. The results showed that the FRM can potentially help teachers develop pedagogical skills to engage students as text analysts, fostering their critical thinking and analytical skills.</p