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Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.

The switch to online learning required a creative solution to allow for the experiential learning outcomes of the program to be satisfied when access to physical spaces and equipment was restricted. This paper describes a collaborative process between technical and support staff as well as research and teaching faculty that led to the creation of meaningful experiential learning opportunities for over one thousand stakeholders. The implemented solutions included the development of hardware and software, the creation of documentation and training procedures for teaching assistants and designing a support system for the students. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

[This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.] Epistemic beliefs about physics are most often investigated using quantitative instruments that reflect binary conceptualizations of those beliefs. This study reports from a qualitative study which used continua to represent the epistemic beliefs about physics knowledge of sixteen Western Canadian, high school physics teachers. Unlike other research, this study did not intend to compare epistemic beliefs to any specific epistemology of science. This article presents a novel, more nuanced means of analyzing interview data to construct profiles to describe epistemic beliefs. The epistemic belief profiles of the physics teachers in this study reflect each of four areas of a literature-derived theoretical framework regarding epistemic beliefs about physics knowledge. These four areas are individuals' beliefs about the (a) source, (b) content, (c) certainty, and (d) structure of physics knowledge. The use of thematic analysis research methods and reasons for the placement of participants along continua are discussed. Potential classroom applications of this research include prompting discussions about student epistemic beliefs and collecting more nuanced representations of students' epistemic beliefs to inform teaching.

In this paper, we present the results of an investigation into the effects of engaging with robotic telescopes during an Astronomy 101 (Astro101) course in the United States and Canada on the self-efficacy of students. Using an astronomy self-efficacy survey that measures both astronomy personal self-efficacy and instrumental self-efficacy, the authors probed their covariance with the respondents' experience of an Astro101 course that uses robotic telescopes to collect astronomical data. Strong effects on both self-efficacy scales were seen over the period of a semester utilizing a scalable educational design using robotic telescopes. After participation in the course, the results show that the gender gap in self-efficacy between self-identified men and women is largely reduced to statistically insignificant differences compared to the initial large significant difference.

Researchers have expressed concern about the state of STEM education. To improve this situation, new pedagogies, such as blended learning, have been proposed and tested. The last decade has seen an increase in the use of blended learning to support learning; however, the effect of blended learning on learning remains unclear and often mixed. The two studies in this paper draw on data from pre-university science students in the following courses: (1) Electricity and Magnetism (E&M) and (2) Waves, Optics & Modern Physics (Waves). In study 1, the treatment group (blended learning coupled with two-stage quizzes & peer formative feedback) performed significantly higher than the control group (lecture format with online homework & instant feedback) in the standardized final exam. In contrast, in study 2, there was a non-significant main effect of groups, indicating that the treatment group (blended learning with online homework & instant feedback) and the control group (lecture format with online homework & instant feedback) performed similarly in the standardized final exam. The finding of study 1 suggests that the effect of an instructional pedagogical framework embedded in a blended learning context improves performance in STEM education. Whereas the finding of study 2 suggests that a blended learning context without incorporating any instructional framework or support for cognition other than the lecture is comparable to a traditional face-to-face course.

The second article (Part 2) builds on the theoretical and contextual foundation developed in paper one by exploring in more depth how to teach tennis based on the use of USTA modified equipment and Tennis Canada's play-practice-play program. Drawing on the enactivist cognitive approach to teaching tennis, this paper shows how tennis players, through participatory sense making processes and non-conscious behavioral mimicry, self-organize their action spaces in relation to affordances in the game environment, including their opponent. Using modification by adaptation games this paper highlights specific examples associated with common tactical concepts of time, space, risk and force that can be used to maximize players' game-based learning. [For part 1, see EJ1370956.]

In this paper, I engage with arguments put forth by Anna Günther-Hanssen in her article "A swing and a child: How scientific phenomena can come to matter for preschool children's emergent science identities." Günther-Hanssen argues that new materialism can help us see how scientific phenomena can create affordances in becoming scientific and can also help us to better understand what "becoming scientific" means. Drawing on my own research with doctoral students in physics, I explore how the theoretical concepts presented in Günther-Hanssen's paper, can be useful to investigate identity work at the doctoral level. I draw on empirical data from research conducted in Canada, to investigate the material-discursive entanglements that emerge in doctoral work, and the role that recognition plays in relation to these. [For Anna Günther-Hanssen's "A Swing and a Child: How Scientific Phenomena Can Come to Matter for Preschool Children's Emergent Science Identities," see EJ1277950.]

[This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.] This article details methodologies employed to enable sharing and coconstructing the stories of three women's lives in physics. The first case explores the usefulness of timeline interviewing, where participants narrate episodes that are coconstructed with the researcher as meaningful over time. We illustrate this method in the case of a mature student in Sweden from a working-class background who shared moments that added up to a life outside of physics and then a sharp turn into physics later in life. The second case explores life-history interviewing using a narrative-inquiry approach and deep relationship building which enabled the coconstruction of stories of experiences over time. These moments are coconstructed with the researcher and analyzed using an intersectionality lens to yield a story depicting the transnational experiences of a woman of color moving across various European contexts into the North American physics context. The final case is of a first-generation Canadian woman of color who shared her navigations of in and out of school physics via a method known as the "Rivers of Life." Using this method, the participant narrates their experiences with physics as a river, using metaphorical tools like rafts, rocks, rapids, tributaries to discuss various moments described as twists and turns over time that together amount to a life in physics. We discuss the value of different approaches to coconstructing narratives with participants and, in particular, the need for this kind of research in physics contexts.

There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student's understanding of the powerful concepts of science. This paper reviews the history of concepts of explanation in science and in science teaching, and reports research findings that describe some ways in which science teachers have been observed to explain ideas in Year 11 Physics classrooms in Australia and Canada.

One of the key steps when developing pathways between baccalaureate and diploma programs is comparing learning goals between the programs. This paper presents application of a seven-dimensional framework (cognitive process, transferability, depth of analysis, interdependence, question novelty, scaffolding and communication) to analyze the implicit learning outcomes in 11 of Ontario's post-secondary programs in engineering and engineering technology. We collected 319 calculus questions (179 from six technology programs and 140 from five engineering programs) and 205 physics questions (122 from two technology programs and 83 from four engineering programs). Content specialists assessed each question in the first four of these dimensions, and instructors from the participating institutions scored random questions from their own disclosed questions on the remaining dimensions. Analysis of scaffolding in physics questions showed that engineering questions mostly required the students to choose from or synthetize a range of approaches while technology questions often required the students to use a specific approach. The study found that technology programs focused more on discipline-specific physics concepts and their applications than physics courses in engineering. Calculus questions from both sectors mostly required application of mathematical concepts in non-contextualized scenarios or a general engineering context, with no significant difference in question novelty, scaffolding and level of communication. From a credits perspective, these results suggest that direct credit for bidirectional transfers may be warranted, and that small bridging learning modules targeting missing outcomes may be able to support efficient transfer pathways.

This paper presents the assessment items that were developed by science and technology teachers in Québec to explore their students' alternative ideas about engineering design technology and technological systems. These assessment items were administered to Secondary Cycle One students in Francophone and Anglophone schools in Québec to elicit their ideas about the foundational technology concepts included in the science and technology curriculum. Students' responses are presented to share their alternative and scientific explanations. In addition, various approaches to facilitate a deeper understanding of scientific models and mechanistic reasoning in students are also discussed.

Peer feedback is a useful strategy in teaching and learning, but its effectiveness particularly in introductory courses can be limited by the relative newness of students to both the body of knowledge upon which they are being asked to provide feedback and the skill set involved in providing good feedback. This paper applies a novel approach to facilitating novice feedback: making use of students' inherent ability to compare. The ComPAIR application discussed in this article scaffolds peer feedback through comparisons, asking students to choose the "better" of two answers in a series of pairings offered in an engaging online context. In contrast to other peer-feedback approaches that seek to train novices to be able to provide expert feedback (such as calibrated peer review) or to crowdsource grading, ComPAIR focuses upon the benefits to be gained from the critical process of comparison and ranking. The tool design is based on the longstanding psychological principle of comparative judgement, by which novices who may not yet have the compass to assess others' work confidently can still rank content as "better" with accuracy. Data from 168 students in pilot studies in English, Physics and Math courses at the University of British Columbia are reviewed. Though the use of ComPAIR required little classroom time, students perceived this approach to increase their facility with course content, their ability assess their own work, and their capacity to provide feedback on the work of others in a collaborative learning environment.

Physics- and computer-related disciplines are strongly male dominated in Western higher education. Feminist research has demonstrated how this can be understood as reflecting a strong privileging of mind and rationality (over body/nature/emotions) in these disciplines, which harmonises with broader notions of masculinity as transcendental and disembodied. However, as we demonstrate in this paper, being recognised as legitimate in these fields is also tightly connected to embodiment. Drawing on post-structural gender theory, we explore how notions of corporeality, style and aesthetics are articulated within computer engineering and physics settings at two higher education institutions, one in Canada, one in Sweden. Using empirical data from two case studies, we demonstrate that these disciplines are usually understood as 'gender neutral' by students but that interest and competence in these fields are simultaneously understood as embodied through neglect for style and corporeal aesthetics, in ways that contribute to the masculinisation of these fields.

Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects student academic performance and success in first-year college physics students in the context of a Quebec Collège d'enseignement général et professionnel (CEGEP). Two hierarchical linear regressions were performed using scores on a 12-item 5- point Likert scale survey measure of Grit on student cumulative GPA and on final exam mark for a gateway physics course, controlling for gender and high school GPA. Prior academic performance was found to be a significant predictor of college performance, as well as success in the gateway physics course. Grit was not found to be a significant predictor of student academic achievement or course success.

There is recent evidence suggesting that formal and informal support networks for minoritized students in science, technology, engineering, and mathematics (STEM) can contribute to their persistence in the field. These counterspaces can serve as "safe spaces" where deficit notions of minoritized students can be challenged and where a positive collegiate climate can be established. Generally, counterspaces are found outside of STEM departments: with mentors, in campus student groups, or in conferences focused on diversity in STEM. However, two participants in a study by Johnson and colleagues reported evidence suggesting that physics departments themselves can act as counterspaces. We are inspired by this finding to investigate the role that a network of support for minoritized students in a physics department of an Eastern Canadian university has on female students' experiences in their physics program. In this paper, we present data suggesting that participation in this network can promote forms of participation that may be especially beneficial for minoritized students in physics. We argue that this network acts as a counterspace built into the structure of a university physics department. Furthermore, we suggest that access to counterspaces such as this one may be able to provide identity resources that minoritized students draw on to position themselves as insiders when entering physics programs.

This paper describes how future physics teachers' involvement in annual Family Math and Science Day--a public outreach event at the University of British Columbia, Canada--has a potential to transform them as physics demonstration experts and amateur video producers. These science demonstration videos serve as teaching and learning resources not only for their own coursework, practicum, and post-graduation, but also as a useful resource for their peers and other educators. The production of demonstration videos was framed around studies that support physics and general science teacher-candidates' engagement in hands-on science, science communication, and deliberate use of technology to promote active learning.

It is established that male students outperform female students on almost all commonly used physics concept inventories. However, there is significant variation in the factors that contribute to the gap, as well as the direction in which they influence it. It is presently unknown if such a gender gap exists on the relatively new Concise Data Processing Assessment (CDPA) and, therefore, whether gendered actions in the teaching lab might influence--or be influenced by--the gender gap. To begin to get an estimates of the gap, its predictors, and its correlates, we have measured performance on the CDPA at the pretest and post-test level. We have also made observations of how students in mixed-gender partnerships divide their time in the lab. We find a gender gap on the CDPA that persists from pre- to post-test and that is as big as, if not bigger than, similar reported gaps. We also observe compelling differences in how students divide their time in the lab. In mixed-gender pairs, male students tend to monopolize the computer, female and male students tend to share the equipment equally, and female students tend to spend more time on other activities that are not the equipment or computer, such as writing or speaking to peers. We also find no correlation between computer use, when students are presumably working with their data, and performance on the CDPA post-test. In parallel to our analysis, we scrutinize some of the more commonly used approaches to similar data. We argue in favor of more explicitly checking the assumptions associated with the statistical methods that are used and improved reporting and contextualization of effect sizes. Ultimately, we claim no evidence that female students are less capable of learning than their male peers, and we suggest caution when using gain measures to draw conclusions about differences in science classroom performance across gender. [This paper is part of the Focused Collection on Gender in Physics.]

This article analyzes masculinity and experimental practices within three different physics communities. This work is premised on the understanding that the discipline of physics is not only dominated by men, but also is laden with masculine connotations on a symbolical level, and that this limited and limiting construction of physics has made it difficult for many women to find a place in the discipline. Consequently, we argue that in order to further the understanding of gender dynamics within physics communities and enrich the current understandings about the lack of women in physics, perspectives from masculinity studies are crucial. The article draws on three different ethnographic case studies dealing with undergraduate students, graduate students, and research scientists. [This paper is part of the Focused Collection on Gender in Physics.]

This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates' design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study.

In response to the need for a scalable, institutionally supported model of educational change, the Science Education Initiative (SEI) was created as an experiment in transforming course materials and faculty practices at two institutions--University of Colorado Boulder (CU) and University of British Columbia. We find that this departmentally focused model of change, which includes an explicit focus on course transformation as supported by a discipline-based postdoctoral education specialist, was generally effective in impacting courses and faculty across the institution. In CU's Department of Physics, the SEI effort focused primarily on upper-division courses, creating high-quality course materials, approaches, and assessments, and demonstrating an impact on student learning. We argue that the SEI implementation in the CU Physics Department, as compared to that in other departments, achieved more extensive impacts on specific course materials, and high-quality assessments, due to guidance by the physics education research group--but with more limited impact on the departmental faculty as a whole. We review the process and progress of the SEI Physics at CU and reflect on lessons learned in the CU Physics Department in particular. These results are useful in considering both institutional and faculty-led models of change and course transformation. [This paper is part of the Focused Collection on Upper Division Physics Courses.]

Increasing student engagement through Electronic Response Systems (clickers) has been widely researched. Its success largely depends on the quality of multiple-choice questions used by instructors. This paper describes a pilot project that focused on the implementation of online collaborative multiple-choice question repository, PeerWise, in a Physics Methods course for secondary teachers at a large Canadian Teacher Education program. We investigated different facets of PeerWise implementation, teacher-candidates' engagement through the system, and how PeerWise can support teacher-candidates' collaboration on designing high quality conceptual multiple-choice questions. This study sheds light on the results of this implementation and suggests directions for future research.

We present a comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course", by F. J. Kontur, K. de La Harpe, and N. B. Terry PRST-PER 11, 010105 (2015). Our data show that the conclusions Kontur and coworkers draw from their data may not be generally applicable.

We reply to Rieger, Reinsberg, and Wieman's forgoing Comment [Phys. Rev. Phys. Educ. Res., Comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course" 12, 028001 (2016)].

In this paper, I engage with arguments put forth by Anna Günther-Hanssen in her article "A swing and a child: How scientific phenomena can come to matter for preschool children's emergent science identities." Günther-Hanssen argues that new materialism can help us see how scientific phenomena can create affordances in becoming scientific and can also help us to better understand what "becoming scientific" means. Drawing on my own research with doctoral students in physics, I explore how the theoretical concepts presented in Günther-Hanssen's paper, can be useful to investigate identity work at the doctoral level. I draw on empirical data from research conducted in Canada, to investigate the material-discursive entanglements that emerge in doctoral work, and the role that recognition plays in relation to these. [ABSTRACT FROM AUTHOR]

There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student's understanding of the powerful concepts of science. This paper reviews the history of concepts of explanation in science and in science teaching, and reports research findings that describe some ways in which science teachers have been observed to explain ideas in Year 11 Physics classrooms in Australia and Canada. [ABSTRACT FROM AUTHOR]

Laboratory tests were conducted to analyze the ultrasonic velocity response to the pressure change in dry carbonate rocks from the Weyburn oilfield, Canada. Twenty-four samples are from seven wells with helium porosities ranging from 1% to 29%. Thin-section images, SEM and mercury intrusion porosimetry were performed to show their inner structures and pore throat size distributions. P- and S-wave velocities (Vp and Vs) measurements were first done under hydrostatic loading and then while unloading, with confining pressures varying between 3 and 35 MPa. The results indicate that Vp and Vs in these samples follow a linear relation independent of the pressure change. The ratio Vp/Vs is more responsive to pressure change irrespective of the pore volume. One-third of the carbonate samples show abnormal Vp/Vs reduction with the increase in the effective pressure. The pressure dependence of velocities (PDV) of Weyburn carbonate rocks varies widely even for samples from the same formation with similar sedimentary history. Samples with loosely packed crystals and/or relatively large dominant pore diameter have higher PDV. The exponential empirical model V = A - C e D P e was tested; therein, V is the elastic wave velocity, Pe is the effective confining pressure, and A, C and D are the best fitting coefficients determined by curve fitting. The model gives good fits for most of the Weyburn carbonate samples. From a statistical point of view, there is no difference between the Vp- and Vs-derived exponential coefficient D. [ABSTRACT FROM AUTHOR]

The abundance of ungulate populations may fluctuate in response to several limiting factors, including climate, diseases, and predation. In the northern Richardson Mountains, Canada, Dall sheep (Ovis dalli dalli) have undergone a major decline in the past decades and predation by grizzly bears (Ursus arctos) and wolves (Canis lupus) was suspected as a leading cause. To better understand the relationship between these three species located in this rugged and remote ecosystem, we relied on a combination of indirect methods. We investigated the apparent role of predation on the Dall sheep population using spatial ecology and stable isotopes. We examined seasonal variation in predation risk, focusing on how it may affect Dall sheep habitat use and sexual segregation, and we evaluated the proportion of Dall sheep in the diet of both predators using stable isotopes. The movements of the three species were monitored by satellite telemetry. Dall sheep habitat use patterns were analyzed using topographical features, greenness index, land cover, and apparent predation risk. The diets of grizzly bears and wolves were examined using a Bayesian mixing model for carbon and nitrogen stable isotopes. We found that Dall sheep habitat use varied seasonally, with different patterns for ewes and rams. Exposure to grizzly bear risk was higher for rams during summer, while ewes were further exposed to wolf apparent predation risk during winter. The importance of safe habitats for ewes was reflected in space use patterns. Stable isotopes analyses suggested that the diet of grizzly bears was largely from animal sources, with mountain mammals comprising about one quarter. Wolves mostly fed on both aquatic browsers and mountain mammals. Diet variation between individual predators suggested that some individuals specialized on mountain mammals, likely including Dall sheep. We conclude that grizzly bear and wolf apparent predation risk are important in driving Dall sheep habitat use and play a role in sexual segregation. Overall, this study presents an innovative combination of indirect methods that could be applied elsewhere to better understand predator-prey dynamics in remote ecosystems. [ABSTRACT FROM AUTHOR]

The occurrence of P. verrucosum and ochratoxin A (OTA) were surveyed for 3 and 4 years, respectively. A total of 250 samples was collected from an average of 30 farms during the 2011, 2012, 2013 and 2014 winter seasons. Most storage bins surveyed were typically 11 m high round bins made of corrugated, galvanized steel, with flat-bottoms and conical roofs. Samples of clumped grain contained the most P. verrucosum (p<0.05, n = 10) followed by samples taken from the first load (n = 24, mean = 147±87 CFU/g) and last load (n = 17, mean = 101±77 CFU/g). Five grain samples (2.2%) tested positive for OTA, citrinin and OTB at concentrations of 14.7±7.9, 4.9±1.9 and 1.2±0.7 ng/g, with only three samples exceeding 5 ng/g. Grain samples positive for OTA were related to moisture resulting from either condensation or migrating moist warm air in the bin or areas where precipitation including snow entered the bin. Bins containing grain and clumps contaminated with OTA were studied in detail. A number of statistically-significant risk factors for OTA contamination were identified. These included 1) grain clumps accumulated around or directly under manhole openings, 2) debris and residue of old grain or grain clumps collected from the bin walls or left on storage floor and augers and 3) grain clumps accumulated around side doors. Even when grain enters storage below the 14.5% threshold of moisture, condensation and moisture migration occurs in hotspots in modern corrugated steel storage bins. Hot spots of OTA contamination were most often in areas affected by moisture migration due to inadequate aeration and exposure to moisture from precipitation or condensation. Further, we found that the nature of the condensation affects the nature and distribution of small and isolated areas with high incidence of toxin contamination and/or P. verrucosum prevalence in the grain bins examined. [ABSTRACT FROM AUTHOR]

Understanding the development of landscape patterns over broad spatial and temporal scales is a major contribution to ecological sciences and is a critical area of research for forested land management. Boreal forests represent an excellent case study for such research because these forests have undergone significant changes over recent decades. We analyzed the temporal trends of four widely-used landscape pattern indices for boreal forests of Canada: forest cover, largest forest patch index, forest edge density, and core (interior) forest cover. The indices were computed over landscape extents ranging from 5,000 ha (n = 18,185) to 50,000 ha (n = 1,662) and across nine major ecozones of Canada. We used 26 years of Landsat satellite imagery to derive annualized trends of the landscape pattern indices. The largest declines in forest cover, largest forest patch index, and core forest cover were observed in the Boreal Shield, Boreal Plain, and Boreal Cordillera ecozones. Forest edge density increased at all landscape extents for all ecozones. Rapidly changing landscapes, defined as the 90th percentile of forest cover change, were among the most forested initially and were characterized by four times greater decrease in largest forest patch index, three times greater increase in forest edge density, and four times greater decrease in core forest cover compared with all 50,000 ha landscapes. Moreover, approximately 18% of all 50,000 ha landscapes did not change due to a lack of disturbance. The pattern database results provide important context for forest management agencies committed to implementing ecosystem-based management strategies. [ABSTRACT FROM AUTHOR]