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Quantifying the temperature sensitivity of methane (CH4) production is crucial for predicting how wetland ecosystems will respond to climate warming. Typically, the temperature sensitivity (often quantified as a Q10 value) is derived from laboratory incubation studies and then used in biogeochemical models. However, studies report wide variation in incubation-inferred Q10 values, with a large portion of this variation remaining unexplained. Here we applied observations in a thawing permafrost peatland (Stordalen Mire) and a well-tested process-rich model (ecosys) to interpret incubation observations and investigate controls on inferred CH4 production temperature sensitivity. We developed a field-storage-incubation modeling approach to mimic the full incubation sequence, including field sampling at a particular time in the growing season, refrigerated storage, and laboratory incubation, followed by model evaluation. We found that CH4 production rates during incubation are regulated by substrate availability and active microbial biomass of key microbial functional groups, which are affected by soil storage duration and temperature. Seasonal variation in substrate availability and active microbial biomass of key microbial functional groups led to strong time-of-sampling impacts on CH4 production. CH4 production is higher with less perturbation post-sampling, i.e. shorter storage duration and lower storage temperature. We found a wide range of inferred Q10 values (1.2-3.5), which we attribute to incubation temperatures, incubation duration, storage duration, and sampling time. We also show that Q10 values of CH4 production are controlled by interacting biological, biochemical, and physical processes, which cause the inferred Q10 values to differ substantially from those of the component processes. Terrestrial ecosystem models that use a constant Q10 value to represent temperature responses may therefore predict biased soil carbon cycling under future climate scenarios.

Recent rise in the number and therapeutic potential of genome engineering technologies has generated excitement for their application in cardiovascular therapeutics. One significant barrier to their implementation is costly and time-consuming reagent development for novel variants. We have previously shown that disease-associated variants cluster in functional protein domains where variants are found in the general population at lower frequency.1,2 These findings may provide an opportunity to pre-emptively target multiple pathogenic variant clusters (“pathogenic hotspots”) that address a majority of pathogenic and likely pathogenic (P/LP) variants for a given disease with a small number of pre-designed reagents. Prime editing, a search-and-replace editing technology, can overwrite genomic sequences with a reverse transcriptase guided by a Cas9 nickase and prime editing guide (peg)RNA.3 We hypothesized that most cardiovascular disease-relevant genes in ClinVar would display regional variant clustering, and that multiple variants within a regional hotspot could be targeted with a limited number of prime editing reagents.

Since 2011 the School of Media and Communication at RMIT University has been actively supporting an ethos of belonging throughout their learning and teaching. In 2017 'belonging' became a formal university priority, embedded in the institution's strategy and dispersed across Colleges and Schools through a range of activities and interventions. However, in the supercomplex COVID-19 landscape, practices of belonging are being reconsidered and reimagined for online learning environments. This paper outlines some of the reasons why belonging should be prioritised during times of intense change and complexity. We outline a range of responsive initiatives that have assisted staff and students as they rapidly shifted to a learning and teaching environment. Indeed, given our grounding in the field of media and communication, we seek to demonstrate that embracing supercomplexity through a disciplinary focus can in fact be productive for staff and students alike. Through this discussion we demonstrate how a belonging strategy at the institutional level can be translated as embedded practice at the level of the discipline and within micro-level classroom interventions.

We examine the relationship between district level student achievement and teacher average salary in Ohio from academic year 2013-14 to academic year 2018-19. Utilizing panel data, the following district level characteristics were controlled for: average teacher experience, average teacher degree-level, student socioeconomic status, race, student attendance rate, pupil support expenditure per equivalent pupil and administration expenditure per equivalent pupil. Using a random effects regression our findings suggest that higher pay can impact student growth. When we partition our sample quintiles by poverty level, we find that teacher salary is only significant for the top quintiles. Our results suggest that for some districts (i.e., wealthy districts) teacher salaries' impact on student performance is something that can be controlled, for other districts (i.e., poorer districts), teacher salary is another variable that shows no relationship to student performance.

Transfer of learning, the application of learning to different contexts over time, is important to all learning for development. As 21st century skills specifically aim to be "generic," there is an assumption that they can be transferred from context to context. We investigate the process of transfer in problem solving, with specific focus on mathematical problem solving tasks. Problem solving is highly valued in 21st century workplaces, where mathematical skills are also considered to be foundational in STEM and of paramount importance. This study examines the transfer of first semester mathematics learning to problem solving in second semester physics at university. We report on: (1) university students' (n = 10) "think-aloud" accounts of the process of transfer; and (2) students' (n = 10) and academics' (n = 8) perspectives on transfer processes and problem solving. Think-aloud accounts show students' recursive use of interpretation, integration, planning and execution thinking processes and highlight the meta-cognitive strategies used in transfer. Academics' and students' perspectives on transfer show disparities. Understanding these perspectives is important to current initiatives to integrate and optimise 21st century learning within universities. We argue that renewed attention on the concept of transfer is needed if the generic aims of 21st century skills are to be understood and promoted.

Peatlands are climate critical carbon (C) reservoirs that could become a C source under continued warming. A strong relationship between plant tissue chemistry and the soil organic matter (SOM) that fuels C gas emissions is inferred, but rarely examined at the molecular level. Here we compared Fourier transform infrared (FT-IR) spectroscopy measurements of solid phase functionalities in plants and SOM to ultra-high-resolution mass spectrometric analyses of plant and SOM water extracts across a palsa-bog-fen thaw and moisture gradient in an Arctic peatland. From these analyses we calculated the C oxidation state (NOSC), a measure which can be used to assess organic matter quality. Palsa plant extracts had the highest NOSC, indicating high quality, whereas extracts of Sphagnum, which dominated the bog, had the lowest NOSC. The percentage of plant compounds that are less bioavailable and accumulate in the peat, increases from palsa (25%) to fen (41%) to bog (47%), reflecting the pattern of percent Sphagnum cover. The pattern of NOSC in the plant extracts was consistent with the high number of consumed compounds in the palsa and low number of consumed compounds in the bog. However, in the FT-IR analysis of the solid phase bog peat, carbohydrate content was high implying high quality SOM. We explain this discrepancy as the result of low solubilization of bog SOM facilitated by the low pH in the bog which makes the solid phase carbohydrates less available to microbial decomposition. Plant-associated condensed aromatics, tannins, and lignin-like compounds declined in the unsaturated palsa peat indicating decomposition, but lignin-like compounds accumulated in the bog and fen peat where decomposition was presumably inhibited by the anaerobic conditions. A molecular-level comparison of the aboveground C sources and peat SOM demonstrates that climate-associated vegetation shifts in peatlands are important controls on the mechanisms underlying changing C gas emissions.

Permafrost thaw is a major potential feedback source to climate change as it can drive the increased release of greenhouse gases carbon dioxide (CO2 ) and methane (CH4 ). This carbon release from the decomposition of thawing soil organic material can be mitigated by increased net primary productivity (NPP) caused by warming, increasing atmospheric CO2 , and plant community transition. However, the net effect on C storage also depends on how these plant community changes alter plant litter quantity, quality, and decomposition rates. Predicting decomposition rates based on litter quality remains challenging, but a promising new way forward is to incorporate measures of the energetic favorability to soil microbes of plant biomass decomposition. We asked how the variation in one such measure, the nominal oxidation state of carbon (NOSC), interacts with changing quantities of plant material inputs to influence the net C balance of a thawing permafrost peatland. We found: (1) Plant productivity (NPP) increased post-thaw, but instead of contributing to increased standing biomass, it increased plant biomass turnover via increased litter inputs to soil; (2) Plant litter thermodynamic favorability (NOSC) and decomposition rate both increased post-thaw, despite limited changes in bulk C:N ratios; (3) these increases caused the higher NPP to cycle more rapidly through both plants and soil, contributing to higher CO2 and CH4  fluxes from decomposition. Thus, the increased C-storage expected from higher productivity was limited and the high global warming potential of CH4 contributed a net positive warming effect. Although post-thaw peatlands are currently C sinks due to high NPP offsetting high CO2 release, this status is very sensitive to the plant community's litter input rate and quality. Integration of novel bioavailability metrics based on litter chemistry, including NOSC, into studies of ecosystem dynamics, is needed to improve the understanding of controls on arctic C stocks under continued ecosystem transition.

BackgroundPeatlands are expected to experience sustained yet fluctuating higher temperatures due to climate change, leading to increased microbial activity and greenhouse gas emissions. Despite mounting evidence for viral contributions to these processes in peatlands underlain with permafrost, little is known about viruses in other peatlands. More generally, soil viral biogeography and its potential drivers are poorly understood at both local and global scales. Here, 87 metagenomes and five viral size-fraction metagenomes (viromes) from a boreal peatland in northern Minnesota (the SPRUCE whole-ecosystem warming experiment and surrounding bog) were analyzed for dsDNA viral community ecological patterns, and the recovered viral populations (vOTUs) were compared with our curated PIGEON database of 266,125 vOTUs from diverse ecosystems.ResultsWithin the SPRUCE experiment, viral community composition was significantly correlated with peat depth, water content, and carbon chemistry, including CH4 and CO2 concentrations, but not with temperature during the first 2 years of warming treatments. Peat vOTUs with aquatic-like signatures (shared predicted protein content with marine and/or freshwater vOTUs) were significantly enriched in more waterlogged surface peat depths. Predicted host ranges for SPRUCE vOTUs were relatively narrow, generally within a single bacterial genus. Of the 4326 SPRUCE vOTUs, 164 were previously detected in other soils, mostly peatlands. None of the previously identified 202,371 marine and freshwater vOTUs in our PIGEON database were detected in SPRUCE peat, but 0.4% of 80,714 viral clusters (VCs, grouped by predicted protein content) were shared between soil and aquatic environments. On a per-sample basis, vOTU recovery was 32 times higher from viromes compared with total metagenomes.ConclusionsResults suggest strong viral "species" boundaries between terrestrial and aquatic ecosystems and to some extent between peat and other soils, with differences less pronounced at higher taxonomic levels. The significant enrichment of aquatic-like vOTUs in more waterlogged peat suggests that viruses may also exhibit niche partitioning on more local scales. These patterns are presumably driven in part by host ecology, consistent with the predicted narrow host ranges. Although more samples and increased sequencing depth improved vOTU recovery from total metagenomes, the substantially higher per-sample vOTU recovery after viral particle enrichment highlights the utility of soil viromics. Video abstract The importance of Minnesota peat viromes in revealing terrestrial and aquatic niche partitioning for viral populations.

In the face of diverse challenges to traditional higher education (HE) models, creating and defining the value of an on-campus student experience has become a key concern for HE institutions. Originating in response to these challenges, The Belonging Project seeks to improve the student experience in the School of Media and Communication at RMIT University in Melbourne, Australia. As part of its pilot initiatives, we worked to refurbish an existing but underused space in the School, the Atelier. This paper documents the refurbishment and its outcomes, while situating the process within a broader literature on student engagement and transition.

Transfer of mathematical learning to science is seen as critical to the development of education and industrial societies, yet it is rarely interrogated in applied research. We present here research looking for evidence of transfer from university mathematics learning in semester one to second semester sciences/engineering courses (n = 1125). A transfer index measure was derived from extant university assessments, calculated on content-matched questions requiring mathematical concepts and skills in students' completed mathematics and science/engineering exams. We found that transfer could be measured in this way, and present path models of how transfer is associated with educational attainment and other factors. However, transfer was observed only in physics (n = 258) and engineering (n = 426); biology and molecular bioscience assessments did not provide opportunities for students to demonstrate their mathematical learning. In physics and engineering courses, mathematical attainment had a strong, direct, positive effect, with transfer of learning providing an additional direct and mediating effect upon students' performance in these subjects. In physics and engineering, transfer was also associated with higher levels of educational attainment in general. This new, applied approach to examining transfer trialed here may provide opportunities for analysing, evaluating, and improving cross-disciplinary transfer of learning within universities.

Working with second-grade teachers, the authors designed a six-day integrated science and language arts unit to investigate the structures that insects use to make their sound vibrations. They were inspired by "The Very Quiet Cricket" (Carle 1990), which was used as the focus text for the unit, as well as "Bug Music" (Rothenberg 2013), which prompts readers to think about the noise that insects make as an inspiration for music. While Robertson and Meyer (2010) engaged middle grades students with the songs and sound wave images of various insects to teach about sound, the authors wanted to have concrete, physical examples to demonstrate sound energy vibrations to young learners. This lesson was designed a unit using multiple modes of representation for the insect body parts and their vibrations, including physical specimens, video, photographs, diagrams, and informational text. In addition, students represented their understanding using drawing, writing, and speaking. Using multiple modes of representation in the presentation to and production by students of science concepts is beneficial for early elementary students' learning (Wilson and Bradbury 2016), as well as for supporting the science learning of students with learning disabilities (Taylor and Villanueva 2014). By including various visual representations (physical specimens, video, photographs, and diagrams) along with more traditional informational text, science information is made more accessible to developing and struggling readers.

Climate change threatens to release abundant carbon that is sequestered at high latitudes, but the constraints on microbial metabolisms that mediate the release of methane and carbon dioxide are poorly understood1-7. The role of viruses, which are known to affect microbial dynamics, metabolism and biogeochemistry in the oceans8-10, remains largely unexplored in soil. Here, we aimed to investigate how viruses influence microbial ecology and carbon metabolism in peatland soils along a permafrost thaw gradient in Sweden. We recovered 1,907 viral populations (genomes and large genome fragments) from 197 bulk soil and size-fractionated metagenomes, 58% of which were detected in metatranscriptomes and presumed to be active. In silico predictions linked 35% of the viruses to microbial host populations, highlighting likely viral predators of key carbon-cycling microorganisms, including methanogens and methanotrophs. Lineage-specific virus/host ratios varied, suggesting that viral infection dynamics may differentially impact microbial responses to a changing climate. Virus-encoded glycoside hydrolases, including an endomannanase with confirmed functional activity, indicated that viruses influence complex carbon degradation and that viral abundances were significant predictors of methane dynamics. These findings suggest that viruses may impact ecosystem function in climate-critical, terrestrial habitats and identify multiple potential viral contributions to soil carbon cycling.

International students are an important part of today's global university sector. This paper explores, through 10 in-depth interviews, the perceptions of Vietnamese international students studying with regard to their experience of teaching and learning in Australia. The findings indicate that Vietnamese students struggle with language, assessment, and Western teaching and learning styles. Many interviewees felt that local students often lumped them together with other international students, who sometimes had no desire to befriend or work with them. The paper provides recommendations on how to improve students' experiences and adds to the current debate on international students' satisfaction, with general implications for international education.

Elite athletes and their academic achievement in higher education have long been subject to considerable debate within North American scholarship. This interest proliferated especially after the release of the Knight Report (2001), which, amongst other findings, revealed a clear negative link between elite athletes and their academic achievement. While sport has always had a long and prominent presence in Australian higher education, both sport and education scholars have given very little attention to this area. To rectify this neglect, this study investigates the academic achievement of elite athletes (N = 313) at an Australian university and compares their results to the general student population in the 2012 academic year. Using both qualitative interviews (n = 20) and quantitative secondary data analysis, the findings suggest that despite heavy sporting commitments and necessarily demanding training timetables, the sampled elite athletes performed at levels equal to, or superior to, their peers. In particular they show a lower failure rate. These findings are discussed in relation to student abilities, education program management and the challenges faced in terms of elite athlete stereotyping.

To become scientifically literate, students need to interpret science concepts using numbers, text, and visuals (Lemke 2004). Scientists use multiple modes to communicate their ideas to each other and the public, including images, text, mathematical notations, symbols, diagrams, charts, and graphs. Several of the science and engineering practices in the "Next Generation Science Standards" (NGSS Lead States 2013) incorporate multiple modes of representing information: developing and using models; analyzing and interpreting data; using mathematical and computational thinking; and obtaining, evaluating, and communicating data. In addition, using multiple modes in science instruction allows teachers to integrate other subject skills within a science unit, such as English language arts standards for reading, writing, and speaking and mathematics standards for numbers and operations and measurement and data. When other subject skills are integrated, science becomes more relevant for students. Furthermore, having facility with multiple modes of representation in science instruction benefits student learning and increases their depth of understanding (Wilson and Bradbury 2016). Finally, science instruction presented in various modes can provide greater access to science information for all students.

In this article, fourth graders investigate the physical and behavioral adaptations of crayfish. Because crayfish are native to the area and many students have experience observing them in local streams, the author decided to use these organisms to explore the relationship between the structure of their various body parts and how those structures help the crayfish survive. They worked with the students over two days using a variety of modalities to support students' understanding of the connections between structure and function for the crayfish. Each of the lessons lasted approximately one hour and fifteen minutes but could have easily been broken into shorter segments over a larger number of days. This lesson cultivated students' curiosity about these creatures while helping students progress in meeting both Next Generation Science Standards (NGSS) related to structure and function and the Common Core State Standards (CCSS) for writing.

Ali Smith's Seasonal Quartet is a project about the present, and about how we understand and represent events while they are unfolding. It represents Smith's interest, as she has described it, in 'returning' the novel 'to the notion of the new,' telling stories about ongoing current events and emerging social forms (Armitstead 2019). It is also interested in the art of being present, and in the kinds of presence that art asks of its audience. In Artful, her work of creative criticism, Smith writes that art is 'a broken thing if it's anything, and... the act of remaking, or imagining, or imaginative involvement, is what makes the difference' (2014: 25). Smith's citation practice plays a crucial role in her project's attempt to understand and represent the present. Citations abound in the Seasonal Quartet: they play a central role in each individual text, connect characters across the series, and offer concrete ties to the world outside each book's covers. Despite the important role that external pieces of art and media play in her novels, Smith's references to them are often opaque, and identifying them relies on a combination of cultural knowledge, search engine savvy, and chance. In this essay, I argue that this opacity—especially when read alongside scenes where characters fail to recognize the art they encounter or repurpose it in creative ways—invites readers to search for the art Smith references and experience it themselves. In attempting to narrate the present as it is happening, using an "old" medium associated with temporal lag rather than immediacy, Smith's project explores the role of the book in the present, inviting readers to consider how the book might be uniquely positioned to help us understand, represent, and navigate contemporary life. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate an adaptation of the Study Processes Questionnaire for the discipline of physics. A total of 2030 first year physics students at an Australian metropolitan university completed the questionnaire over three different year cohorts. The resultant data has been used to explore whether the adaptation of the questionnaire is justifiable and if meaningful interpretations can be drawn for teaching and learning in the discipline. In extracting scales for deep and surface approaches to learning, we have excised several items, retaining an adequate subset. Reflecting trends in literature, our deep scale is very reliable while the surface scale is not so reliable. Our results show that the behaviour of the mean scale scores for students in different streams in first year physics is in agreement with expectations. Furthermore, different year cohort performance on the scales reflects changes in senior high school syllabus. Our experiences in adaptation, validation and checking for reliability is of potential use for others engaged in contextualising the Study Processes Questionnaire, and adds value to the use of the questionnaire for improving student learning in specific discipline areas. (Contains 2 tables and 2 figures.)