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abstract The marine coastal region makes up just 10% of the total area of the global ocean but contributes nearly 20% of its total primary production and over 80% of fisheries landings. Unicellular phytoplankton dominate primary production. Climate variability has had impacts on various marine ecosystems, but most sites are just approaching the age at which ecological responses to longer term, unidirectional climate trends might be distinguished. All five marine pelagic sites in the US Long Term Ecological Research (LTER) network are experiencing warming trends in surface air temperature. The marine physical system is responding at all sites with increasing mixed layer temperatures and decreasing depth and with declining sea ice cover at the two polar sites. Their ecological responses are more varied. Some sites show multiple population or ecosystem changes, whereas, at others, changes have not been detected, either because more time is needed or because they are not being measured.

The study investigated the relationship between South African Grade 9 teachers' and learners' perceptions and attitudes with their mathematics achievement. The study used a secondary analysis of the TIMSS 2015 mathematics data, guided by the conceptual framework model of Scheerens (2000). The quantitative data collected through teachers' and learners' responses to the questionnaire included teachers' and learners' attitudes and perceptions on mathematics achievement. Multi-level modelling was done using HLM software. The study revealed that learners that like learning mathematics and value mathematics outperform those who don't like it and who don't value it. It was also found that leaners that are confident in mathematics outperformed those who are not confident. An interesting finding was that teacher job satisfaction has no influence on the mathematics achievement of their learners. Another curious finding was that the level of learner engagement in the mathematics lesson also had no influence on their performance.

Background: Respiratory distress is the leading cause of neonatal morbidity and mortality worldwide, and prenatal exposure to air pollution is associated with adverse long-term respiratory outcomes; however, the impact of prenatal air pollution exposure on neonatal respiratory distress has not been well studied. Objectives: We examined associations between prenatal exposures to fine particular matter (P[M.sub.2.5]) and nitrogen dioxide (N[O.sub.2]) with respiratory distress and related neonatal outcomes. Methods: We used data from the Maternal-Infant Research on Environmental Chemicals (MIREC) Study, a prospective pregnancy cohort (n = 2,001) recruited in the first trimester from 10 Canadian cities. Prenatal exposures to P[M.sub.2.5] (n = 1,321) and N[O.sub.2] (n = 1,064) were estimated using land-use regression and satellite-derived models coupled with ground-level monitoring and linked to participants based on residential location at birth. We calculated odds ratios (ORs) and 95% confidence intervals (CIs) for associations between air pollution and physician-diagnosed respiratory distress in term neonates in hierarchical logistic regression models adjusting for detailed maternal and infant covariates. Results: Approximately 7% of newborns experienced respiratory distress. Neonates received clinical interventions including oxygen therapy (6%), assisted ventilation (2%), and systemic antibiotics (3%). Two percent received multiple interventions and 4% were admitted to the neonatal intensive care unit (NICU). Median P[M.sub.2.5] and N[O.sub.2] concentrations during pregnancy were 8.81 [micro]g/[m.sup.3] and 18.02ppb, respectively. Prenatal exposures to air pollution were not associated with physician-diagnosed respiratory distress, oxygen therapy, or NICU admissions. However, P[M.sub.2.5] exposures were strongly associated with assisted ventilation (OR per 1-[micro]g/[m.sup.3] increase in P[M.sub.2.5] = 1.17; 95% CI: 1.02, 1.35), multiple clinical interventions (OR per 1-[micro]g/[m.sup.3] increase in P[M.sub.2.5] = 1.16; 95% CI: 1.07, 1.26), and systemic antibiotics, (OR per 1- [micro]g/[m.sup.3] increase in P[M.sub.2.5] = 1.12; 95% CI: 1.04, 1.21). These associations were consistent across exposure periods--that is, during prepregnancy, individual trimesters, and total pregnancy--and robust to model specification. N[O.sub.2] exposure was associated with administration of systemic antibiotics (OR per 1-ppb increase in N[O.sub.2] = 1.03; 95% CI: 1.00, 1.06). Discussion: Prenatal exposures to P[M.sub.2.5] increased the risk of severe respiratory distress among term newborns. These findings support the development and prioritization of public health and prenatal care strategies to increase awareness and minimize prenatal exposures to air pollution. https://doi.org/10.1289/EHP12880, Introduction The human health impacts of air pollution have been well documented. (1-3) The Global Burden of Disease initiative identified ambient air pollution as a leading cause of global mortality [...]

It has often been said that any student engagement that is poorly monitored during teaching practice (TP) will not necessarily contribute much to their professional development and teacher identity. This applies specifically to initial undergraduate teacher training. This concern became the main focus of the study on which this article is reporting, as part of a broader project--FIRE (Fourth-year Initiative for Research in Education), which commenced in 2015. We wanted to determine how we could complement a community of practice engagement by using Participatory Reflection and Action (PRA) as intervention that could eventually contribute to the development of student teachers' teacher identity during teaching practice. This article reports on the outcomes of a study conducted on a sample of 2,309 final-year student teachers between 2015 and 2017 at a tertiary institution in Pretoria. Data were generated by participating student teachers during three-hour, on-campus workshops approximately a quarter of the way into their teaching practice. They were required to respond to a single question by addressing how student teachers perceive the roles of expert teachers in terms of their curriculum and subject knowledge, their expertise in teaching and learning, caring and providing learner support, and the managerial and professional skills of teachers. The results confirmed that PRA is a dynamic research and data collection strategy to create networks through which participants can benchmark their experiences against peers and other stakeholders. Furthermore, it is again confirmed that traditional TP experiences often fail to expose student teachers adequately to the full dynamics of the educational landscape, as certain interactions and activities are conflict-dependent, and only emerge when opposing and conflicting forces create imbalances and inequity. PRA drew our attention to serious flaws in our teacher training programmes, urging a reassessment of the objectives and actions of TP.

This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI). Furthermore, science educators' own PCK, and the limitations of a predominantly paper-based distance education (DE) model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL).

In Life Sciences (biology) education, both nationally and internationally, the study of animal and organ morphology has traditionally involved dissection since the early 19th century. This study focused on the inclinations of teachers and learners towards animal organ dissection, and its use in problem-solving in Grade 11 Life Sciences education in the Gauteng Province, South Africa. A mixed methods research design was used to collect data from 224 learners with a questionnaire, followed by lesson observations and interviews with six teachers. The results show that the majority of the teachers and learners had great interest in performing animal organ dissections, believing that its use could add value to the solving of specific problems that are related to the Grade 11 Life Sciences curriculum. A few teachers were not keen on animal organ dissection and were reluctant to let their learners dissect and use it in problem-solving. The few learners with reservations about animal organ dissection preferred artificial organs due to a blood phobia and squeamishness. This study supports the development of artificial animal organ dissection as a teaching strategy in support of problem-solving in teaching.

Despite many studies on Adélie penguin breeding phenology, understanding the drivers of clutch initiation dates (CIDs, egg 1 lay date) is limited or lacks consensus. Here, we investigated Adélie penguin CIDs over 25 years (1991-2016) on two neighboring islands, Torgersen and Humble (