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Models of the future of coral reefs are potentially sensitive to theoretical assumptions, variable selectivity, interactions, and scales. A number of these aspects were evaluated using boosted regression tree models of numbers of coral taxa trained on ~1000 field surveys and 35 spatially complete influential environmental proxies at moderate scales (~6.25 km2). Models explored influences of climate change, water quality, direct human‐resource extraction, and variable selection processes. We examined the predictions for numbers of coral taxa using all variables and compared them to models based on variables commonly used to predict climate change and human influences (eight and nine variables). Results indicated individual temperature variables alone had lower predictive ability (R2 < 2%–7%) compared to human influence variables (6%–18%) but overall climate had a higher training–testing fit (70%) than the human influence (63%) model. The full variable model had the highest fit to the full data (27 variables; R2 = 85%) and indicated the strongly interactive and complex role of environmental and human influence variables when making moderate‐scale biodiversity predictions. Projecting changes using Coupled Model Intercomparison Project (CMIP) 2050 Representative Concentration Pathways (RCP2.6 and 8.5) water temperature predictions indicated high local variability and fewer negative effects than predictions made by coarse scale threshold and niche models. The persistence of coral reefs over periods of rapid climate change is likely to be caused by smaller scale variability that is poorly simulated with coarse scale modeled predictions. [ABSTRACT FROM AUTHOR]

Lobster phyllosoma larvae collected during surveys over the continental shelf of eastern South Africa (southwestern Indian Ocean) were analysed to determine the role of the KwaZulu-Natal (KZN) Bight as a pelagic nursery area. Surface waters in the shallow bight and further offshore, between the 20- and 1,000-m depth contours, were sampled with plankton nets in 2018 to 2023. Phyllosomas were absent from 87.9% of 257 tows, with high variability in the remaining tows indicating a patchy distribution with abundance hotspots. Phyllosomas of four scyllarid and three palinurid species were found among 311 captured specimens. The scyllarid Acantharctus ornatus (Holthuis, 1960) was the most abundant, constituting 94.9% of the phyllosomas caught, with all nine larval stages (I–IX) present. Phylogenetic analysis using the COI and 16S rDNA gene markers confirmed that previously undescribed early larval stages in samples belonged to A. ornatus. Most A. ornatus phyllosomas were caught at shallow-bight stations, with catch rates declining steeply to the north and south of the bight and when bottom depth exceeded 100 m. Season and sampling station (nested within cross-shelf transect) were significant variables in explaining phyllosoma abundance. We provide evidence that the KZN Bight serves as a pelagic nursery area for A. ornatus phyllosoma larvae at all developmental stages, but not for other lobster species with known adult populations in the region. [ABSTRACT FROM AUTHOR]

In response to longstanding inequities and injustices within STEM, this review addresses the pressing need to decolonize STEM education and redefine the purpose of its disciplinary fields. Focusing on the influence of entrenched power structures, particularly the military-industrial complex, this review examines the relatively under-theorized impact of these forces on shaping the goals and scope of certain bodies of STEM education within UK higher education. The first section offers an overview of militarized STEM education and its connections to the challenges of decolonization. The second section explores strategies and interventions for decolonial pedagogy aimed at challenging discourses and practices that reinforce colonial and militarized narratives within curriculum and teaching. This review highlights how critical pedagogy and Indigenous Knowledge Systems offer educators' methods to cultivate criticality and humanity in their teaching practices. Ultimately, the review attempts to highlight how STEM education can be re-envisioned to serve broader, more emancipatory, and just purposes. Here the review advocates for a transformative educational paradigm that integrates inclusive pedagogical interventions with critical engagement in the ethical and moral dimensions of STEM practice, with the overarching goal of advancing social justice in teaching practices. [ABSTRACT FROM AUTHOR]

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