Search

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.

In education systems around the globe influenced by neoliberalism, teachers commonly experience reforms which emphasise local responsibility and accountability. Teachers additionally work within what has been described as an era of social acceleration and associated "fast policy", with a perceived increase in the pace of reform. In this article, we present data drawn from a large (N = 18,234) survey of Australian public-school teachers' work. Analysis of both quantitative and qualitative reports indicates a widespread teacher perception of workload increase from 2013 to 2017, and the attribution of such increase to the introduction of policy initiatives including, but not limited to, school autonomy reform. Our findings have implications for education policy in Australia and beyond, with an erosion of teacher trust suggesting the need for more sustainable and consultative forms of "slow democracy" in education policy.

The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.

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.

The work of teachers is often understood primarily in relation to student learning rather than as a form of labour for the worker in question. While such a focus is understandable, it can fail to recognize the relationship between conditions of work and the character or nature of that work. In this article, we engage with the issue of teachers' work and workload, presenting interview data from 31 teachers across the state of NSW, Australia. Locating these data within a devolved public education policy context, we argue that increased accountability primarily through paperwork and reporting requirements are operating to re-shape and re-define what it means to be a teacher, and what teachers "do". Such demands are reported to have created a substantial workload increase across the board in our sample, leading to a perceived need for teachers to undertake "triage" in their work, leaving some -- if not all -- activities ultimately incomplete. We explore these tensions in the data and raise questions about the forms of labour teachers currently undertake in schools; why they do so; and whether such work is either desirable or sustainable.

Fixed-term contracts are a relatively recent, yet growing category of employment for teachers in the public school system in New South Wales (NSW), Australia. In this article, we draw on quantitative and qualitative data from a large state-wide survey (N = 18,234) of members of the public-school teacher union, the NSW Teachers' Federation, in order to explore the workload reports of teachers in temporary employment. We find that overall, these teachers report similar levels of workload to staff employed on a permanent basis. Experiences of work are, however, qualitatively different, with many in the temporary category feeling they must work harder than permanent teachers in order to 'prove themselves' to school executive. We argue that such experiences of precariousness may have particular 'scarring' effects for teachers in temporary employment, including gendered patterns of career progression, and discuss implications for leadership and policy.

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.

This research explores media reporting of Indigenous students' Programme for International Student Assessment (PISA) results in two national and 11 metropolitan Australian newspapers from 2001 to 2015. Of almost 300 articles on PISA, only 10 focused on reporting of Indigenous PISA results. While general or non-Indigenous PISA results featured in media reports, especially at the time of the publication of PISA results, there was overwhelming neglect of Indigenous results and the performance gap. A thematic analysis of articles showed mainstream PISA reporting had critical commentary which is not found in the Indigenous PISA articles. The three themes identified include: a lack of teacher quality in remote and rural schools; the debate on Gonski funding recommendations and the PISA achievement gap between Indigenous and non-Indigenous students. This study concluded the overwhelming neglect is linked to media bias, which continues to drive mainstream media coverage of Indigenous Australians.

Objective: Sport may promote academic performance through physiological and psychosocial mechanisms. We aimed to examine the association between sports participation and academic performance in Aboriginal and Torres Strait Islander children. Methods: Participants were from four successive waves of Australia's Longitudinal Study of Indigenous Children (n = 303, baseline age 5-6 y). Cumulative sports participation was regressed against academic performance from two standardised tests. Results: Children participating in sport at all four waves performed significantly better than children participating in sport in 0, 2 or 3 waves in Progressive Achievement Test (PAT) Maths (110 vs. 103, 105 and 105, p = 0.007, 0.02 and 0.02, respectively), and better than children participating at two waves in National Assessment Program -- Literacy and Numeracy (NAPLAN) numeracy (438 vs. 409, p = 0.006). There were no significant differences in PAT reading or NAPLAN literacy. Conclusion: Sports participation appears to be associated with subsequent better numeracy (2-7 months of learning) in a sample of Australian indigenous children. Fostering sports participation among indigenous children may be an avenue for reducing disadvantage.