Phytoplankton dynamic in permanent and temporary waters of Empordà Salt marshes (NE Spain)

Se ha estudiado la dinámica del fitoplancton en las lagunas costeras de Aiguamolls de l'Empordà. El fitoplancton esta sujeto principalmente al control "bottom-up", la variabilidad hidrológica y la disponibilidad de nutrientes tienen una mayor influencia en la composición y distribución de tamaños del fitoplancton, que el zooplancton. La concentración de materia orgánica disuelta es el factor ambiental más correlacionado con el crecimiento de la biomasa fitoplanctónica. Dada la proximidad entre las lagunas costeras y el mar, donde la ocurrencia de Proliferaciones de Algas Nocivas es cada vez más frecuente, se realizan un inventario general de las especies más abundantes del fitoplancton y se llevan a cabo análisis extensivos de la toxicidad. La mayoría de especies de dinoflagelados encontradas son potencialmente nocivas. Hay pocas especies en común entre el mar y las lagunas, sin embargo, existen especies productoras de PANs características de los ambientes lagunares.

Research and teaching: a holy or an unholy alliance?

Much of the self-image of the Western university hangs on the idea that research and teaching are intimately connected. The central axiom here is that research and teaching are mutually supportive of each other. An institution lacking such a set of relationships between research and teaching falls short of what it means to be a university. This set of beliefs raises certain questions: Is it the case that the presence of such a mutually supportive set of relationships between research and teaching is a necessary condition of the fulfilment of the idea of the university? (A conceptual question). And is it true that, in practice today, such a mutually supportive set of relationships between research and teaching characterises universities? (An empirical question). In my talk, I want to explore these matters in a critical vein. I shall suggest that: a) In practice today, such a mutually supportive set of relationships between research and teaching is in jeopardy. Far from supporting each other, very often research and teaching contend against each other. Research and teaching are becoming two separate ideologies, with their own interest structures. b) Historically, the supposed tight link between research and teaching is both of recent origin and far from universally achieved in universities. Institutional separateness between research and teaching is and has been evident, both across institutions and even across departments in the same institution. c) Conceptually, research and teaching are different activities: each is complex and neither is reducible to the other. In theory, therefore, research and teaching may be said to constitute a holy alliance but in practice, we see more of an unholy alliance. If, then, in an ideal world, a positive relationship between research and teaching is still a worthwhile goal, how might it be construed and worked for? Seeing research and teaching as two discrete and unified sets of activity is now inadequate. Much better is a construal of research and teaching as themselves complexes, as intermingling pools of activity helping to form the liquid university that is emerging today. On this view, research and teaching are fluid spaces, ever on the move, taking up new shapes, and themselves dividing and reforming, as the university reworks its own destiny in modern society. On such a perspective, working out a productive relationship between research and teaching is a complex project. This is an alliance that is neither holy nor unholy. It is an uneasy alliance, with temporary accommodations and continuous new possibilities