(Table 1) Annual gross and new primary production rates obtained for areas centered on the AWI-HAUSGARTEN mooring (2000-2005)

The lack of extended dataset has so far prevented an inclusive understanding of the long-term relationships between primary production (PP) and vertical export in the Arctic Ocean. It is urgent to investigate these connections as Arctic ecosystems are on the verge of climate-related shifts, which could be caused by the combined effects of increase in Pacific and Atlantic inflow, climate warming, and sea ice decline. For a period of 6 years we investigated the degree of coupling between PP and export by making use of modelled PP rates and vertical particle fluxes collected with sediment traps moored at ~300 m depth in the eastern Fram Strait. Our analyses indicate that total and new simulated PP averaged for different areas centered on the mooring location (5-200 km radius) explain at best 20-44% of the observed biogenic particle fluxes at 300 m, when applying extended time-lags (55-90 days) between PP and vertical fluxes. Based on this phasing, we define a conceptual framework that presents the temporal dimension as a prime determinant of the maximum strength of the PP-export coupling at a given depth. Our results support that planktonic food webs in the Fram Strait process heavily biogenic material in the epipelagic zone, but we further suggest that Atlantic-Arctic water interactions induce a particular ecological setting responsible for the extended turn-over. In conclusion, we hypothesize that global warming could promote a transition toward a more retentive ecosystem in the Fram Strait region despite the likely increase of pelagic PP in the Arctic Ocean.

The history of technology in education. A comparative study and forecast

Area, launched in 1999 with the Bologna Declaration, has bestowed such a magnitude and unprecedented agility to the transformation process undertaken by European universities. However, the change has been more profound and drastic with regards to the use of new technologies both inside and outside the classroom. This article focuses on the study and analysis of the technology’s history within the university education and its impact on teachers, students and teaching methods. All the elements that have been significant and innovative throughout the history inside the teaching process have been analyzed, from the use of blackboard and chalk during lectures, the use of slide projectors and transparent slides, to the use of electronic whiteboards and Internet nowadays. The study is complemented with two types of surveys that have been performed among teachers and students during the school years 1999 - 2011 in the School of Civil Engineering at the Polytechnic University of Madrid. The pros and cons of each of the techniques and methodologies used in the learning process over the last decades are described, unfolding how they have affected the teacher, who has evolved from writing on a whiteboard to project onto a screen, the student, who has evolved from taking handwritten notes to download information or search the Internet, and the educational process, that has evolved from the lecture to acollaborative learning and project-based learning. It is unknown how the process of learning will evolve in the future, but we do know the consequences that some of the multimedia technologies are having on teachers, students and the learning process. It is our goal as teachers to keep ourselves up to date, in order to offer the student adequate technical content, while providing proper motivation through the use of new technologies. The study provides a forecast in the evolution of multimedia within the classroom and the renewal of the education process, which in our view, will set the basis for future learning process within the context of this new interactive era.

The Influence of Space Layout, Technology and Teaching Approach on Student Learning: An Architectural Technology Perspective

Some would argue that there is a need for the traditional lecture format to be rethought in favour of a more active approach. However, this must form part of a bipartite strategy, considered in conjunction with the layout of any new space to facilitate alternative learning and teaching methods. With this in mind, this paper begins to examine the impact of the learning environment on the student learning experience, specifically focusing on students studying on the Architectural Technology and Management programme at Ulster University. The aim of this study is two-fold: to increase understanding of the impact of learning space layout, by taking a student centered approach; and to gain an appreciation of how technology can impact upon the learning space. The study forms part of a wider project being undertaken at Ulster University known as the Learning Landscape Transition Project, exploring the relationship between learning, teaching and space layout. Data collection was both qualitative and quantitative, with use of a case study supported by a questionnaire based on attitudinal scaling. A focus group was also used to further analyse the key trends resulting from the questionnaire. The initial results suggest that the learning environment, and the technology within it, can not only play an important part in the overall learning experience of the student, but also assist with preparation for the working environment to be experienced in professional life.