Under-ice fauna, sea-ice concentration, sea-ice thickness and under-ice water parameters from the Eurasian central Arctic Ocean during POLARSTERN cruise ARK-XXVII/3 (PS80) in August-September 2012

Arctic sea-ice decline is expected to have a significant impact on Arctic marine ecosystems. Ice-associated fauna play a key role in this context because they constitute a unique part of Arctic biodiversity and transmit carbon from sea-ice algae into pelagic and benthic food webs. Our study presents the first regional-scale record of under-ice faunal distribution and the environmental characteristics of under-ice habitats throughout the Eurasian Basin. Sampling was conducted with a Surface and Under-Ice Trawl, equipped with a sensor array recording ice thickness and other physical parameters during trawling. We identified 2 environmental regimes, broadly coherent with the Nansen and Amundsen Basins. The Nansen Basin regime was distinguished from the Amundsen Basin regime by heavier sea-ice conditions, higher surface salinities and higher nitrate + nitrite concentrations. We found a diverse (28 species) under-ice community throughout the Eurasian Basin. Change in community structure reflected differences in the relative contribution of abundant species. Copepods (Calanus hyperboreus and C. glacialis) dominated in the Nansen Basin regime. In the Amundsen Basin regime, amphipods (Apherusa glacialis, Themisto libellula) dominated. Polar cod Boreogadus saida was present throughout the sampling area. Abrupt changes from a dominance of ice-associated amphipods at ice-covered stations to a dominance of pelagic amphipods (T. libellula) at nearby ice-free stations emphasised the decisive influence of sea ice on small-scale patterns in the surface-layer community. The observed response in community composition to different environmental regimes indicates potential long-term alterations in Arctic marine ecosystems as the Arctic Ocean continues to change.

Description of manganese nodules and crust collected from the Hakuho Maru Cruise KH-68-3, July-August, 1968, in Northwestern Pacific Ocean

The cores and dredges described in this report were taken on the KH-68-3 Expedition in July-August, 1968 by the Ocean Research Institute, University of Tokyo from the Hakuho Maru. A total of 16 cores and dredges sites have been were.

IDPH Preparedness, EMS, and Trauma Update, August 12, 2016, Vol. 3, no. 7

Emergency preparedness, trauma and EMS update from The Iowa Department of Public Health.

TAG & RELEASE Volume 7, No. 3 August 2002

Tag & Release is the newsletter for the South Carolina Governor's Cup Billfishing Series, an official program of the South Carolina Department of Natural Resources in cooperation with the South Carolina Department of Parks, Recreation and Tourism and the Harry R.E. Hampton Memorial Wildlife Fund.

TAG & RELEASE Volume 13, No. 3 August 2008

Tag & Release is the newsletter for the South Carolina Governor's Cup Billfishing Series, an official program of the South Carolina Department of Natural Resources in cooperation with the South Carolina Department of Parks, Recreation and Tourism and the Harry R.E. Hampton Memorial Wildlife Fund.

The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study

Schools in Queensland, Australia, are undergoing inclusive education reform, following the report of the Ministerial Taskforce on Inclusive Education (Students with Disabilities) in 2004. The State government’s responses to the taskforce report emphasise a commitment to social justice and equity so that all students can be included in ways that enable them to achieve their potential. Teacher aides are employed in schools as ancillary staff to support students with disabilities and learning difficulties. Their support roles in schools are emerging within an educational context in which assumptions about disability, difference and inclusion of students with disabilities and learning difficulties are changing. It is important to acknowledge teacher aides as support practitioners, and to understand their roles in relation to the inclusion of students with disabilities and learning difficulties as inclusive education reform continues. This study used a phenomenological approach to explore the lived experiences of teacher aides as they supported students with disabilities and learning difficulties in primary schools. Four key insights into the support roles of teacher aides in primary schools in Brisbane, Queensland emerged from the study: 1) teacher aides develop empathetic relationships with students that contribute significantly to the students’ sense of belonging within school communities; 2) lack of clear definition of roles and responsibilities for teacher aides has detrimental effects on inclusion of students; 3) collaborative planning and implementation of classroom learning and socialisation programs enhances inclusion; and 4) teacher aides learn about supporting students while on-the-job, and in consultation and collaboration with other members of the students’ support networks.

School students and part-time work: Workplace problems and challenges.

This paper uses data from a large national project on student-working to examine problems and challenges for school students working in part-time jobs. While literature has identified some potential problems and challenges, and some potential difficulties can be extrapolated from the nature of a young teenage workforce and the nature of the workplaces, these were largely absent in the two companies researched because the companies already had policies in place that addressed the potential problems. Some suggestions are made about how problems and challenges could be avoided in a wider range of adolescent workplaces.

Teachers’ understandings of their relationships with students : pedagogic connectedness

This paper reports on a doctoral study that explored the nature of pedagogic connectedness and revealed the ways in which teachers experience this phenomenon. Pedagogic connectedness is defined as the engagements between teacher and student that impact on student learning. In this study, twenty teachers in an independent college in South-East Queensland, Australia, were interviewed and the interview transcripts analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from the data. The findings of this phenomenographic-related study are instructive in developing a framework for changes to teachers’ pedagogic practices.