Mixing, hypersalinity and gradients in Hervey Bay, Australia

Hervey Bay, a large coastal embayment situated off the central eastern coast of Australia, is a shallow tidal area (average depth = 15 m), close to the continental shelf. It shows features of an inverse estuary, due to the high evaporation rate (approx. 2 m/year), low precipitation (less than 1 m/year) and on average almost no freshwater input from rivers that drain into the bay. The hydro- and thermodynamical structure of Hervey Bay and their variability are presented here for the first time, using a combination of four-dimensional modelling and observations from field studies. The numerical studies are performed with the Coupled Hydrodynamical Ecological model for RegioNal Shelf seas (COHERENS). Due to the high tidal range (> 3.5 m) the bay is considered as a vertically well-mixed system and therefore only horizontal fronts a likely. Recent field measurements, but also the numerical simulations indicate characteristic features of an inverse/hypersaline estuary with low salinities (35.5 psu) in the open ocean and peak values (> 39.0 psu) in the head water of the bay. The model further predicts a nearly persistent mean salinity gradient of 0.5 psu across the bay (with higher salinities close to the shore)

Educational design research: Portraying, conducting, and enhancing productive scholarship

Context: Solutionism is the all-too-common human propensity to jump to a solution before adequately understanding the nature of a problem. Solutionism has long been prevalent in efforts to improve education at all levels, including medical education. Thesis: Educational design research (EDR) is a genre of research that features the gaining of in-depth understanding of a problem before any prototype solution is designed and tested. It is different from other forms of scientific inquiry because it is committed to the simultaneous development of both theoretical insights and practical solutions, together with stakeholders. This approach is powerful for theory building because it privileges ecologically valid studies that embrace the complexity of investigating learning in authentic (as opposed to laboratory) settings. When conducted well, both the research process and its outcomes generate valuable contributions to practice. Preview: This article constitutes an expository essay on EDR, comprised of three movements. First, the approach is defined, its origins are presented, and its characteristics are described. Second, a generic model for conducting EDR is offered, and illustrated with examples from the field of medical education. Third, pathways towards advancing this form of inquiry are discussed, including ways to address inherent challenges and limitations, as well as recommendations for the medical education community. Although EDR is no panacea, this article illustrates how it can serve medical education research in a wide variety of geographic and disciplinary contexts