Disparities between in situ and optically derived carbon biomassand growth rates of the prymnesiophyte <i>Phaeocystis globosa</i>

The oceans play a pivotal role in the global carbon cycle. It is not practical to measure the global daily production of organic carbon, the product of phytoplankton standing stock and its growth rate using discrete oceanographic methods. Instead, optical proxies from Earth-orbiting satellites must be used. To test the accuracy of optically derived proxies of phytoplankton physiology and growth rate, hyperspectral reflectance data from the wax and wane of a Phaeocystis bloom in laboratory mesocosms were compared with standard ex situ data. Chlorophyll biomass could be estimated accurately from reflectance using specific chlorophyll absorption algorithms. However, the conversion of chlorophyll (Chl) to carbon (C) was obscured by the non-linear increase in C : Chl under nutrient-limited growth. Although C : Chl was inversely correlated (r2 = 0.88) with the in situ fluorometric growth rate indicator Fv / Fm (Photosystem II quantum efficiency), none of them was linearly correlated to growth rate, constraining the accurate calculation of Phaeocystis growth or production rates. Unfortunately, the optical proxy ?ph (quantum efficiency of fluorescence: the ratio of the number of fluoresced photons to the number of photons absorbed by the phytoplankton) did not show any correlation with Phaeocystis growth rate, and therefore it is concluded that ?ph cannot be applied in the remotely sensed measurement of this species' carbon production rate

Critical Thinking Activities and the Enhancement of Ethical Awareness: An application of a ‘Rhetoric of Disruption’ to the undergraduate general education classroom

This article explores how critical thinking activities and assignments can function to enhance students’ ethical awareness and sense of civic responsibility. Employing Levinas’s Othercentered theory of ethics, Burke’s notion of ‘the paradox of substance’, and Murray’s concept of ‘a rhetoric of disruption’, this article explores the nature of critical thinking activities designed to have students question their (often taken-for-granted) moral assumptions and interrogate their (often unexamined) moral identities. This article argues that such critical thinking activities can trigger a metacognitive destabilization of subjectivity, understood as a dialectical prerequisite (along with exposure to otherness) for increased ethical awareness. This theoretical model is illustrated through a discussion of three sample classroom activities designed to destabilize moral assumptions and identity, thereby clearing the way for a heightened acknowledgment of otherness. In so doing, this article provides an alternative (and dialectically inverted) strategy for addressing one of the central goals of many General Education curricula: the development of ethical awareness and civic responsibility. Rather than introducing students to alternative perspectives and divergent cultures with the expectation that heightened moral awareness will follow, this article suggests classroom activities and course assignments aimed at disrupting moral subjectivity and creating an opening in which otherness can be more fully acknowledged and the diversity of our world more fully appreciated