An Investigation of Detritus in Southampton Water

An apparatus is described which has been used at three sites in Southampton Water for the continuous collection of sedimenting detritus. The collected detritus was removed at monthly intervals for measurement, and for analysis of the organic carbon and nitrogen content.The total quantities of dry detritus varied from 4 mg/cm2/month to 980 mg/cm2/month, and because of the variable collection of resuspended bottom material show no clear seasonal variation. The carbon content was 0.1–7.3% of the total and nitrogen varied from 0.02 to 0.62%. The organic content did show some seasonal variation which tended to follow changes in the abundance of phytoplankton.The amounts of total detritus collected and the organic content are high compared with some other areas and this is thought to be due partly to the high primary productivity of the area and partly to the complex water movements in the estuary.IntroductionThe importance of detritus in suspension in the sea and as a superficial layer on the sediment is well recognized. The quantity of detritus in sea water has been measured (Armstrong &amp; Atkins, 1950; Fox, Isaacs &amp; Corcoran, 1952; Krey, 1950, 1961a, b, 1964; Krey, Banse &amp; Hagmeier, 1957; Hagmeier, 1962) and usually exceeds the amount of living material in suspension by at least a factor of ten. Study of deposited detritus has mainly involved measurement of the amount of organic matter in bottom sediments (Waksman, 1933; Anderson, 1939; Southward, 1952; Morgans, 1956; Sanders, 1960).In studies of marine productivity it is important to know not only the amount of detritus present in the water column, but also its composition and rate of sedimentation.</jats:p

A Case Study Analysis of Preservice Technology Education Students’ Professional Identity Transition

This thesis investigates the factors that shape the professional identity of preservice Technology Education (TE) students who are transitioning from trade and technical workplaces to university in order to become secondary TE teachers. During the period that this research was undertaken, TE underwent major curriculum changes and this succession of curriculum change generated high levels of tension and confusion in TE (Seemann, 2003), resulting in a change in identity for secondary TE teachers (Harfield, 2014; Williams, 2012) and a resistance to further TE curriculum changes (Howard & Mozejko, 2015). As such, the challenges associated with professional identity development must be addressed to enable the effective transition of a preservice TE student to a TE teacher. This study focuses on the professional identity changes required to support the modifications to the TE curriculum and seeks to identify a way to promote professional identity transition. This study utilises six case studies. The data was collected during the first semester of preservice teachers study in a TE Foundation course. The data was collected through entry folios that were compiled to gain entry into the Initial Teacher Education (ITE) programme, entry and exit concept maps, and observation of authentic activity, online reflective journaling, and semi-formal interviews. The use of multiple case studies allowed both micro and macro data analysis to discern similarities and differences in the results across all participants involved (Creswell, 2009). A comprehensive cross-case analysis enabled an in-depth comparison to be conducted.Thesis (Professional Doctorate)Doctor of Education (EdD)School of Education and Professional StudiesArts, Education and LawFull Tex

Analysing the Australian obesity epidemic's role in the "design and technologies" national curriculum

The national curriculum demands the study of Design and Technologies from Foundation to year 8. Within Design and Technologies students study four areas, one of which is food related to the health and well-being of individuals. This paper will demonstrate the importance of Food in this national syllabus, as the mechanism to equip future citizens with essential food literacy skills required for the 21st century. Food Technology is an inter-disciplinary subject which can also be delivered through other curriculum lens such as PE/H/PD and science, however, it is only within the Design and Technologies lens that critical thinking, knowledge and skill can converge during practical application. Current research highlights many Australian children do not have the knowledge and skill to achieve optimum diets for good health resulting in obesity issues. This paper discusses the possible link between the current obesity epidemic in Australia to the 1992 removal of Food Technology as a mandatory secondary school subject and examines the reintroduction of Food Technology as a vehicle to deliver food and nutrition education grounded on fostering critical thinking, knowledge and skills. Food Technology can be viewed as the catalyst to positively empower students, parents and community attitudes and behaviour for the future