Showing papers by "Sharon A. Robinson published in 2003"

Living on the edge-plants and global change in continental and maritime Antarctica

Abstract: Antarctic terrestrial ecosystems experience some of the most extreme growth conditions on Earth and are characterized by extreme aridity and subzero temperatures. Antarctic vegetation is therefore at the physiological limits of survival and, as a consequence, even slight changes to growth conditions are likely to have a large impact, rendering Antarctic terrestrial communities sensitive to climate change. Climate change is predicted to affect the high-latitude regions first and most severely. In recent decades, the Antarctic has undergone significant environmental change, including the largest increases in ultraviolet-B (UV-B; 290–320 nm) radiation levels in the world and, in the maritime region at least, significant temperature increases. This review describes the current evidence for environmental change in Antarctica, and the impacts of this change on the terrestrial vegetation. This is largely restricted to cryptogams, such as bryophytes, lichens and algae; only two vascular plant species occur in the Antarctic, both restricted to the maritime region. We review the range of ecological and physiological consequences of increasing UV-B radiation levels, and of changes in temperature, water relations and nutrient availability. It is clear that climate change is already affecting the Antarctic terrestrial vegetation, and significant impacts are likely to continue in the future. We conclude that, in order to gain a better understanding of the complex dynamics of this important system, there is a need for more manipulative, longterm field experiments designed to address the impacts of changes in multiple abiotic factors on the Antarctic flora.

Integrating tertiary literacy into the curriculum: effects on performance and retention

Abstract: Tertiary literacy instruction and assessment were introduced into two first year biology subjects as part of a collaboration between Biological Sciences and Learning Development staff at the University of Wollongong. In both subjects, the project focussed on scientific report assessment items based on aspects of the practical curriculum. The project involved production and use of a web site giving instruction in report writing and general guidance on scientific writing, marking schemes using explicit criteria including literacy based criteria, a peer marking tutorial, and marking and feedback using the schemes. The results from assessments in the second subject, which included the biology cohort but also a new cohort from another faculty, indicated improved literacy in those students who had received instruction in the first subject. Moreover, longitudinal data suggests that this benefit was translated into higher pass rates and greater retention rates for the students in these classes compared to others in the Faculty. While it is impossible to make a causal link between these pass and retention rates and the literacy instruction, the quantitative results and qualitative observations indicate the value of such an approach.