THE USE OF MODERN METHODS AND ADVANCED TECHNIQUES FOR A BETTER UNDERSTANDING OF THE FRONTIER DEVELOPMENT
MULTIFILE
Fish assemblages of different types of artificial reefs can differ greatly in abundance, biomass and composition, with some reef types harboring over five times more herbivores than others. It is assumed that higher herbivorous fish abundance results in a higher grazing intensity, affecting the benthic community by means of enhanced coral recruitment, survival and growth. Territorial fish species might affect this process by chasing away other fish, especially herbivores. In this study we compared the fish assemblage, territorial behavior and grazing intensity by fish on two artificial reef types: reef balls and layered cakes, differing greatly in their fish assemblage during early colonization. In addition, the effect of artificial reef type on benthic development and coral recruitment, survival and growth, was investigated. Although layered cakes initially harbored higher herbivorous fish biomass, this effect was lost during consecutive monitoring events. This seems to be the result of the higher territorial fish abundance around the layered cakes where almost four times more chasing behavior was recorded compared to the reef balls. This resulted in a more than five times lower fish grazing intensity compared to the reef-ball plots. Although macroalgae were effectively controlled at both reefs, the grazing intensity did not differ enough to cause large enough structural changes in benthic cover for higher coral recruitment, survival or growth. The high turf algae cover, combined with increasing crustose coralline algae and sponge cover likely explained reduced coral development. We recommend further research on how to achieve higher grazing rates for improved coral development on artificial reefs, for example by facilitating invertebrate herbivores.
LINK
Change is endemic in modern society, and the educational systems that operate in it. In Higher Education societal trends such as globalization and economic rationalism are impacting on teachers. Changes in the student population, new educational methods derived from shifting perspectives on the role of knowledge and re-structuring of the organizations within which teachers work have also led to transformation of the professional context. At European level policy initiatives such as the Bologna Declaration (1999) have necessitated an overhaul of educational provision. This research project attempts to focus on these wideranging changes through the lens of teacher autonomy in order to establish what is changing in the working lives of teachers in a Dutch university, how they are responding to these changes and how they can be helped to respond to change effectively and discriminatingly. This is an insider research project, using case study and semi-structured interviewing to yield data that is subjected to thematic linguistic analysis. It was piloted in 2006, and interviewing was resumed in February 2007. Findings indicate the contested nature of teacher autonomy, and suggest that professional autonomy can impede as well as facilitate teachers in processes of engaging with change. The team - operating as a community of practice - is identified as the location where change agency can operate most effectively. Distributed leadership - specifically perceived in the activities of team leaders and teacher change agents - is seen as crucial to processes of embedding change in educational practice.