20 results on '"O'Flynn, Sarah"'
Search Results
2. Testing times : the construction of girls' desires through secondary education
- Author
-
O'Flynn, Sarah
- Subjects
370.15 - Abstract
This thesis explores the links between sexuality and academic achievement for girls in secondary education. It investigates primarily how sexual and learner identities are embodied by young women and the implications of this for their educational success or failure, their emotional well-being, their relationships and their imagined adulthoods. I research a range of young women's experiences across the spectrum of educational attainment and draw from a range of self-identified and emergent sexualities and asexual practices. In contrast to much work which explores only the experience of young women's developing heterosexualities, the research presented here focuses particularly on young women who have emergent lesbian, bisexual or trans-gendered identities or who practise culturally marginalised forms of heterosexuality. Although based on a small selection of case studies, it includes the experience of asylum seekers pupils, Traveller pupils and minority ethnic pupils. I argue here that the Cartesian mind/body split as it is enshrined in the standards and school effectiveness agendas has detrimental consequences for both highly achieving pupils and those who are not academically successful as defined within these agendas. The study concludes by suggesting that learning about sexuality and sexual knowledge needs to be more centrally and openly present in schools in order that marginalised sexual identities are able to participate more fully in learning that the complexity of the relationship between sexuality and learning in psychoanalytic accounts is made available to teachers and that more research is undertaken to make visible girls who 'do girl' differently, by adopting non-normative sexualities or through the practice of masculinity.
- Published
- 2007
3. "Othering" Education: Sexualities, Silences, and Schooling
- Author
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Epstein, Debbie, O'Flynn, Sarah, and Telford, David
- Published
- 2000
4. 'Oh Yeah--Is She a He-She?' Female to Male Transgendered Pupils in the Formal and Informal Cultures of an English Secondary School
- Author
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O'Flynn, Sarah
- Abstract
Recent research suggests that trans* pupils are subject to much trans-exclusionary practice in schools and find there is little positive change in attitudes, despite statutory requirements and greater recognition of trans* identities. This paper explores the ways in which two female to male trans* pupils in a London girls' school were excluded in ways that were the result of both formal and informal policies, practices and cultures. First, I explore the use of school space, arguing that this was policed using processes of internment, refusal of recognition and bullying. This was implemented officially by the school and in pupil cultures. Second, these pupils also exposed how curriculum subjects are discursively cisgendered in schools, such that through their practices they inscribe gendered meanings on the body of the learner. Both pupils, therefore, had to negotiate learning gender conterminously with academic learning. Finally, I observe how staff saw these pupils as either abused or abusing. This research has implications for supporting trans* pupils in schools now.
- Published
- 2016
- Full Text
- View/download PDF
5. Hiding and feeding in floating seaweed: Floating seaweed clumps as possible refuges or feeding grounds for fishes
- Author
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Vandendriessche, Sofie, Messiaen, Marlies, O'Flynn, Sarah, Vincx, Magda, and Degraer, Steven
- Published
- 2007
- Full Text
- View/download PDF
6. Small‐scale macrobenthic community structure along asymmetrical sand waves in an underwater seascape.
- Author
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Cheng, Chiu H., Borsje, Bas W., Beauchard, Olivier, O'Flynn, Sarah, Ysebaert, Tom, and Soetaert, Karline
- Subjects
SAND waves ,KNOWLEDGE gap theory ,COMMUNITIES - Abstract
Sand waves are dynamic and regular bedforms that are ubiquitous in sandy shelf seas. However, information about the ecological characteristics (e.g., benthic community structure) and their spatial variability within these habitats is very limited. To address this knowledge gap, we undertook a field campaign in summer 2017 to investigate the macrofaunal community composition of a sand wave area off Texel (Dutch part of the North Sea). Sand waves in this area were asymmetrical, with longer gentle slopes that were approximately double in length to the shorter steep slopes. The benthic distribution along the different parts of these sand waves was assessed by collecting a large number of box cores within a transect line (~1 km). We show considerable variability in the individual, biomass and taxon densities, which were all significantly higher on the steeper slopes of the sand waves. These results are consistent with the trends observed in both the abiotic parameters and video analysis that were measured in two recent studies at the same study area. Our results provide valuable insight into the small‐scale patterns of variability in asymmetrical dynamic bedform environments, where gentle slopes seem to be primarily controlled by physical forces, while steep slopes are more under biotic control. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
7. Functional consumers regulate the effect of availability of subsidy on trophic cascades in the Yellow River Delta, China.
- Author
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Yan, Jiaguo, Cui, Baoshan, Huang, Honghui, O'Flynn, Sarah, Bai, Junhong, and Ysebaert, Tom
- Subjects
PREDATORY animals ,FOOD chains ,BENTHIC plants ,INVERTEBRATES - Abstract
Abstract Understanding the environmental context where heterogeneous ecological processes affect biotic interactions is a key aim of ecological research. However, mechanisms underlying spatial variation in trophic interactions linked to resource availability across ecosystem gradients remains unclear. We experimentally manipulated the interactive effects of predator fish and quantitative gradient of leaf detritus on macroinvertebrates and benthic algae. We found that non-linear changes in the strength of trophic cascades were strongly linked to the retention rates of experimental leaf detritus and also determined by predatory consumers. Retention rate of leaf detritus influenced the recruitment of predatory invertebrates and foraging preference of predators, accounting for largely the variations in shift of strengthening and weakening trophic cascades. Our results highlight the importance to identify joint processes of recruitment and foraging responses of functional consumer in understanding the impacts of both anthropogenic and natural alterations in subsidy on trophic interaction of coastal food webs. Highlights • Resource availability influences the recruitment and foraging of macroinvertebrates • Preference foraging of predator fish suppressed the predatory invertebrates • Trophic cascade strength varied with retention of leaf detritus in non-linearity • Food web stability can be mediated by managing resource availability of ecosystems [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
8. Chapter 9: Ticket to a queer planet? Communication issues affecting young lesbian and gay people.
- Author
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O'Flynn, Sarah
- Subjects
INTERPERSONAL communication in adolescence ,LGBTQ+ teenagers ,GENDER identity ,LGBTQ+ communities ,HOMOPHOBIA - Abstract
Chapter 9 of the book "Talking Adolescence" is presented. The chapter highlights the lack of communication experienced by young GLBT people as well as the difficulty of naming sexual identities and living within their definitions. It states that the discovery of GLBT communities, the chance to join in those communities and a sense of GLBT history help support and sustain GLBT identities. It concludes that communication issues for GLBT people are complex and constrained through homophobia.
- Published
- 2005
9. Standardising Sexuality: Embodied Knowledge, “Achievement” and “Standards”.
- Author
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O'Flynn, Sarah and Epstein, Debbie
- Subjects
- *
SEMIOTICS , *SOCIOLOGY , *SOCIAL semiotics , *EDUCATION , *EDUCATIONAL standards , *ACADEMIC achievement , *STUDENTS - Abstract
In this paper, we argue that education and the possibility of becoming educated are in tension with sexuality in schools and that, consequently, students tend either to suppress all kinds of knowledges—embodied and otherwise—that are neither welcome nor recognised within the formal contexts of schooling or debar themselves from success in terms of educational achievement. Students embody identities both as learners and as sexual subjects. Discourses of sexuality and education, therefore, come together in embodied ways. The difficulty for students arises from the discursive and semiotic construction of schools as being on the “rational”, “mind” side of the “mind–body” split, which typifies modernist, Enlightenment thinking. The paper examines specific ways in which four girls produce themselves in dialogue with, on the one hand, official (Governmental and school) discourses of “standards” and “achievement” and, on the other, particular powerful constructions of sexuality. [ABSTRACT FROM AUTHOR]
- Published
- 2005
- Full Text
- View/download PDF
10. Chapter 4: "Othering" Education: Sexualities, Silences, and Schooling.
- Author
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Epstein, Debbie, O'Flynn, Sarah, and Telford, David
- Published
- 2000
- Full Text
- View/download PDF
11. Seafloor Classification in a Sand Wave Environment on the Dutch Continental Shelf Using Multibeam Echosounder Backscatter Data.
- Author
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Koop, Leo, Amiri-Simkooei, Alireza, J. van der Reijden, Karin, O'Flynn, Sarah, Snellen, Mirjam, and G. Simons, Dick
- Subjects
SAND waves ,CONTINENTAL shelf ,CLASSIFICATION ,PARTICLE analysis ,GRAIN size ,SUBMARINE topography - Abstract
High resolution maps of sandy seafloors are valuable to understand seafloor dynamics, plan engineering projects, and create detailed benthic habitat maps. This paper presents multibeam echosounder backscatter classification results of the Brown Bank area of the North Sea. We apply the Bayesian classification method in a megaripple and sand wave area with significant slopes. Prior to the classification, corrections are implemented to account for the slopes. This includes corrections on the backscatter value and its corresponding incident angle. A trade-off in classification resolutions is found. A higher geo-acoustic resolution is obtained at the price of losing spatial resolution, however, the Bayesian classification method remains robust with respect to these trade-off decisions. The classification results are compared to grab sample particle size analysis and classified video footage. In non-distinctive sedimentary environments, the acoustic classes are not attributed to only the mean grain size of the grab samples but to the full spectrum of the grain sizes. Finally, we show the Bayesian classification results can be used to characterize the sedimentary composition of megaripples. Coarser sediments were found in the troughs and on the crests, finer sediments on the stoss slopes and a mixture of sediments on the lee slopes. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
12. Framing academies : an investigation into the cultural framing of academisation in the public imagination through the lens of popular media representations
- Author
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Mozaffari-Chinjani, Hameed, Terzi, Lorella, O'Flynn, Sarah, and Epstein, Deborah
- Subjects
Educational Commonsense ,Cultural Studies of Education ,Cultural Framing of Academisation ,Popular Media Representation of Academisation - Abstract
In September 2010 Michael Gove, the Secretary of State for Education, introduced the Academies Act. This was part of the Conservative educational manifesto to extend the powers of City Academies programme to 'free' more local authority schools. Academisation disrupted the British educational landscape by creating a new hybrid model of education, positioned in the blurred boundaries of traditional local authority maintained schools, and private fee paying schools. Thus began a new language and common sense way of thinking about a culture of academisation and the disarticulation of educational governance. Research into academisation has generated interest in recent years with many studies focussing on the impact of academies policies. This thesis offers a new perspective and insight of academies and academisation as well as contributing an analysis and new understanding into the cultural framing of academisation in the public imagination. Grounded in the theoretical and conceptional works of Stuart Hall, Richard Johnson, and Raymond Williams, I mobilised their understanding and approaches to representation, culture, and ideology as a mean to study the framing which has existed in popular media since 2010. Methodologically, I situated this thesis in a qualitative post-structuralist paradigm, employing thematic analysis as the means to study media representations. The data was collected across from print, online, broadcast, and social media over a ten-year period. Findings suggest that popular media have contributed to the development of political and ideological narratives and mobilised representations of academisation which have support an educational commonsense. These educational commonsenses also mobilised moral panics and played into the imagined fear of audiences in an attempt to reinforce dominant hegemonic narratives. Over the last decade, there have been four distinct periods that political representations of academisation have fed into a wider common sense way of thinking the role of the academies programme in society. In the culture of everyday life, popular media have presented different ways of thinking about what academisation means. Narratives and representations have been normalised as part of the cultural framing which exists.
- Published
- 2023
13. Testing times : The construction of girls' desires through secondary education
- Author
-
O'Flynn, Sarah.
- Subjects
H1 - Abstract
This thesis explores the links between sexuality and academic achievement for girls in secondary education. It investigates primarily how sexual and learner identities are embodied by young women and the implications of this for their educational success or failure, their emotional well-being, their relationships and their imagined adulthoods. I research a range of young women's experiences across the spectrum of educational attainment and draw from a range of self-identified and emergent sexualities and asexual practices. In contrast to much work which explores only the experience of young women's developing heterosexualities, the research presented here focuses particularly on young women who have emergent lesbian, bisexual or trans-gendered identities or who practise culturally marginalised forms of heterosexuality. Although based on a small selection of case studies, it includes the experience of asylum seekers pupils, Traveller pupils and minority ethnic pupils. I argue here that the Cartesian mind/body split as it is enshrined in the standards and school effectiveness agendas has detrimental consequences for both highly achieving pupils and those who are not academically successful as defined within these agendas. The study concludes by suggesting that learning about sexuality and sexual knowledge needs to be more centrally and openly present in schools in order that marginalised sexual identities are able to participate more fully in learning that the complexity of the relationship between sexuality and learning in psychoanalytic accounts is made available to teachers and that more research is undertaken to make visible girls who 'do girl' differently, by adopting non-normative sexualities or through the practice of masculinity.
14. Discovery of Sabellaria spinulosa reefs in an intensively fished area of the Dutch Continental Shelf, North Sea.
- Author
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van der Reijden, Karin J., Koop, Leo, O'Flynn, Sarah, Garcia, Silvia, Bos, Oscar, van Sluis, Christiaan, Maaholm, David J., Herman, Peter M.J., Simons, Dick G., Olff, Han, Ysebaert, Tom, Snellen, Mirjam, Govers, Laura L., Rijnsdorp, Adriaan D., and Aguilar, Ricardo
- Subjects
- *
SABELLARIA spinulosa , *REEFS , *FISHING , *BATHYMETRY , *WATERING troughs - Abstract
Abstract The tube-building polychaete Sabellaria spinulosa (Ross worm) can form conspicuous biogenic reefs that stabilize the seabed and increase biodiversity by providing a habitat for a multitude of other species. These reefs, however, are assumed to be vulnerable to human-induced physical disturbances of the seabed. In the Greater North Sea, S. spinulosa reefs are recognized to be under threat and worthy of protection. In August 2017, three S. spinulosa reefs with a minimum extent of 1016 m2 were discovered in the Dutch Brown Bank area. This area comprises a large-scale sandbank and adjacent troughs. The reefs were found within the sandbank troughs, which have proven to be subject to high demersal fishing intensities (fished >5 times a year). Detailed bathymetry measurements showed that S. spinulosa reefs were mainly located within valleys of smaller-scaled sand waves, which have a perpendicular orientation compared to the large-scale sandbank structure of the Brown Bank. We hypothesize that the valleys in between sand waves offer suitable substrate for settlement and refuge from abrasion by fishing activities, enabling the S. spinulosa reefs to persist despite high fishing intensities. ROV footage of the reefs showed higher estimates of species abundances on the reefs compared with adjacent habitats, with some species present that are typical for hard substrate (rock gunnel, Pholis gunnellus ; edible crab, Cancer pagurus ; and velvet swimming crab, Necora puber). The information presented could be used for drafting management policies to protect these reefs, as Contracting Parties of the OSPAR Convention are committed to take measures and protect biodiversity. Highlights • Three substantial Sabellaria spinulosa reefs were discovered in the Dutch North Sea. • The reefs were found in the sandbank troughs of the intensively fished Brown Bank. • We observed that the most structured reefs are mainly located in sand wave valleys. • We hypothesize that sand wave valleys create refuges against fishing activities. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
15. Book Review.
- Author
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Tiefer, Leonore, Weeks, Jeffrey, Hird, Myra J., Murphy, Timothy F., Altman, Dennis, O'Flynn, Sarah, Duncombe, Jean, and Hicks, Steve
- Subjects
HUMAN sexuality ,SEXUAL orientation ,HETEROSEXISM ,HETEROSEXUALITY - Abstract
Book reviews: Jackson, Stevi, Heterosexuality in Question (reviewed by Leonore Tiefer); Nardi, Peter M., Gay Men's Friendships: Invincible Communities (reviewed by Jeffrey Weeks); Prosser, Jay, Second Skins: The Body of Narratives of Transsexuality (reviewed by Myra J. Hird); Stein, Edward, The Mismeasure of Desire: The Science, Theory, and Ethics of Sexual Orientation (reviewed by Timothy F. Murphy); Treichler, Paula A., How to Have Theory in an Epidemic: Cultural Chronicles of AIDS (reviewed by Dennis Altman); Melody, M.E. and Linda Peterson, Teaching America about Sex: Marriage Guides and Sex Manuals from the Late Victorians to Dr Ruth (reviewed by Sarah O'Flynn); Regan, Pamela C. and Ellen Berscheid, Lust: What We Know about Human Sexual Desire (reviewed by Jean Duncombe); Gatter, Philip, Identity and Sexuality: AIDS in Britain in the 1990s (reviewed by Steve Hicks) [ABSTRACT FROM AUTHOR]
- Published
- 2000
- Full Text
- View/download PDF
16. Disabled teachers
- Author
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Lyn, Mark Andrew, Terzi, Lorella, Epstein, Deborah, and O'Flynn, Sarah
- Subjects
Disability ,Foucault ,Discourse ,Equality Law ,Teachers - Abstract
This thesis is a study of the discourse on disability as it is encountered by disabled teachers within schools. This discourse is researched through three primary strands of data. The first source of data resulted from interviews conducted with teachers with disabilities. Nine teachers were interviewed. I also interviewed head teachers so as to set the analysis of the discourse in the fuller context of practices within schools. Three headteachers were interviewed. The third strand of data used in this thesis consisted of equality legislation and supporting documents. The question under investigation was this: 'how does the discourse on disability within schools constrain, restrict or empower disabled teachers'? The method of analysis used was that of discourse analysis. My theoretical analysis follows the work of Michel Foucault whom I chose because his analysis of the normalising and disciplinary discourses in society offered theories of society that supported the rubric of Disability Studies with a focus of disability in line with the social model of disability. The main conclusions of this thesis are that schools as disciplinary institutions are constrained themselves to operate through normalising and disciplinary discourses. These discourses constrain all teachers. The Equality Act 2010 is premised on the basis of formal equality and, as such, would posit that all teachers in schools are constrained in identical ways. My analysis refutes that view and I argue that the discourses through which teachers are constrained to act constrain disabled teachers more than others because the practices of these discourses posit a non disabled person. However, I show also the ways the teachers interviewed resisted the subjection offered. Foucault's theory of the care of the self, in particular, begins to offer a nuanced way to analyse this resistance. I end the thesis with suggestions for implementing change.
- Published
- 2021
17. The construction of teachers with specific learning differences (SpLDs) as subjects in the English Further Education sector : an exploration of the contribution of policy techniques, policy process and performativity
- Author
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O'Dwyer, Annemarie, Thorpe, Anthony, and O'Flynn, Sarah
- Subjects
374 ,Performativity ,SpLDs ,policy ,policy process ,policy techniques ,panoptic-performativity - Abstract
This research explores the contribution of policy techniques, policy process and performativity in the construction of teachers with specific learning differences (SpLDs) as subjects in the English Further Education (FE) sector. The research inquiry moves beyond subjective accounts of how teachers with SpLD navigate through the expectations of what it is to be a teaching professional, and instead appreciates how a set of circumstances created by FE sector policy reform and policy techniques, contributes to the subjectification of teachers with SpLDs. There exists a dearth of research that explores wider policy influences and policy techniques at the micro and meso levels of the FE sector. This research is situated within the interpretivist paradigm, adopting the qualitative technique of semi-structured interviews with fifteen participants from the FE sector. This research explores policy in practice and appreciates a much wider approach to policy, moving beyond just considering policy as text and encapsulating policy as discourse (Ball, 1994) within the analysis. Existing policy in practice research tends to adopt a managerial perspective in understanding the policy process. This research looks at both the micro and meso levels of the FE sector by including policy actors from a range of FE institutions, agencies, organisations and departments. In addition, the inquiry appreciates the hegemonic macro influence of performative discourse. The research concludes with three findings: 1 the cult of the performative teacher; 2 post-panoptic performativity; 3 prove or improve techniques. The teacher with SpLDs as a policy actor is orientated within the same policy environ as all policy actors from the FE sector. This thesis further contributes to the practice of research in terms of the process of data analysis, but also by placing the policy research within the practice of education in the FE sector.
- Published
- 2021
18. The 'curious gap between hope and happening' : inclusive education in Guyana's primary schools
- Author
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Lashley, Lidon Cedrick, Terzi, Lorella, Epstein, Deborah, and O'Flynn, Sarah
- Subjects
372.9881 ,Special Education Needs ,Disability ,Guyana ,Inclusive Education ,Marginalisation ,Exclusion ,Mainstream Education ,Depersonalisation ,Student Voices ,Inclusion - Abstract
I explore the experiences of children with Special Education Needs and disabilities (SEND) placed in two mainstream primary schools within postcolonial Guyana. It is a qualitative study, which employed situational analysis as posited by Adele Clarke (2005, 2008). I embraced the social model of disability. I also used the poststructuralist lens to understand the discourse, meaning and interpretations of the experiences of children with SEND. Throughout the nine chapters in this thesis, I argue that the placement of children with SEND in the two mainstream primary schools I studied was an unpleasant, marginalising and depersonalising experience for the children. In this study, I make five significant contributions to the literature. First, I provide an understanding of the experiences of children with SEND in the two mainstream primary schools studied. Second, I provide a southern inclusive framework to guide the placement of children with SEND in mainstream schools in Guyana. Third, I give a southern inclusive checker as a tool to support the framework and guide mainstream teachers to self-monitor and regulate their practice. This could initiate more meaningful experiences for all children in an inclusive learning environment. It could also support mainstream teachers in making simple, reasonable adjustments to reduce barriers faced by children which are unique to the mainstream schooling within postcolonial Guyana. Fourth, I provide guidelines for the development of the structures, practices and values within the Guyanese education system. Finally, I offer an analysis of the northern social model of disability frameworks from a southern perspective and explain the challenges and opportunities within these frameworks if they are to be used extensively in Guyana.
- Published
- 2021
19. Physical and electrical disturbance experiments uncover potential bottom fishing impacts on benthic ecosystem functioning.
- Author
-
Tiano, Justin C., De Borger, Emil, O'Flynn, Sarah, Cheng, Chiu H., van Oevelen, Dick, and Soetaert, Karline
- Subjects
- *
GROUNDFISHES , *DIRECT currents , *FISHERIES , *SOLEA solea , *IRON oxides , *ELECTRIC stimulation - Abstract
Both physical and electrical impacts have been linked to North Sea fisheries activity. This study evaluates how these effects can influence marine ecological functioning by assessing their consequences on benthic pelagic coupling. Experiments were conducted on sediment microcosms taken from 9 North Sea and 2 Eastern Scheldt locations. Samples were subjected to physical disturbances by mechanically stirring the sediment surface or electrical stimulation with exposure to high frequency pulsed bipolar or direct currents. Electrical exposure times of 3 and 120-s were used to simulate in situ exposure times related to sole (Solea solea) and razor clam (Ensis spp.) electric fisheries respectively. Water column oxygen rapidly declined after sediment resuspension, inducing an immediate uptake ranging from 0.55 to 22 mmol oxygen per m−2 of sediment disturbed. Mechanical disturbances released the equivalent of up to 94 and 101 h of natural ammonium and silicate effluxes respectively. Fresh organic material significantly predicted the magnitude of mechanical-induced oxygen, ammonium, phosphate and silicate changes. No biogeochemical effects from bipolar (3 s or 120 s) or 3-s direct current exposures were detected. However, significant changes were induced by 120-s exposures to direct currents due to electrolysis and ionic drift. This lowered the water column pH by 1–1.3 units and caused the appearance of iron oxides on the sediment surface, resulting in the equivalent of 25–28 h of sedimentary phosphate removal. Our findings demonstrate that prolonged (+1 min) exposure to high frequency pulsed direct currents can cause electrochemical effects in the marine environment, with implications for phosphorus cycling. Nevertheless, bi-directional pulsed currents used in flatfish pulse trawling and AC waveforms featured in Ensis electrofishing, seem to severely limit these effects. Mechanical disturbance, on the other hand, causes a much greater effect on benthic pelagic coupling, the extent of which depends on sediment grain size, organic matter content, and the time of the year when the impact occurs. • Direct currents lowered pH and removed bioavailable phosphorus. • Bi-directional currents prevented biogeochemical alterations. • Sediment resuspension equalled several days' worth of natural nutrient fluxes. • Disturbance-induced geochemical impacts varied with Chl- a , grain size, and season. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
20. Linking the morphology and ecology of subtidal soft-bottom marine benthic habitats: A novel multiscale approach.
- Author
-
Mestdagh, Sebastiaan, Amiri-Simkooei, Alireza, van der Reijden, Karin J., Koop, Leo, O'Flynn, Sarah, Snellen, Mirjam, Van Sluis, Christiaan, Govers, Laura L., Simons, Dick G., Herman, Peter M.J., Olff, Han, and Ysebaert, Tom
- Subjects
- *
MARINE habitats , *SAND waves , *ANIMAL communities , *BENTHIC ecology , *ECOLOGY , *MORPHOLOGY , *SUBMARINE topography , *BENTHOS - Abstract
High-resolution surveying techniques of subtidal soft-bottom seafloor habitats show higher small-scale variation in topography and sediment type than previously thought, but the ecological relevance of this variation remains unclear. In addition, high-resolution surveys of benthic fauna show a large spatial variability in community composition, but this has yet poorly been linked to seafloor morphology and sediment composition. For instance, on soft-bottom coastal shelves, hydrodynamic forces from winds and tidal currents can cause nested multiscale morphological features ranging from metre-scale (mega)ripples, to sand waves and kilometre-scale linear sandbanks. This multiscale habitat heterogeneity is generally disregarded in the ecological assessments of benthic habitats. We therefore developed and tested a novel multiscale assessment toolbox that combines standard bathymetry, multibeam backscatter classification, video surveying of epibenthos and box core samples of sediment and macrobenthos. In a study on the Brown Bank, a sandbank in the southern North Sea, we found that these methods are greatly complementary and allow for more detail in the interpretation of benthic surveys. Acoustic and video data characterised the seafloor surface and subsurface, and macrobenthos communities were found to be structured by both sandbank and sand wave topography. We found indications that acoustic techniques can be used to determine the location of epibenthic reefs. The multiscale assessment toolbox furthermore allows formulating recommendations for conservation management related to the impact of sea floor disturbances through dredging and trawling. • Soft-sediment seafloors exhibit multi-scale morphological features. • Combining multibeam sonar, video footage and grab samples increases survey detail. • Animal communities are structured by both sandbank and sand wave topography. • Occurrence of reefs can be estimated via acoustic techniques. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
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