Browsing by Author "Azeiteiro, Ulisses M."
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- An emergent treat: Marine heatwaves: Implications for marine decapod crustacean species: An overviewPublication . Monteiro, Marta; Castro, Samuel L.P. de; Marques, Sónia Cotrim; Freitas, Rosa; Azeiteiro, Ulisses M.Anthropogenic-mediated climate change severely affects the oceans. The most common definition of a Marine heatwave (MHW) considers that water temperatures rise above the 90th percentile threshold values, based on the last 30 years' average of temperature records for a particular location, and remains this high for five or more days. The current review addresses the evolution of definitions used, as well as the current understanding of the driving mechanisms of MHWs. The collected information shows that the study of MHW is recent and there is a growing interest among the scientific community on this topic, motivated largely by the impacts that pose to marine ecosystems. Further, a more in-depth analysis was carried out, addressing the impacts of MHW events on marine decapod crustacean species. The investigation of such impacts has been carried out using three main methodological approaches: the analysis of in situ records, observed in 33 studies; simulating MHW events through mesocosm experiments, found in 6 studies; and using computational predictive models, detected in 1 study. From the literature available it has been demonstrated that consequences are serious for these species, from altered expansion ranges to alterations of assemblages’ abundances. Still, studies addressing the impacts of these extreme events on the decapod communities are scarce, often only limited to adult life forms of commercially relevant species, neglecting non-commercial ones and meroplanktonic life stages. Despite the severe impacts on the health of ecosystems, repercussions on socioeconomic human activities, like fisheries and aquaculture, are also a reality. Overall, this review aims to raise scientific and public awareness of these marine events, which are projected to increase in intensity and frequency in the coming decades. Therefore, there is a growing need to better understand and predict the mechanisms responsible for these extreme events and the impacts on key species, like decapod crustaceans.
- Are the sustainable development goals being implemented in the Portuguese higher education formative offer?Publication . Aleixo, Ana Marta; Azeiteiro, Ulisses M.; Leal, SusanaPurpose: The study aims to examine the vertical integration of the sustainable development goals (SGDs) in Portuguese public higher education institutions, namely, at the level of undergraduate and master’s degrees, and the extent to which Portuguese higher education institutions (HEI) are preparing for the United Nations’ call to promote SDGs. Design/methodology/approach: A content analysis of the designations and objectives of the 2,556 undergraduate and master’s degrees (in 33 Portuguese public higher education institutions) was done to determine whether they promote at least one SDG. Findings: The results show that 198 courses directly address at least one SDG; on average, each higher education institution (HEI) has six courses that explicitly address at least one SDG; universities have more courses in SDG areas than in polytechnics; more master’s degrees embrace SDGs than undergraduate degrees; and most of the courses addressing SDGs are from the social sciences and humanities areas and from natural and environmental sciences. Originality/value: This paper serves to raise the awareness of Portuguese HEIs of their role and responsibility in furthering SGDs.
- A implementação dos objetivos do desenvolvimento sustentável no ensino superior portuguêsPublication . Aleixo, Ana Marta; Azeiteiro, Ulisses M.; Leal, SusanaA educação para o desenvolvimento sustentável (DS) encontra-se no centro da Agenda 2030 para o DS (Nações Unidas, 2015) e dos seus dezassete objetivos (Leicht, Heiss & Byun, 2018). A meta 4.7 dos objetivos do desenvolvimento sustentável (ODS), que visa que todos os estudantes adquiram os conhecimentos e competências necessárias para promover o DS, realça o contributo que as instituições de ensino superior podem ter no alcance dos ODS (UNESCO, 2017). Este trabalho estuda a implementação dos ODS no ensino superior público português, e tem por objetivos analisar: (a) como os ODS têm sido integrados nas instituições de ensino superior públicas portuguesas, nomeadamente ao nível dos cursos de licenciatura e mestrado, e (b) se as instituições de ensino superior públicas portuguesas estão preparadas para responder ao repto lançado pelas Nações Unidas (2015) para a promoção do desenvolvimento sustentável. Através de uma análise de conteúdo das designações e objetivos dos cursos de licenciatura e mestrado investigou-se se a oferta formativa de ensino superior pública portuguesa está alinhada com os ODS definidos em 2015. Considerou-se na análise os 2556 cursos (957 licenciaturas e 1599 mestrados) registados na oferta formativa pública das 33 instituições de ensino superiores portuguesas (14 universidades e 19 politécnicos). Os cursos de doutoramento e os cursos técnicos superiores profissionais não foram contemplados na análise. Os resultados mostram que: (a) menos de 10% dos 2556 cursos de licenciatura e mestrado abordam diretamente pelo menos um ODS; (b) as universidades, quando comparadas com os politécnicos, apresentam mais cursos que abordam de forma explícita pelo menos um ODS; (c) existem mais cursos de mestrado a abordar explicitamente os ODS do que licenciaturas; e (d) a maioria dos cursos que abordam os ODS são das áreas das ciências sociais e humanidades, e das ciências naturais e do ambiente. Nas universidades, os ODS mais frequentemente considerados nos seus cursos de licenciatura e mestrado são: (a) ODS 7 – Energias Renováveis e Acessíveis (n:22; 1,4% do total dos cursos de licenciatura e mestrado nas universidades); (b) ODS 15 – Proteger a Vida Terrestre (n:22; 1,4%); (c) ODS 6 – Água Potável e Saneamento (n:18; 1,1%). Nos politécnicos, os ODS mais frequentemente considerados nos seus cursos de licenciatura e mestrado são: (a) ODS 15 – Proteger a Vida Terrestre (n:15; 1,6% do total dos cursos de licenciatura e mestrado nos politécnicos); (b) ODS 7 – Energias Renováveis e Acessíveis (n:14; 1,5%); (c) ODS 4 – Educação de Qualidade (n:13; 1,4%). Nos cursos de licenciatura, os ODS mais frequentemente considerados são: (a) ODS 7 – Energias Renováveis e Acessíveis (n:13; 1,4% do total dos cursos de licenciatura no ensino superior público português); (b) ODS 15 – Proteger a Vida Terrestre (n:11; 1,1%); (c) ODS 6 – Água Potável e Saneamento (n:9; 0,9%). Nos cursos de mestrado, os ODS mais frequentemente considerados são: (a) ODS 15 – Proteger a Vida Terrestre (n:26; 1,6% do total dos cursos de mestrado); (b) ODS 7 – Energias Renováveis e Acessíveis (n:23; 1,4%); (c) ODS 3 – Saúde de Qualidade (n:22; 1,4%). Este trabalho contribui para aumentar a sensibilização das instituições de ensino superior quanto ao seu papel e responsabilidade na promoção do desenvolvimento sustentável. Os resultados mostram que apenas uma reduzida parte dos cursos de licenciatura e mestrado estão explicitamente alinhados com os ODS, o que sugere a necessidade das políticas públicas portuguesas, na área do ensino superior, reforçarem o desenvolvimento dos ODS através da sua oferta formativa.
- Interannual abundance changes of gelatinous carnivore zooplankton unveil climate-driven hydrographic variations in the Iberian Peninsula, PortugalPublication . D'Ambrosio, Mariaelena; Molinero, Juan C.; Azeiteiro, Ulisses M.; Pardal, Miguel A.; Primo, Ana L.; Nyitrai, Daniel; Cotrim Marques, SóniaThe persistent massive blooms of gelatinous zooplankton recorded during recent decades may be indicative of marine ecosystem changes. In this study, we investigated the potential influence of the North Atlantic climate (NAO) variability on decadal abundance changes of gelatinous carnivore zooplankton in the Mondego estuary, Portugal, over the period 2003e2013. During the 11-year study, the community of gelatinous carnivores encompassed a larger diversity of hydromedusae than siphonophores; the former dominated by Obelia spp., Lizzia blondina, Clythia hemisphaerica, Liriope tetraphylla and Solmaris corona, while the latter dominated by Muggiaea atlantica. Gelatinous carnivore zooplankton displayed marked interannual variability and mounting species richness over the period examined. Their pattern of abundance shifted towards larger abundances ca. 2007 and significant phenological changes. The latter included a shift in the mean annual pattern (from unimodal to bimodal peak, prior and after 2007 respectively) and an earlier timing of the first annual peak concurrent with enhanced temperatures. These changes were concurrent with the climate-driven environmental variability mainly controlled by the NAO, which displayed larger variance after 2007 along with an enhanced upwelling activity. Structural equation modelling allowed depicting cascading effects derived from the NAO influence on regional climate and upwelling variability further shaping water temperature. Such cascading effect percolated the structure and dynamics of the community of gelatinous carnivore zooplankton in the Mondego estuary.
- A student perspective on sustainable development in Portuguese higher education institutionsPublication . Aleixo, Ana Marta; Azeiteiro, Ulisses M.; Leal, SusanaThis study presents a descriptive and exploratory research about the understanding of sustainable development (SD) among public higher education institutions’ students, in Portugal. It explores the student’s perspectives about SD through the analysis of their attitudes, skills and experiences on the theme. Their knowledge about sustainable development goals (SDGs) and their opinion about the importance of SD as future professionals were also under consideration. The research design of the study follows a descriptive and exploratory approach with a quantitative reporting of results. It was used an on-line questionnaire, adapted, majority, from the National Union Students (2018), to obtain the data. A sample of 1257 students from the Portuguese public higher education institutions (HEIs) was obtained. Students consider that HEIs can do more in terms of education for SD, namely: (i) offer free SD courses/workshops; (ii) streamline/develop actions on SD; (iii) encourage volunteer actions in the community, and (iv) promote student participation in practical on-campus actions. Students also consider that secondary education was the educational path that most encouraged to think and act in ways that help the environment and people. Most students already have heard about SDGs and know what they are, however, only a small number of students are actively involved in activities organized by their HEI. This research has a national scope and the results should be interpreted only in the Portuguese context. Future studies should include a larger range of institutional actors within the faculty. The research aimed to better understanding student’s attitudes, skills and experiences of SD and SDG´s. This study provides valuable insights for future implementation processes supporting the integration to sustainability in HEIs. The results could be used by HEIs to introduce the SD topics in formal and informal education, as well as to improve it integration on campus activities.
- Sustainable development in Portuguese higher education institutions from the faculty perspectivePublication . Leal, Susana; Azeiteiro, Ulisses M.; Aleixo, Ana MartaHigher education institutions play a fundamental role and have great responsibility in promoting sustainability and achieving sustainable development goals. It is therefore essential to study the teacher's perceptions of incorporating sustainability since they are responsible for promoting competences and preparing citizens to respond with solutions to future challenges. The aim of this research is to analyse the perceptions of sustainability held by teachers at Portuguese public higher education institutions. A descriptive and exploratory study was conducted by administering an online questionnaire. The sample is made up of 444 teachers from different Portuguese public higher education institutions (54.1% women and 45.9% men). The results show that while most teachers believe higher education institutions promote the integration of sustainability in their activities, only 16% consider that sustainable development is holistically integrated in the institutions' different activities. About 30% of the teachers report that they largely or extensively integrate sustainable development in their curricular units, but only 20% of them state that higher education institutions provide regular or systematic training in SD. Teachers prefer to increase students' sustainable development education through conferences, seminars, or research projects. Almost 90% of teachers are concerned about climate change or the environment, but only 40% or less engage in sustainable development-related activities. Four clusters are also identified, representing teachers' different perceptions of the higher education institutions' promotion of sustainability, teachers' participation in sustainable development issues and concerns about climate change. Although teachers feel that sustainability is starting to be integrated in higher education institutions, this is not done holistically; moreover, differences are found between teachers in polytechnics and universities and between different scientific areas.