Highly contrasting effects of different climate forcing agents on terrestrial ecosystem services

Many atmospheric constituents besides carbon dioxide (CO(2)) contribute to global warming, and it is common to compare their influence on climate in terms of radiative forcing, which measures their impact on the planetary energy budget. A number of recent studies have shown that many radiatively active constituents also have important impacts on the physiological functioning of ecosystems, and thus the 'ecosystem services' that humankind relies upon. CO(2) increases have most probably increased river runoff and had generally positive impacts on plant growth where nutrients are non-limiting, whereas increases in near-surface ozone (O(3)) are very detrimental to plant productivity. Atmospheric aerosols increase the fraction of surface diffuse light, which is beneficial for plant growth. To illustrate these differences, we present the impact on net primary productivity and runoff of higher CO(2), higher near-surface O(3), and lower sulphate aerosols, and for equivalent changes in radiative forcing. We compare this with the impact of climate change alone, arising, for example, from a physiologically inactive gas such as methane (CH(4)). For equivalent levels of change in radiative forcing, we show that the combined climate and physiological impacts of these individual agents vary markedly and in some cases actually differ in sign. This study highlights the need to develop more informative metrics of the impact of changing atmospheric constituents that go beyond simple radiative forcing.     

Photoluminescence of dense nanocrystalline titanium dioxide thin films: effect of doping and thickness and relation to gas sensing

The photoluminescence (PL) of dense nanocrystalline (anatase) TiO(2) thin films is reported as a function of calcination temperature, thickness, and tungsten and nickel doping. The dependence of the optical absorption, Raman spectra, and PL spectra on heat treatment and dopants reveals the role of oxygen vacancies, crystallinity, and phase transformation in the performance of TiO(2) films used as gas sensors. The broad visible PL from defect states of compact and undoped TiO(2) films is found to be much brighter and less sensitive to the presence of oxygen than that of mesoporous films. The dense nanocrystalline grains and the nanoparticles comprising the mesoporous film are comparable in size, demonstrating the importance of film morphology and carrier transport in determining the intensity of defect photoluminescence. At higher calcination temperatures, the transformation to rutile results in the appearance of a dominant near-infrared peak. This characteristic change in the shape of the PL spectra demonstrates efficient capture of conduction band electrons by the emerging rutile phase. The W-doped samples show diminished PL with quenching on the red side of the emission spectrum occurring at lower concentration and eventual disappearance of the PL at higher W concentration. The results are discussed within the context of the performance of the TiO(2) thin films as CO gas sensors and the chemical nature of luminescent defects.     

Do zoom meetings really help? A comparative analysis of synchronous and asynchronous online learning during Covid-19 pandemic

Background

Online learning and teaching were globally popularized due to the impact of Covid-19. The pandemic has made both synchronous and asynchronous online learning inevitable in regions privileged with the technological affordance.

Aims

This study was designed to examine and compare the effectiveness of both learning modes through the Community of Inquiry framework.

Materials & Methods

Comparative analyses on a sample of N = 170 undergraduate students who took both synchronous and asynchronous online courses in Spring 2021.

Results

The paired-sample T-tests results indicated a significant difference in social presence, cognitive presence and self-evaluated performance.

Discussion & Conclusion

Teaching presence significantly influenced social presence and cognitive presence in both learning modes. However, under synchronous learning mode, social presence significantly impacted self-evaluation, grades and school identification. While social presence only influenced school identification under asynchronous learning mode. Theoretical and practical implications were also included.