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Biology subjects

Dwyer, R.

Publications and source records attributed to Dwyer, R..

3 recordsLinked to original sources

Integrating migratory marine connectivity into shark conservation

Understanding migratory connectivity is important for the conservation of highly mobile marine species that face escalating threats across the globe. Establishing baseline information on migratory connectivity is therefore needed to identify regions of conservation focus. Despite efforts to track migratory sharks and rays, information on transboundary movements is limited and often inaccessible to managers and policymakers. Here, we synthesised multimethod movement data for migratory Australian shark and ray species, investigating which species require international engagement to support their population recovery. Based on data from a systematic literature review, we built connectivity networks from telemetry and mark-recapture studies that provide a first baseline for transboundary migratory connectivity for Australian sharks and rays. Of the 31 shark and ray species reviewed, we identified 6 species that link the Australian Exclusive Economic Zone to other national jurisdictions via multispecies migratory connections through the Tasman Sea to New Zealand, through the Tasman and Coral Sea to New Caledonia, and north across the Timor Sea and Torres Strait to Indonesia and Papua New Guinea. White sharks (Carcharhinus carcharias) and whale sharks (Rhincodon typus) were the most data rich, whereas 14 shark and ray species had no movement information. There is a grave deficiency in available information for endangered or critically endangered migratory shark and ray populations, with 76% having only one or no published studies. This work supports future conservation strategies for migratory sharks that require robust international collaboration and the adoption of integrated and dynamic management approaches.

ecology↗

Mechanobiological cues to bone cells during early metastasis drive later osteolysis: a computational mechanoregulation framework prediction

Bone cells contribute to tumour metastasis by producing biochemical factors that stimulate tumour cell homing and proliferation, but also by resorbing bone matrix (osteolysis) that releases further stimulatory factors for tumour growth in a vicious cycle. Changes in the local mechanical environment of bone tissue occur during early metastasis, which might activate mechanobiological responses by resident bone cells (osteocytes) to activate resorption (osteoclasts) and thereby contribute to tumour invasion. The objective of this study is to investigate whether bone osteolysis is driven by early changes in the bone mechanical environment during metastasis by (a) implementing subject-specific FE models of metastatic femora to predict the mechanical environment within bone tissue during early metastasis (3-weeks after tumour inoculation) and then (b) applying mechanoregulation theory to predict bone tissue remodelling as a function of the evolving mechanical environment within bone tissue during breast cancer-bone metastasis. We implemented a global resorption rate derived from an experimental model, but the mechanoregulation algorithm predicted localised bone loss in the greater trochanter region, the same region where osteolysis was prevalent after three weeks of metastasis development in the animal model. Moreover, the mechanical environment evolved in a similar manner to that reported in separate subject-specific finite element models of these same animals by 6 weeks. Thus, we propose that early changes in the physical environment of bone tissue during metastasis may elicit mechanobiological cues for bone cells and activate later osteolytic bone destruction.

cancer biology↗

Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils' and teachers' views.

The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers, teachers and pupils views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9-11). We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n=3) and teachers (n=10) and focus groups with pupils aged 9-11 (n=10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.

scientific communication and education↗