Eutrophication triggers contrasting multilevel feedbacks on litter accumulation and decomposition in fens.

Eutrophication is a major threat for the persistence of nutrient-poor fens, as multilevel feedbacks on decomposition rates could trigger carbon loss and increase nutrient cycling. Here, we experimentally investigate the effects of macronutrient (NPK) enrichment on litter quality of six species of sedge (Carex sp.), which we relate to litter decomposition rates in a nutrient-poor and nutrient-rich environment. Our research focused on four levels: we examined how eutrophication alters (1) fresh litter production ("productivity shift"), (2) litter stoichiometry within the same species ("intraspecific shift"), (3) overall litter stoichiometry of the vegetation under the prediction that low-competitive species are outcompeted by fast-growing competitors ("interspecific shift"), and (4) litter decomposition rates due to an altered external environment (e.g., shifts in microbial activity; "exogenous shift"). Eutrophication triggered a strong increase in fresh litter production. Moreover, individuals of the same species produced litter with lower C:N and C:P ratios, higher K contents, and lower lignin, Ca and Mg contents (intraspecific shift), which increased litter decomposability. In addition, species typical for eutrophic conditions produced more easily degradable litter than did species typical for nutrient-poor conditions (interspecific shift). However, the effects of nutrient loading of the external environment (exogenous shift) were contradictory. Here, interactions between litter type and ambient nutrient level indicate that the (exogenous) effects of eutrophication on litter decomposition rates are strongly dependent of litter quality. Moreover, parameters of litter quality only correlated with decomposition rates for litter incubated in nutrient-poor environments, but not in eutrophic environments. This suggests that rates of litter decomposition can be uncoupled from litter stoichiometry under eutrophic conditions. In conclusion, our results show that eutrophication affects litter accumulation and -decomposition at multiple levels, in which stimulatory and inhibitory effects interact. The cumulative effect of these interactions ultimately determine whether peatlands remain sinks or become sources of carbon under eutrophic conditions.

Hydrodynamically mediated macrophyte silica dynamics.

In most aquatic ecosystems, hydrodynamic conditions are a key abiotic factor determining species distributions and abundance of aquatic plants. Resisting stress and keeping an upright position often relies on investment in tissue reinforcement, which is costly to produce. Silica could provide a more economical alternative. Two laboratory experiments were conducted to measure the response of two submerged species, Egeria densa Planch. and Limnophila heterophylla (Roxb.) Benth., to dissolved silicic acid availability and exposure to hydrodynamic stress. The results were verified with a third species in a field study (Nuphar lutea (L.) Smith). Biogenic silica (BSi) concentration in both stems and leaves increases with increasing dissolved silica availability but also with the presence of hydrodynamic stress. We suggest that the inclusion of extra silica enables the plant to alternatively invest its energy in the production of lignin and cellulose. Although we found no significant effects of hydrodynamic stress on cellulose or lignin concentrations either in the laboratory or in the field, BSi was negatively correlated with cellulose concentration and positively correlated with lignin concentration in samples collected in the field study. This implies that the plant might perform with equal energy efficiency in both standing and running water environments. This could provide submerged species with a tool to respond to abiotic factors, to adapt to new ecological conditions and hence potentially colonise new environments.

A new methodology for teaching clinical reasoning skills: problem solving clinical seminars.

In the final year of the medical curriculum of the Faculty of Medicine of the Katholieke Universiteit Leuven (Belgium), a new methodology for teaching clinical skills was introduced: Problem Solving Clinical Seminars (PSCS). Two eight-week series of 70 seminars were offered. Students prepared for the seminars in groups of five students who worked on one or more clinical cases followed by half-open questions. Additional information was collected individually. At the clinical seminar the solutions were presented and discussed, guided by a clinical teacher. A questionnaire was administered to investigate whether students perceive the new type of clinical seminars as a powerful learning environment. Students were satisfied with the new methodology. The importance of the postulated educational aspects--preparation, clinical case and the seminar--was confirmed. The preparation phase (self-study and group work) and the clinical seminar were experienced as two separate and important learning events. The implementation of the problem solving clinical seminars is considered by students to be a powerful learning environment and therefore a broader applicability of the PSCS methodology is recommended.