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University of Regina Institutional Repository

The mission of the oURspace digital repository is to share and preserve the scholarly, creative, and cultural work produced at the University of Regina.

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Recent Submissions

Access status: Open Access ,
Hydrologic Variability Drives Differential Methane Dynamics in Agricultural Reservoirs of the Northern Great Plains
(American Geophysical Union (AGU), 2026-01-31) Rimas, Ryan; Webb, Jackie; Finlay, Kerri
Climate variability can regulate aquatic methane fluxes as increasing temperatures can elevate microbial metabolic rates, including methanogenesis. It is less well known how climate‐induced variability in seasonal precipitation and runoff might affect methane concentrations and fluxes in aquatic ecosystems. Here, we measured seasonal methane concentrations and calculated diffusive fluxes from 20 agricultural reservoirs in the northern Great Plains in contrasting wet and dry summers. Relative to the dry year, water column depths increased 65% (from 1.7 to 2.6 m) in the wet year and was associated with stronger stratification and increased anoxia at depth. Solute concentrations also declined during the wet year, with sulfate concentrations less than half that observed in the dry year (645 mg SO42 L 1 vs. 1620 mg SO42 L 1). Together, the more profound anoxia combined with lower sulfate concentrations resulted in significantly higher hypolimnetic CH4 concentrations in the wet year (40.3 μM) compared with the dry year (18.1 μM), particularly in August (30‐fold higher). Despite these patterns, surface CH4 concentrations and estimated diffusive emissions did not significantly increase in wet summers (1.13 μM and 2.31 mmol m 2 yr 1) relative to dry summers (3.78 μM and 5.71 mmol m 2 yr 1), likely owing to offsetting mechanisms of increased CH4 storage and oxidation through the deeper water column. Climate‐driven changes in precipitation and runoff are expected to modify the physical factors controlling methanogenesis and methanotrophy. Our findings show corresponding minimal effects on diffusive fluxes of methane, but future studies should also address ebullition and seasonal turnover to capture the full CH4 budget of inland waters.
Access status: Open Access ,
The hidden biodiversity knowledge split in biological collections
(The Royal Society, 2025-11) Nakamura, Gabriel; Stabile, Bruno Henrique Mioto; Frateles, Livia Estéfane Fernandes; Araujo, Matheus Lima; Neuhaus, Emanuel Bruno; Marinho, Manoela Maria Ferreira; de Souza Leite, Melina; Richter, Aline; Ding, Liuyong; Freitas, Tiago Magalhães da Silva; Soares, Bruno; Graça, Weferson Júnio da; Moura, Mario R.; Diniz-Filho, José Alexandre Felizola
Ecological and evolutionary processes generate biodiversity, yet how biodiversity data are organized and shared globally can shape our understanding of these processes. We show that name-bearing type specimens—the primary reference for species identity—of all freshwater and brackish fish species are predominantly housed in Global North museums, disconnected from their countries of origin. This geographical divide creates a ‘knowledge split’ with consequences for biodiversity science, particularly in the Global South, where researchers face barriers in studying native species’ name bearers housed abroad. Meanwhile, Global North collections remain flooded with non-native name bearers. We relate this imbalance to historical and socioeconomic factors, which ultimately restrict access to critical taxonomic reference materials and hinder global species documentation. To address this disparity, we call for international initiatives to promote fairer access to biological knowledge, including specimen repatriation, improved accessibility protocols for researchers in countries where specimens originated and inclusive research partnerships.
Access status: Open Access ,
Freshwater fish functional diversity shows diverse responses to human activities, but consistently declines in the tropics
(Wiley, 2025-05-16) de Sá Ferreira Lima, Romullo Guimarães; Soares, Bruno Eleres; Cadotte, Marc; Albrecht, Míriam Pilz
Freshwater environments are intertwined with human activities and the consequence has been environmental degradation and biodiversity loss. Fish provide key ecological and economic benefits, and fish abundance and diversity can be affected by human activities resulting in functional diversity (FD) changes that might scale up to ecosystem impacts. Changes in FD can be expressed by quantifying its three main FD components: richness, regularity and divergence. There is no consensus about how human activities affect the main components of FD. In addition, human activities might affect the functional diversity of communities differently in temperate and tropical regions because of differences in the regional species pools and the distribution of functional traits. Here, using a meta-analytical approach, we assess how different human activities (e.g. deforestation, invasion, reservoirs) in freshwater systems affect FD components in fish communities. We compiled information from 2012 to 2023, and we found highly idiosyncratic patterns globally, but consistent loss of functional richness and regularity in face of human activities in the tropics. This idiosyncrasy could be related to high environmental heterogeneity or the multiple ways in which communities can be affected by human activities, including species loss or introduction of non-native species, or the distribution of functional uniqueness and redundancy. The reduction of functional diversity in tropical regions reveals that high redundancy alone does not prevent declines in functional diversity, and that human activities are removing specific ecological functions from natural environments. Despite the general patterns of reduction observed, local features play a crucial role in shaping how communities respond to human activities. Therefore, it is essential to understand these patterns at a local scale and to investigate the mechanisms by which specific activities impact FD.
Access status: Open Access ,
Listening Deeply to Indigenous People: A Collaborative Perspective and Reflection Between a Mapuche Machi and Ecologists
(Wiley, 2025-08) Ortiz, Andrea Monica D.; Huinca Blanco, Patricia; Arnillas, Carlos Alberto; Arponen, Anni; Cadotte, Marc W.; Chinga, Javiera Beatriz; Chiuffo, Mariana C.; Collinge, Sharon; Devarajan, Kadambari; Ehrlich, Ken; Grell‐Brisk, Marilyn; Guevara, Claudio; Kariuki, Rebecca W.; Kharouba, Heather M.; Martin, Tara G.; Prado‐Valladares, Ana Carolina; Regan, Helen M.; Santos Domínguez, Nicolás; Soares, Bruno Eleres; Stotz, Gisela C.; Ulloa Caniú, Ivette; Visakorpi, Kristiina; Winter, Marten; Yannelli, Florencia A.
Indigenous Peoples are key knowledge holders and essential partners to confront global environmental crises, especially biodiversity loss. Many calls have been made to better integrate Indigenous Traditional Ecological Knowledge and Western ecological sciences. However, partnerships between these communities are complex due to power imbalances, distrust, different objectives, and injustices towards Indigenous Peoples. This raises the question of what meaningful engagement is, and for whom. These issues were discussed at a scientific workshop in Conguillío National Park, Chile. This initial encounter between ecologists and Mapuche elders, including a Machi (a Mapuche spiritual authority), has led to ongoing dialog and engagement. Responding to calls to listen deeply towards engagement with Indigenous Peoples in Western ecological sciences, we—the Machi and scientists—present our joint perspectives and reflections upon the process, drawing from Indigenous Knowledge and Western ecological sciences. Interweaving both lived experiences and scientific evidence, we document the environmental issues con- fronting the local Mapuche community caused by industrial developments in the territory. Our joint account highlights conflicts caused by non-native tree plantations and the plans to construct a hydroelectric plant in the Truful–Truful watershed, which was opposed strongly by the local communities. Together with the industrial forestry plantations that cause land-use change, the construction of this hydroelectric plant endangers biodiversity, including species of conservation significance, medicinal plants, and ultimately, the Mapuche way of life. Reflecting upon our collaboration and the process facilitated by Two-Eyed Seeing, we illustrate that Indigenous voices and scientific evidence, together, can deepen our understanding of social-ecological change in the territory and reveal opportunities for building trust and relationships. We highlight the importance of time, preparation for engagement, and advocating for change in knowledge partnerships in the ecological sciences. Learning from our collaboration, we call upon our communities to continue listening, engaging, and advocating for Indigenous representation in ecology.
Access status: Open Access ,
Commonalities between Saskatchewan education's principles and guidelines for Indian and Métis education and a conceptual framework of global education
(Faculty of Graduate Studies and Research, University of Regina, 1993-07) Pauline G. Barton; Krentz, Caroline; Newton, John; Douad, Patrick
The purpose of this comparative descriptive study was to identify the most significant commonalities of two educational initiatives, Saskatchewan Education's principles and guidelines for Indian and Metis education and the International Institute for Global Education's conceptual framework of global education. The study then discussed educational implications of these significant commonalities. This study of the commonalities between educational initiatives empowers teachers to see these initiatives as interdependent with child-centred learning as the goal of each. The inquiry identified community as the most significant commonality between these two educational initiatives. The study showed that the focus on community has the potential to ensure meaningful and relevant education for all learners by contributing to the elimination of systemic racism and empowering minority groups, teachers, and students. A conceptual framework which indicated the educationally significant commonalities between these two initiatives also was a result of the study. A discussion of educational changes which might be possible with the application of the conceptual framework is also provided. The study identified suggestions to facilitate the application of the conceptual framework.