The term Blue Carbon (BC) was first coined a decade ago to describe the disproportionately large contribution of coastal vegetated ecosystems to global carbon sequestration. The role of BC in climate change mitigation and adaptation has now reached international prominence. To help prioritise future research, we assembled leading experts in the field to agree upon the top-ten pending questions in BC science. Understanding how climate change affects carbon accumulation in mature BC ecosystems and during their restoration was a high priority.Controversial questions included the role of carbonate and macroalgae in BC cycling, and the degree to which greenhouse gases are released following disturbance of BC ecosystems. Scientists seek improved precision of the extent of BC ecosystems; techniques to determine BC provenance; understanding of the factors that influence sequestration in BC ecosystems, with the corresponding value of BC; and the management actions that are effective in enhancing this value. Overall this overview provides a comprehensive road map for the coming decades on future research in BC science.

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Although the terms 'health' and 'healthy' are often applied to marine ecosystems and communicate information about holistic condition (e.g. as required by the Ecosystem Approach), their meaning is unclear. Ecosystems have been understood in various ways, from non-interacting populations of species to complex integrated systems. Health has been seen as a metaphor, an indicator that aggregates over system components, or a non-localized emergent system property. After a review, we define good ecosystem health as: 'the condition of a system that is self-maintaining, vigorous, resilient to externally imposed pressures, and able to sustain services to humans. It contains healthy organisms and populations, and adequate functional diversity and functional response diversity. All expected trophic levels are present and well interconnected, and there is good spatial connectivity amongst subsystems.' We equate this condition with good ecological or environmental status, e.g. as referred to by recent EU Directives. Resilience is central to health, but difficult to measure directly. Ecosystems under anthropogenic pressure are at risk of losing resilience, and thus of suffering regime shifts and loss of services. For monitoring whole ecosystems, we propose an approach based on 'trajectories in ecosystem state space', illustrated with time-series from the northwestern North Sea. Change is visualized as Euclidian distance from an arbitrary reference state. Variability about a trend in distance is used as a proxy for inverse resilience. We identify the need for institutional support for long time-series to underpin this approach, and for research to establish state space co-ordinates for systems in good health.

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Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. Two separate cohorts of students were examined. The first larger cohort of students (n = 99) was randomly divided into 'oral' and 'written' groups, and the marks that they achieved in the same biology questions were compared. Students in the second smaller cohort (n = 29) were all examined using both written and oral questions concerning both 'scientific' and 'personal development' topics. Both cohorts showed highly significant differences in the mean marks achieved, with better performance in the oral assessment. There was no evidence of particular groups of students being disadvantaged in the oral tests. These students and also an additional cohort were asked about their attitudes to the two different assessment approaches. Although they tended to be more nervous in the face of oral assessments, many students thought oral assessments were more useful than written assessments. An important theme involved the perceived authenticity or 'professionalism' of an oral examination. This study suggests that oral assessments may be more inclusive than written ones and that they can act as powerful tools in helping students establish a 'professional identity'.

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