title: Genetic diversity and population structure of the pot-belly seahorse Hippocampus abdominalis in New Zealand

authors: Nickel, Jennifer Elisabeth

subjects: hippocampus abdominalis

abstract: Genetic diversity and population structure of New Zealand populations of the pot-belly seahorse Hippocampus abdominalis were explored via three mitochondrial DNA markers (814 bp of cytochrome b, 624 bp of cytochrome oxidase 1 and 404 bp of the control region) and four microsatellite loci (Habd3, Habd6, Habd7 and Habd9). These markers revealed between 0.7–2.2% sequence divergence and 32–46 alleles with low differentiation among populations around the coastline. In total, 169 seahorses (79 females and 90 males) were sampled with 36 sequences generated for each marker and 166 genotypes attained. It is hoped that this new knowledge will aid in the development of future conservation management.

text: Genetic diversity and population structure of the pot-belly seahorse Hippocampus abdominalis in New Zealand Genetic diversity and population structure of New Zealand populations of the pot-belly seahorse Hippocampus abdominalis were explored via three mitochondrial DNA markers (814 bp of cytochrome b, 624 bp of cytochrome oxidase 1 and 404 bp of the control region) and four microsatellite loci (Habd3, Habd6, Habd7 and Habd9). These markers revealed between 0.7–2.2% sequence divergence and 32–46 alleles with low differentiation among populations around the coastline. In total, 169 seahorses (79 females and 90 males) were sampled with 36 sequences generated for each marker and 166 genotypes attained. It is hoped that this new knowledge will aid in the development of future conservation management.

year: 2012

title: Anatomical, morphological and ecophysiological strategies in Placopsis pycnotheca (lichenized fungi, Ascomycota) allowing rapid colonization of recently deglaciated soils

authors: de los Ríos, Asunción

subjects: anatomy

abstract: The green algal lichen Placopsis pycnotheca was identified at Pia and Marinelli glaciers (Isla Grande of Tierra de Fuego, Chile) as a primary colonizer of bare soil in areas close to the front of the glacier or around small ponds created after glacier retreatment. Electron microscopy study showed that P. pycnotheca formed a thick hypothallus within which hyphae and their extracellular polymeric substances bind numerous soil particles. This structure augments water holding and soil stabilization capacities and constitutes an early stage in soil crust development. In addition, numerous cephalodia are formed within the hypothallus and subsequently develop upwards towards the thallus surface, sometimes before the formation of squamules with green algae. These anatomical and morphological strategies together with physiological properties such as the long photosynthetic activity period (measured in the laboratory) help explain its pioneering role as a colonizer and its apparently high growth rate.

text: Anatomical, morphological and ecophysiological strategies in Placopsis pycnotheca (lichenized fungi, Ascomycota) allowing rapid colonization of recently deglaciated soils The green algal lichen Placopsis pycnotheca was identified at Pia and Marinelli glaciers (Isla Grande of Tierra de Fuego, Chile) as a primary colonizer of bare soil in areas close to the front of the glacier or around small ponds created after glacier retreatment. Electron microscopy study showed that P. pycnotheca formed a thick hypothallus within which hyphae and their extracellular polymeric substances bind numerous soil particles. This structure augments water holding and soil stabilization capacities and constitutes an early stage in soil crust development. In addition, numerous cephalodia are formed within the hypothallus and subsequently develop upwards towards the thallus surface, sometimes before the formation of squamules with green algae. These anatomical and morphological strategies together with physiological properties such as the long photosynthetic activity period (measured in the laboratory) help explain its pioneering role as a colonizer and its apparently high growth rate.

year: 2011

title: Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics

authors: Hawera, Ngārewa

subjects: teacher

abstract: This paper describes aspects of learning for a teacher in a Māori-medium Year 7–8 classroom and two mathematics education researchers from a university when they collaborated on a project supporting children to develop their ideas about transformation geometry. Key principles of kaupapa Māori (Māori ideology) methodology such as ako (reciprocal learning), manākitanga (showing care, respect and kindness) and whanaungatanga (family-like relationships) were integral to the initiation and facilitation of the research. Data presented is qualitative and derived largely from wānanga ā-kanohi (face-to-face discussion) between the participants. Results revealed that the collaborative partnership was conducive to developing insights into the complexities of learning mathematics in an indigenous setting. Issues of collegiality, learning mathematics in a second language, teacher mathematical knowledge and appropriate contexts for learning mathematics are analysed and discussed.

text: Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics This paper describes aspects of learning for a teacher in a Māori-medium Year 7–8 classroom and two mathematics education researchers from a university when they collaborated on a project supporting children to develop their ideas about transformation geometry. Key principles of kaupapa Māori (Māori ideology) methodology such as ako (reciprocal learning), manākitanga (showing care, respect and kindness) and whanaungatanga (family-like relationships) were integral to the initiation and facilitation of the research. Data presented is qualitative and derived largely from wānanga ā-kanohi (face-to-face discussion) between the participants. Results revealed that the collaborative partnership was conducive to developing insights into the complexities of learning mathematics in an indigenous setting. Issues of collegiality, learning mathematics in a second language, teacher mathematical knowledge and appropriate contexts for learning mathematics are analysed and discussed.

year: 2014