title: Cyanolichens can have both cyanobacteria and green algae in a common layer as major contributors to photosynthesis

authors: Henskens, Frieda L.

subjects: green algae

abstract: BACKGROUND AND AIMS:
Cyanolichens are usually stated to be bipartite (mycobiont plus cyanobacterial photobiont). Analyses revealed green algal carbohydrates in supposedly cyanobacterial lichens (in the genera Pseudocyphellaria, Sticta and Peltigera). Investigations were carried out to determine if both cyanobacteria and green algae were present in these lichens and, if so, what were their roles.
METHODS:
The types of photobiont present were determined by light and fluorescence microscopy. Small carbohydrates were analysed to detect the presence of green algal metabolites. Thalli were treated with selected strengths of Zn²⁺ solutions that stop cyanobacterial but not green algal photosynthesis. CO₂ exchange was measured before and after treatment to determine the contribution of each photobiont to total thallus photosynthesis. Heterocyst frequencies were determined to clarify whether the cyanobacteria were modified for increased nitrogen fixation (high heterocyst frequencies) or were normal, vegetative cells.
KEY RESULTS:
Several cyanobacterial lichens had green algae present in the photosynthetic layer of the thallus. The presence of the green algal transfer carbohydrate (ribitol) and the incomplete inhibition of thallus photosynthesis upon treatment with Zn²⁺ solutions showed that both photobionts contributed to the photosynthesis of the lichen thallus. Low heterocyst frequencies showed that, despite the presence of adjacent green algae, the cyanobacteria were not altered to increase nitrogen fixation.
CONCLUSIONS:
These cyanobacterial lichens are a tripartite lichen symbiont combination in which the mycobiont has two primarily photosynthetic photobionts, 'co-primary photobionts', a cyanobacterium (dominant) and a green alga. This demonstrates high flexibility in photobiont choice by the mycobiont in the Peltigerales. Overall thallus appearance does not change whether one or two photobionts are present in the cyanobacterial thallus. This suggests that, if there is a photobiont effect on thallus structure, it is not specific to one or the other photobiont.

text: Cyanolichens can have both cyanobacteria and green algae in a common layer as major contributors to photosynthesis BACKGROUND AND AIMS:
Cyanolichens are usually stated to be bipartite (mycobiont plus cyanobacterial photobiont). Analyses revealed green algal carbohydrates in supposedly cyanobacterial lichens (in the genera Pseudocyphellaria, Sticta and Peltigera). Investigations were carried out to determine if both cyanobacteria and green algae were present in these lichens and, if so, what were their roles.
METHODS:
The types of photobiont present were determined by light and fluorescence microscopy. Small carbohydrates were analysed to detect the presence of green algal metabolites. Thalli were treated with selected strengths of Zn²⁺ solutions that stop cyanobacterial but not green algal photosynthesis. CO₂ exchange was measured before and after treatment to determine the contribution of each photobiont to total thallus photosynthesis. Heterocyst frequencies were determined to clarify whether the cyanobacteria were modified for increased nitrogen fixation (high heterocyst frequencies) or were normal, vegetative cells.
KEY RESULTS:
Several cyanobacterial lichens had green algae present in the photosynthetic layer of the thallus. The presence of the green algal transfer carbohydrate (ribitol) and the incomplete inhibition of thallus photosynthesis upon treatment with Zn²⁺ solutions showed that both photobionts contributed to the photosynthesis of the lichen thallus. Low heterocyst frequencies showed that, despite the presence of adjacent green algae, the cyanobacteria were not altered to increase nitrogen fixation.
CONCLUSIONS:
These cyanobacterial lichens are a tripartite lichen symbiont combination in which the mycobiont has two primarily photosynthetic photobionts, 'co-primary photobionts', a cyanobacterium (dominant) and a green alga. This demonstrates high flexibility in photobiont choice by the mycobiont in the Peltigerales. Overall thallus appearance does not change whether one or two photobionts are present in the cyanobacterial thallus. This suggests that, if there is a photobiont effect on thallus structure, it is not specific to one or the other photobiont.

year: 2012

title: 'Rock ova and lap up': A critique of Caribbean theories of national identity through the Jamaican public transport system

authors: Bennett, Sharayne

subjects: national identity

abstract: Public transport is a major aspect of the social and economic life of Jamaican people. With a population of 2.7 million and only 188 per thousand vehicles, many people have come to rely on public transport. Public travel within the Kingston Metropolitan Region (KMR) in Jamaica is possible via six modes which range from very informal to rigidly regulated. There is the Government owned and operated bus system (JUTC), then four modes (coasters, hackneys, minibuses, and route taxis) which are regulated by the government but operate across formal and informal lines and also the infamous Jamaican “robot” which exists outside of the regulatory framework and protection of the government. One journey may involve use of a single or multiple modes depending on various factors.
   
This thesis an auto-ethnography of the Jamaican public transport system in the KMR as a landscape in which to critique the major theories of Jamaican/ Caribbean identity and determine whether or not they individually or collectively supply a true picture of our identity. By exploring issues of formality and informality, and morality in mobility this work resonates with traditional anthropology by integrating specific group experiences with larger political, historical and economic structures.

text: 'Rock ova and lap up': A critique of Caribbean theories of national identity through the Jamaican public transport system Public transport is a major aspect of the social and economic life of Jamaican people. With a population of 2.7 million and only 188 per thousand vehicles, many people have come to rely on public transport. Public travel within the Kingston Metropolitan Region (KMR) in Jamaica is possible via six modes which range from very informal to rigidly regulated. There is the Government owned and operated bus system (JUTC), then four modes (coasters, hackneys, minibuses, and route taxis) which are regulated by the government but operate across formal and informal lines and also the infamous Jamaican “robot” which exists outside of the regulatory framework and protection of the government. One journey may involve use of a single or multiple modes depending on various factors.
   
This thesis an auto-ethnography of the Jamaican public transport system in the KMR as a landscape in which to critique the major theories of Jamaican/ Caribbean identity and determine whether or not they individually or collectively supply a true picture of our identity. By exploring issues of formality and informality, and morality in mobility this work resonates with traditional anthropology by integrating specific group experiences with larger political, historical and economic structures.

year: 2016

title: An exploration of different outlooks on science: towards an understanding of the under-representation of girls, and of Maori and Pacific Island students, in science

authors: Stead, Keith Eric

abstract: The research reported here was undertaken as a supplementary study to the Learning in Science Project conducted at Waikato University (1979-1981) and sought to understand why girls, Maori and Pacific Island students, are under-represented in the sciences. Two distinctive, but complementary, perspectives were developed; one qualitative, the other quantitative, to provide data from which an understanding of the problem was sought.
The qualitative perspective was provided by using a Kelly Repertory Grid methodology and intensive individual interviews with 26 students (and many of their parents) carefully chosen to provide a reasonably heterogeneous sample of students from a variety of different schools, of both sexes, of the three major ethnic groups (European, Maori, and Pacific Island), and from each of the four middle-school form levels (Fl to F4, inclusively).
The quantitative perspective was provided by a series of empirical measures chosen, not only to identify the students for the qualitative sample but also, to investigate particular variables suggested by the literature search to have possible implications for the teaching and learning of science. 
The resultant analyses suggested the sex differences in the students’ outlooks on science could be accounted for by the existence of a broad based ‘gender-related inequality’ in the way science is presented to them by the communication media, home, and school.
Similarly, the ethnic differences in students’ outlooks on science could be accounted for by the ‘cultural inequality’ present in New Zealand society which was identified in the way many of the Polynesian students and their parents, perceived the products, processes, and practitioners of science. 
The simplification presented here masks the complexity of the issues involved but, series of educational within these two broad postulates, a series of educational recommendations was suggested for affecting current educational practices identified as maintaining (or even creating) the existing under-representation of girls, Maori and Pacific Island students in the sciences. 
These included:
(i) Student beliefs about science need to be explored, challenged, modified, and/or extended
(ii) Students’ perceptions of other people’s views need to be identified, explored, challenged and/or extended 
(iii) Teachers’ styles of teaching science need to be examined
(iv) Parents’ own outlooks on science need to be developed.
This research has emphasised the need to have all students, but particularly girls, Maori, and Pacific Island students, develop positive outlooks on science in order that the current imbalance of girls and Polynesians in the sciences be redressed.

text: An exploration of different outlooks on science: towards an understanding of the under-representation of girls, and of Maori and Pacific Island students, in science The research reported here was undertaken as a supplementary study to the Learning in Science Project conducted at Waikato University (1979-1981) and sought to understand why girls, Maori and Pacific Island students, are under-represented in the sciences. Two distinctive, but complementary, perspectives were developed; one qualitative, the other quantitative, to provide data from which an understanding of the problem was sought.
The qualitative perspective was provided by using a Kelly Repertory Grid methodology and intensive individual interviews with 26 students (and many of their parents) carefully chosen to provide a reasonably heterogeneous sample of students from a variety of different schools, of both sexes, of the three major ethnic groups (European, Maori, and Pacific Island), and from each of the four middle-school form levels (Fl to F4, inclusively).
The quantitative perspective was provided by a series of empirical measures chosen, not only to identify the students for the qualitative sample but also, to investigate particular variables suggested by the literature search to have possible implications for the teaching and learning of science. 
The resultant analyses suggested the sex differences in the students’ outlooks on science could be accounted for by the existence of a broad based ‘gender-related inequality’ in the way science is presented to them by the communication media, home, and school.
Similarly, the ethnic differences in students’ outlooks on science could be accounted for by the ‘cultural inequality’ present in New Zealand society which was identified in the way many of the Polynesian students and their parents, perceived the products, processes, and practitioners of science. 
The simplification presented here masks the complexity of the issues involved but, series of educational within these two broad postulates, a series of educational recommendations was suggested for affecting current educational practices identified as maintaining (or even creating) the existing under-representation of girls, Maori and Pacific Island students in the sciences. 
These included:
(i) Student beliefs about science need to be explored, challenged, modified, and/or extended
(ii) Students’ perceptions of other people’s views need to be identified, explored, challenged and/or extended 
(iii) Teachers’ styles of teaching science need to be examined
(iv) Parents’ own outlooks on science need to be developed.
This research has emphasised the need to have all students, but particularly girls, Maori, and Pacific Island students, develop positive outlooks on science in order that the current imbalance of girls and Polynesians in the sciences be redressed.

year: 1984