title: Ecophysiological adaptations of the lichen genera pseudocyphellaria and sticta to south temperate rainforests

authors: Green, T.G. Allan

abstract: Temperate rainforests are a poorly researched habitat with respect to lichen ecophysiology in comparison to desert and polar regions. The evergreen, broadleaf forests provide a dim, moist environment that is relatively stable throughout the year. Lichens are abundant in both quantity and species diversity with the large foliose genera Sticta and Pseudocyphellaria normally being dominant, visually and in terms of biomass. These lichens exhibit a great diversity of both form and habitat range. Physiological and morphological adaptation has also been demonstrated. Pseudocyphellaria dissimilis shows changes in thallus water storage capacity with evaporative demand and is also highly shade-adapted. The species has the lowest light saturation and compensation values for photosynthesis yet known for lichens (20 and 1-μmol m−2s−1, PAR, respectively). Unexpectedly it is also highly desiccation-sensitive with some thalli being killed after only 20 h exposure to 15% relative humidity. Photobiont versatility is also a feature of these genera. Photosymbiodemes occur, i.e. a single thallus containing both green algal and cyanobacterial sectors. Because the different sectors have the same fungal partner and grow in the same habitat, it is possible to investigate whether particular physiological traits are photobiont determined. The ability to recover photosynthetic activity in humid air is confined to thalli with green algal photobionts whilst the inability of thalli containing cyanobacterial photobionts to tolerate high light stress may be related to their lack of a protective xanthophyll cycle.

text: Ecophysiological adaptations of the lichen genera pseudocyphellaria and sticta to south temperate rainforests Temperate rainforests are a poorly researched habitat with respect to lichen ecophysiology in comparison to desert and polar regions. The evergreen, broadleaf forests provide a dim, moist environment that is relatively stable throughout the year. Lichens are abundant in both quantity and species diversity with the large foliose genera Sticta and Pseudocyphellaria normally being dominant, visually and in terms of biomass. These lichens exhibit a great diversity of both form and habitat range. Physiological and morphological adaptation has also been demonstrated. Pseudocyphellaria dissimilis shows changes in thallus water storage capacity with evaporative demand and is also highly shade-adapted. The species has the lowest light saturation and compensation values for photosynthesis yet known for lichens (20 and 1-μmol m−2s−1, PAR, respectively). Unexpectedly it is also highly desiccation-sensitive with some thalli being killed after only 20 h exposure to 15% relative humidity. Photobiont versatility is also a feature of these genera. Photosymbiodemes occur, i.e. a single thallus containing both green algal and cyanobacterial sectors. Because the different sectors have the same fungal partner and grow in the same habitat, it is possible to investigate whether particular physiological traits are photobiont determined. The ability to recover photosynthetic activity in humid air is confined to thalli with green algal photobionts whilst the inability of thalli containing cyanobacterial photobionts to tolerate high light stress may be related to their lack of a protective xanthophyll cycle.

year: 1991

title: Embodied ways of knowing.

authors: Barbour, Karen

subjects: education

abstract: In this article I present an argument for `embodied ways of knowing' as an alternative epistemological strategy, drawing on feminist research and embodied experience. To present my argument, I begin by considering a number of problematic dualisms that are central to Western knowledge, such as the separation between mind and body and between knowledge and experience. In critique of mind/body dualism, feminists and phenomenologists claimed that Western understandings were based on a profound ignorance about and fear of the body. Mind/body dualism needed to be challenged and articulated differently, potentially through valuing and understanding `embodiment'. In critique of the knowledge/experience dualism, feminists and phenomenologists have suggested that `knowing' could be based on lived experience. From lived experience, knowledge could be constructed by individuals and communities, rather than being universal and resulting strictly from rational argument. Research on women's ways of knowing and on movement experience provided valuable insights into alternative ways of knowing. Just as lived experience and movement experience could be ways of knowing, I argue that `embodied ways of knowing' could also contribute specifically to knowledge. The relevance of understanding `embodied ways of knowing' for those involved in education and movement studies may be the further appreciation, development and advocacy for the role of movement experience in education.

text: Embodied ways of knowing. In this article I present an argument for `embodied ways of knowing' as an alternative epistemological strategy, drawing on feminist research and embodied experience. To present my argument, I begin by considering a number of problematic dualisms that are central to Western knowledge, such as the separation between mind and body and between knowledge and experience. In critique of mind/body dualism, feminists and phenomenologists claimed that Western understandings were based on a profound ignorance about and fear of the body. Mind/body dualism needed to be challenged and articulated differently, potentially through valuing and understanding `embodiment'. In critique of the knowledge/experience dualism, feminists and phenomenologists have suggested that `knowing' could be based on lived experience. From lived experience, knowledge could be constructed by individuals and communities, rather than being universal and resulting strictly from rational argument. Research on women's ways of knowing and on movement experience provided valuable insights into alternative ways of knowing. Just as lived experience and movement experience could be ways of knowing, I argue that `embodied ways of knowing' could also contribute specifically to knowledge. The relevance of understanding `embodied ways of knowing' for those involved in education and movement studies may be the further appreciation, development and advocacy for the role of movement experience in education.

year: 2004

title: Participant responses to a tertiary-level Māori language immersion programme: Reporting on a questionnaire-based survey

authors: Nock, Sophie

subjects: Hamilton (N.Z.)

abstract: The article reports about a research project which was aimed at collecting and analyzing data related to the views of the students about a degree programme related to the Māori language in University of Waikato in 2008. As mentioned, a questionnaire was conducted to obtain the responses of the students. But the study revealed that success inhibiting factors were there which affected learning ability of learners, and students had little language proficiency.

text: Participant responses to a tertiary-level Māori language immersion programme: Reporting on a questionnaire-based survey The article reports about a research project which was aimed at collecting and analyzing data related to the views of the students about a degree programme related to the Māori language in University of Waikato in 2008. As mentioned, a questionnaire was conducted to obtain the responses of the students. But the study revealed that success inhibiting factors were there which affected learning ability of learners, and students had little language proficiency.

year: 2010