title: Large leaves in warm, moist environments confer an advantage in seedling light interception efficiency.

authors: Lusk, Christopher H.

subjects: Yplant

abstract: Leaf size varies conspicuously along environmental gradients. Small leaves help plants cope with drought and frost, because of the effect of leaf size on boundary layer conductance; it is less clear what advantage large leaves confer in benign environments. We asked if large leaves give species of warm climates an advantage in seedling light interception efficiency over small-leaved species from colder environments. We measured seedling leaf, architectural and biomass distribution traits of 18 New Zealand temperate rainforest evergreens; we then used a 3-D digitiser and the Yplant program to model leaf area display and light interception. Species associated with mild climates on average had larger leaves and larger specific leaf areas (SLA) than those from cold climates, and displayed larger effective foliage areas per unit of aboveground biomass, indicating higher light interception efficiency at whole-plant level. This reflected differences in total foliage area, rather than in self-shading. Our findings advance the understanding of leaf size by showing that large leaves enable seedlings of species with highly conductive (but frost-sensitive) xylem to deploy large foliage areas without increasing self-shading. Leaf size variation along temperature gradients in humid forests may therefore reflect a trade-off between seedling light interception efficiency and susceptibility to frost.

text: Large leaves in warm, moist environments confer an advantage in seedling light interception efficiency. Leaf size varies conspicuously along environmental gradients. Small leaves help plants cope with drought and frost, because of the effect of leaf size on boundary layer conductance; it is less clear what advantage large leaves confer in benign environments. We asked if large leaves give species of warm climates an advantage in seedling light interception efficiency over small-leaved species from colder environments. We measured seedling leaf, architectural and biomass distribution traits of 18 New Zealand temperate rainforest evergreens; we then used a 3-D digitiser and the Yplant program to model leaf area display and light interception. Species associated with mild climates on average had larger leaves and larger specific leaf areas (SLA) than those from cold climates, and displayed larger effective foliage areas per unit of aboveground biomass, indicating higher light interception efficiency at whole-plant level. This reflected differences in total foliage area, rather than in self-shading. Our findings advance the understanding of leaf size by showing that large leaves enable seedlings of species with highly conductive (but frost-sensitive) xylem to deploy large foliage areas without increasing self-shading. Leaf size variation along temperature gradients in humid forests may therefore reflect a trade-off between seedling light interception efficiency and susceptibility to frost.

year: 2019

title: Curriculum enactment, challenges and enablers for change and transformation in early childhood education

authors: Ong, Patricia Ai Lay

subjects: Curriculum enactment

abstract: This research study examines the ECE curriculum in the changing and evolving landscape of early childhood care and education in a diverse and globalized society and world that is becoming increasingly connected via advances in communicative technology. The study aimed to explore the relationship between the enacted curriculum and the intended curriculum as guided by the national curriculum framework in diverse early childhood education settings in Singapore. With broad objectives framing the study, an exploratory sequential QUAL-quan mixed methods research design was adopted. The first phase involved visual ethnography and netnography, as well as interviews with twenty-two teacher participants. In-depth interviews with five of these twenty-two participants provided a greater depth of understanding of the perspectives and experiences of the early childhood educators. These interview findings, together with participant-generated data were collated in the qualitative phase. A survey instrument was designed drawing on the data derived from the first phase of the study, as well as relevant research literature. Mixed methods research was considered as it is able to integrate qualitative and quantitative data collection techniques; giving voice to participants and allows a greater comprehensiveness by addressing the research questions through complementary approaches. The qualitative phase enabled a more detailed investigation on curriculum enactment and the challenges faced by teachers in ECE settings while the quantitative allowed a more objective description of various aspects of curriculum delivery and challenges faced. The study also identifies some of the enabling conditions that have allowed transformation and positive change within the context of early childhood services in Singapore. The thesis also argues for the development of a sustainable and future oriented approach to the curriculum through the blending of approaches that include the adoption of not only the national curriculum guidelines, but also more international modern approaches that challenge localized practices and traditions. It also contends that a pedagogical third space in the curriculum allows for a more inclusive approach that is both culturally and practically relevant. The implications of this study are tied to teacher preparation, professional development, in-service learning and future-oriented curriculum development and research directions.

text: Curriculum enactment, challenges and enablers for change and transformation in early childhood education This research study examines the ECE curriculum in the changing and evolving landscape of early childhood care and education in a diverse and globalized society and world that is becoming increasingly connected via advances in communicative technology. The study aimed to explore the relationship between the enacted curriculum and the intended curriculum as guided by the national curriculum framework in diverse early childhood education settings in Singapore. With broad objectives framing the study, an exploratory sequential QUAL-quan mixed methods research design was adopted. The first phase involved visual ethnography and netnography, as well as interviews with twenty-two teacher participants. In-depth interviews with five of these twenty-two participants provided a greater depth of understanding of the perspectives and experiences of the early childhood educators. These interview findings, together with participant-generated data were collated in the qualitative phase. A survey instrument was designed drawing on the data derived from the first phase of the study, as well as relevant research literature. Mixed methods research was considered as it is able to integrate qualitative and quantitative data collection techniques; giving voice to participants and allows a greater comprehensiveness by addressing the research questions through complementary approaches. The qualitative phase enabled a more detailed investigation on curriculum enactment and the challenges faced by teachers in ECE settings while the quantitative allowed a more objective description of various aspects of curriculum delivery and challenges faced. The study also identifies some of the enabling conditions that have allowed transformation and positive change within the context of early childhood services in Singapore. The thesis also argues for the development of a sustainable and future oriented approach to the curriculum through the blending of approaches that include the adoption of not only the national curriculum guidelines, but also more international modern approaches that challenge localized practices and traditions. It also contends that a pedagogical third space in the curriculum allows for a more inclusive approach that is both culturally and practically relevant. The implications of this study are tied to teacher preparation, professional development, in-service learning and future-oriented curriculum development and research directions.

year: 2021

title: The life story model of identity: A bridge between two spaces

authors: Houkamau, Carla Anne

subjects: Maori

abstract: Two questions which continue to absorb Western social psychological researchers are: What is the ‘self’? And ‘What is identity in relation to self?’ At the NMPPS this year this Dr. Love’s keynote threw these matters into relief prompting us as indigenous psychologists to reflect deeply on the nature of ‘selves’. Many questions arise from her address. Do we have ensembled selves? Are we self contained? Are we a bit of both depending on the situation? How do we work within psychology while honouring Māori perspectives?

text: The life story model of identity: A bridge between two spaces Two questions which continue to absorb Western social psychological researchers are: What is the ‘self’? And ‘What is identity in relation to self?’ At the NMPPS this year this Dr. Love’s keynote threw these matters into relief prompting us as indigenous psychologists to reflect deeply on the nature of ‘selves’. Many questions arise from her address. Do we have ensembled selves? Are we self contained? Are we a bit of both depending on the situation? How do we work within psychology while honouring Māori perspectives?

year: 2008