title: Modes of representation in contemporary Galician visual poetry

authors: Lopez-Fernandez, Laura

subjects: visual poetry

abstract: Visual poetry in Galicia had a plural and discontinuous existence in the twentieth century'! Its development in Galicia follows national (Spanish) and international artistic practices, while also engaging in the configuration of a local, national, and transnational Galician identity. The practice of different styles of visual poetry shows a rich line of creativity, especially in the last four decades. Their approaches coincide with sociocultural and economic changes in Spain, such as the end of the dictatorship in 1975, the consequent normalization of the Galician language, and more recently the progressive influence of globalization. This essay considers how current Galician visual poets  reconceptualize these issues in the context of an international cultural and visual aesthetics.

text: Modes of representation in contemporary Galician visual poetry Visual poetry in Galicia had a plural and discontinuous existence in the twentieth century'! Its development in Galicia follows national (Spanish) and international artistic practices, while also engaging in the configuration of a local, national, and transnational Galician identity. The practice of different styles of visual poetry shows a rich line of creativity, especially in the last four decades. Their approaches coincide with sociocultural and economic changes in Spain, such as the end of the dictatorship in 1975, the consequent normalization of the Galician language, and more recently the progressive influence of globalization. This essay considers how current Galician visual poets  reconceptualize these issues in the context of an international cultural and visual aesthetics.

year: 2011

title: Population genomic insights into invasion success in a polyphagous agricultural pest, Halyomorpha halys

authors: Parvizi, Elahe

subjects: gene flow

abstract: Invasive species are increasingly threatening ecosystems and agriculture by rapidly expanding their range and adapting to environmental and human-imposed selective pressures. The genomic mechanisms that underlie such rapid changes remain unclear, especially for agriculturally important pests. Here, we used genome-wide polymorphisms derived from native, invasive, and intercepted samples and populations of the brown marmorated stink bug (BMSB), Halyomorpha halys, to gain insights into population genomics processes that have promoted the successful global invasion of this polyphagous pest. Our analysis demonstrated that BMSB exhibits spatial structure but admixture rates are high among introduced populations, resulting in similar levels of genomic diversity across native and introduced populations. These spatial genomic patterns suggest a complex invasion scenario, potentially with multiple bridgehead events, posing a challenge for accurately assigning BMSB incursions to their source using reduced-representation genomic data. By associating allele frequencies with the invasion status of BMSB populations, we found significantly differentiated single nucleotide polymorphisms (SNPs) located in close proximity to genes for insecticide resistance and olfaction. Comparing variations in allele frequencies among populations for outlier SNPs suggests that BMSB invasion success has probably evolved from standing genetic variation. In addition to being a major nuisance of households, BMSB has caused significant economic losses to agriculture in recent years and continues to expand its range. Despite no record of BMSB insecticide resistance to date, our results show high capacity for potential evolution of such traits, highlighting the need for future sustainable and targeted management strategies.

text: Population genomic insights into invasion success in a polyphagous agricultural pest, Halyomorpha halys Invasive species are increasingly threatening ecosystems and agriculture by rapidly expanding their range and adapting to environmental and human-imposed selective pressures. The genomic mechanisms that underlie such rapid changes remain unclear, especially for agriculturally important pests. Here, we used genome-wide polymorphisms derived from native, invasive, and intercepted samples and populations of the brown marmorated stink bug (BMSB), Halyomorpha halys, to gain insights into population genomics processes that have promoted the successful global invasion of this polyphagous pest. Our analysis demonstrated that BMSB exhibits spatial structure but admixture rates are high among introduced populations, resulting in similar levels of genomic diversity across native and introduced populations. These spatial genomic patterns suggest a complex invasion scenario, potentially with multiple bridgehead events, posing a challenge for accurately assigning BMSB incursions to their source using reduced-representation genomic data. By associating allele frequencies with the invasion status of BMSB populations, we found significantly differentiated single nucleotide polymorphisms (SNPs) located in close proximity to genes for insecticide resistance and olfaction. Comparing variations in allele frequencies among populations for outlier SNPs suggests that BMSB invasion success has probably evolved from standing genetic variation. In addition to being a major nuisance of households, BMSB has caused significant economic losses to agriculture in recent years and continues to expand its range. Despite no record of BMSB insecticide resistance to date, our results show high capacity for potential evolution of such traits, highlighting the need for future sustainable and targeted management strategies.

year: 2022-10-17

title: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika

authors: Fitzpatrick, Katie

subjects: physical education

abstract: Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

text: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

year: 2005