title: Comparative ecophysiology of three Placopsis species, pioneer lichens in recently exposed Chilean glacial forelands

authors: Raggio, José

subjects: nitrogen fixation

abstract: Lichen species belonging to the genus Placopsis are early colonisers on snow free moraines of exposed land surfaces in the subantarctic region of Tierra de Fuego, South Chile. The physiological performance of three co-occurring species, P. pycnotheca, (terricolous), and P. perrugosa, and P. stenophylla (both saxicolous) was studied. All, possess green algal photobionts but have cyanobacteria in cephalodia. It was found that there was (i) a strong positive correlation between the acetylene reduction rate (AR) and the maximum photosynthetic rate (Amax), between the N content and the AR rate, and between the N and P contents, and (ii) the relationship between the CO2-exchange rates and the responses obtained in the laboratory reflected the ecology of these three lichens in the field. The results provide new information about the dynamics of some of the fastest growing crustose lichens. We hypothesize that the performance of these three species may have developed as a response to growing in an unstable environment that resulted from frequent glacial fluctuations.

text: Comparative ecophysiology of three Placopsis species, pioneer lichens in recently exposed Chilean glacial forelands Lichen species belonging to the genus Placopsis are early colonisers on snow free moraines of exposed land surfaces in the subantarctic region of Tierra de Fuego, South Chile. The physiological performance of three co-occurring species, P. pycnotheca, (terricolous), and P. perrugosa, and P. stenophylla (both saxicolous) was studied. All, possess green algal photobionts but have cyanobacteria in cephalodia. It was found that there was (i) a strong positive correlation between the acetylene reduction rate (AR) and the maximum photosynthetic rate (Amax), between the N content and the AR rate, and between the N and P contents, and (ii) the relationship between the CO2-exchange rates and the responses obtained in the laboratory reflected the ecology of these three lichens in the field. The results provide new information about the dynamics of some of the fastest growing crustose lichens. We hypothesize that the performance of these three species may have developed as a response to growing in an unstable environment that resulted from frequent glacial fluctuations.

year: 2012

title: Early Childhood Education as Sites for Children’s Citizenship: Tensions, challenges and possibilities in New Zealand’s policy framing

authors: Mitchell, Linda

subjects: New Zealand

abstract: This paper draws on recent research to examine the tensions and challenges inherent in the current market approach to provision of Early Childhood Care and Education (ECCE) services in Aotearoa New Zealand. We use selected United Nations Convention on the Rights of the Child (UNCROC) articles to evaluate what the market approach means and explore the implications for children and families. We argue that the market approach has led to duplications and gaps in service provision, and that it has produced inequities in access particularly for low income, ethnically diverse and rural families. We also argue that the market approach has not been able to realise the full potentials for what ECCE provision might look like as services that can offer the best possible support for children's learning and wellbeing, as well as family participation and support, social networks and community cohesion. We argue that we need to establish citizenry rights as a goal for policy development, especially policy about the nature and roles of ECCE provision. Our paper proposes how we might move to a new policy approach

text: Early Childhood Education as Sites for Children’s Citizenship: Tensions, challenges and possibilities in New Zealand’s policy framing This paper draws on recent research to examine the tensions and challenges inherent in the current market approach to provision of Early Childhood Care and Education (ECCE) services in Aotearoa New Zealand. We use selected United Nations Convention on the Rights of the Child (UNCROC) articles to evaluate what the market approach means and explore the implications for children and families. We argue that the market approach has led to duplications and gaps in service provision, and that it has produced inequities in access particularly for low income, ethnically diverse and rural families. We also argue that the market approach has not been able to realise the full potentials for what ECCE provision might look like as services that can offer the best possible support for children's learning and wellbeing, as well as family participation and support, social networks and community cohesion. We argue that we need to establish citizenry rights as a goal for policy development, especially policy about the nature and roles of ECCE provision. Our paper proposes how we might move to a new policy approach

year: 2010

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019