title: Effects of solar ultraviolet radiation on terrestrial ecosystems. Patterns, mechanisms, and interactions with climate change

authors: Ballare, Carlos L.

subjects: Ultraviolet radiation

abstract: Ultraviolet radiation (UV) is a minor fraction of the solar spectrum reaching the ground surface. In this assessment we summarize the results of previous work on the effects of the UV-B component (280–315 nm) on terrestrial ecosystems, and draw attention to important knowledge gaps in our understanding of the interactive effects of UV radiation and climate change. We highlight the following points: (i) The effects of UV-B on the growth of terrestrial plants are relatively small and, because the Montreal Protocol has been successful in limiting ozone depletion, the reduction in plant growth caused by increased UV-B radiation in areas affected by ozone decline since 1980 is unlikely to have exceeded 6%. (ii) Solar UV-B radiation has large direct and indirect (plant-mediated) effects on canopy arthropods and microorganisms. Therefore, trophic interactions (herbivory, decomposition) in terrestrial ecosystems appear to be sensitive to variations in UV-B irradiance. (iii) Future variations in UV radiation resulting from changes in climate and land-use may have more important consequences on terrestrial ecosystems than the changes in UV caused by ozone depletion. This is because the resulting changes in UV radiation may affect a greater range of ecosystems, and will not be restricted solely to the UV-B component. (iv) Several ecosystem processes that are not particularly sensitive to UV-B radiation can be strongly affected by UV-A (315–400 nm) radiation. One example is the physical degradation of plant litter. Increased photodegradation (in response to reduced cloudiness or canopy cover) will lead to increased carbon release to the atmosphere via direct and indirect mechanisms.

text: Effects of solar ultraviolet radiation on terrestrial ecosystems. Patterns, mechanisms, and interactions with climate change Ultraviolet radiation (UV) is a minor fraction of the solar spectrum reaching the ground surface. In this assessment we summarize the results of previous work on the effects of the UV-B component (280–315 nm) on terrestrial ecosystems, and draw attention to important knowledge gaps in our understanding of the interactive effects of UV radiation and climate change. We highlight the following points: (i) The effects of UV-B on the growth of terrestrial plants are relatively small and, because the Montreal Protocol has been successful in limiting ozone depletion, the reduction in plant growth caused by increased UV-B radiation in areas affected by ozone decline since 1980 is unlikely to have exceeded 6%. (ii) Solar UV-B radiation has large direct and indirect (plant-mediated) effects on canopy arthropods and microorganisms. Therefore, trophic interactions (herbivory, decomposition) in terrestrial ecosystems appear to be sensitive to variations in UV-B irradiance. (iii) Future variations in UV radiation resulting from changes in climate and land-use may have more important consequences on terrestrial ecosystems than the changes in UV caused by ozone depletion. This is because the resulting changes in UV radiation may affect a greater range of ecosystems, and will not be restricted solely to the UV-B component. (iv) Several ecosystem processes that are not particularly sensitive to UV-B radiation can be strongly affected by UV-A (315–400 nm) radiation. One example is the physical degradation of plant litter. Increased photodegradation (in response to reduced cloudiness or canopy cover) will lead to increased carbon release to the atmosphere via direct and indirect mechanisms.

year: 2011

title: Constructive Mathematics in Theory and Programming Practice

authors: Bridges, Douglas

subjects: computer science

abstract: The first part of the paper introduces the varieties of modern constructive mathematics, concentrating on Bishop’s constructive mathematics(BISH). It gives a sketch of both Myhill’s axiomatic system for BISH and a constructive axiomatic development of the real line R. The second part of the paper focuses on the relation between constructive mathematics and programming, with emphasis on Martin-Lof’s theory of types as a formal system for BISH.

text: Constructive Mathematics in Theory and Programming Practice The first part of the paper introduces the varieties of modern constructive mathematics, concentrating on Bishop’s constructive mathematics(BISH). It gives a sketch of both Myhill’s axiomatic system for BISH and a constructive axiomatic development of the real line R. The second part of the paper focuses on the relation between constructive mathematics and programming, with emphasis on Martin-Lof’s theory of types as a formal system for BISH.

year: 1999

title: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being.

authors: Webbon, Abigail

abstract: This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

text: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being. This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

year: 2024-11-14