title: Population Genetics and Photobiont Selectivity in Antarctic Lichens

authors: Burgess-Jones, Tracey

subjects: Lichen

abstract: This thesis examines population genetic structure and migration indices of an Antarctic endemic lichen Buellia frigida as well as algal selectivity of the lichens Buellia frigida, Umbilicaria aprina and Umbilicaria decussata in the Ross Sea Region of Antarctica. My aim was to determine where current populations may have originated (i.e. ancient or recent introductions to Antarctica) and if the level of algal selectivity potentially affects colonisation. 
Chapter 2 reviews historical climate change in Antarctica, particularly in the Ross Sea Region, and introduces the basic characteristics of lichens. It also outlines how molecular analyses of lichen can aid in determining the genetic structure of populations and add to the growing data set which highlights sites in the Ross Sea Region (e.g. Dry Valleys) as glacial refugia. 
To examine population differentiation between populations in this region it was necessary to develop polymorphic markers capable of delineating individuals.  Chapter 3 focuses on the development of five microsatellite markers for this purpose. The initial data for these microsatellites suggested they were suitable for individual genotyping and characterization of B. frigida population structure being mycobiont specific with a high degree of polymorphism. A method of decreasing inhibiting factors present in lichen cells is also provided.
In Chapter 4 regional genetic differentiation was revealed by an analysis using microsatellite markers developed in Chapter 3 over 11 populations in five regions of the Ross Sea Region. The identification of three populations with high allelic richness and sites of high dispersal indicated three regions as putative refugia (Terra Nova Bay, Dry Valleys and Beardmore Glacier). Terra Nova Bay has not previously been highlighted putatively as refugia. Limited mixing between adjacent geographical areas (such as the Dry Valleys and Ross Island) was identified, with migration likely to be influenced by wind currents.
The photobionts of the lichens Buellia frigida, Umbilicaria aprina and Umbilicaria decussata were examined using ITS rDNA sequence analysis in chapter 5. This identified that over a latitudinal gradient of roughly 10˚, there was a single haplotype present in the majority (>95%) of samples. This haplotype was nearly identical to haplotypes from as far afield as Svalbard showing a consistency in photobiont selection over a very wide geographical range and may be micro-climate specific. Other haplotypes present were specific to single geographical areas, and mutation may play the major role in this. 
Collectively, these findings suggest that despite potentially high dispersal of propagules, populations of lichen species in the Ross Dependency show differentiation among locations and are potentially limited in their dispersal to different habitats. This may be the result of high selectivity for the photobiont. I conclude that lichen populations in the Ross Sea Region have originated from ancient, refugial populations rather than being populated via recent dispersal from northern continents. Dispersal within this region is likely to be restricted by ice-covered areas and relichenisation is potentially limited to particular photobiont strains which are suited to the micro-climatic conditions found in this region. In order to minimise the consequences of anthropological disturbance, we recommend the continued protection of areas (e.g. Dry Valleys) housing high lichen and photobiont diversity.

text: Population Genetics and Photobiont Selectivity in Antarctic Lichens This thesis examines population genetic structure and migration indices of an Antarctic endemic lichen Buellia frigida as well as algal selectivity of the lichens Buellia frigida, Umbilicaria aprina and Umbilicaria decussata in the Ross Sea Region of Antarctica. My aim was to determine where current populations may have originated (i.e. ancient or recent introductions to Antarctica) and if the level of algal selectivity potentially affects colonisation. 
Chapter 2 reviews historical climate change in Antarctica, particularly in the Ross Sea Region, and introduces the basic characteristics of lichens. It also outlines how molecular analyses of lichen can aid in determining the genetic structure of populations and add to the growing data set which highlights sites in the Ross Sea Region (e.g. Dry Valleys) as glacial refugia. 
To examine population differentiation between populations in this region it was necessary to develop polymorphic markers capable of delineating individuals.  Chapter 3 focuses on the development of five microsatellite markers for this purpose. The initial data for these microsatellites suggested they were suitable for individual genotyping and characterization of B. frigida population structure being mycobiont specific with a high degree of polymorphism. A method of decreasing inhibiting factors present in lichen cells is also provided.
In Chapter 4 regional genetic differentiation was revealed by an analysis using microsatellite markers developed in Chapter 3 over 11 populations in five regions of the Ross Sea Region. The identification of three populations with high allelic richness and sites of high dispersal indicated three regions as putative refugia (Terra Nova Bay, Dry Valleys and Beardmore Glacier). Terra Nova Bay has not previously been highlighted putatively as refugia. Limited mixing between adjacent geographical areas (such as the Dry Valleys and Ross Island) was identified, with migration likely to be influenced by wind currents.
The photobionts of the lichens Buellia frigida, Umbilicaria aprina and Umbilicaria decussata were examined using ITS rDNA sequence analysis in chapter 5. This identified that over a latitudinal gradient of roughly 10˚, there was a single haplotype present in the majority (>95%) of samples. This haplotype was nearly identical to haplotypes from as far afield as Svalbard showing a consistency in photobiont selection over a very wide geographical range and may be micro-climate specific. Other haplotypes present were specific to single geographical areas, and mutation may play the major role in this. 
Collectively, these findings suggest that despite potentially high dispersal of propagules, populations of lichen species in the Ross Dependency show differentiation among locations and are potentially limited in their dispersal to different habitats. This may be the result of high selectivity for the photobiont. I conclude that lichen populations in the Ross Sea Region have originated from ancient, refugial populations rather than being populated via recent dispersal from northern continents. Dispersal within this region is likely to be restricted by ice-covered areas and relichenisation is potentially limited to particular photobiont strains which are suited to the micro-climatic conditions found in this region. In order to minimise the consequences of anthropological disturbance, we recommend the continued protection of areas (e.g. Dry Valleys) housing high lichen and photobiont diversity.

year: 2013

title: Human-centred workplace: Re-finding physical document in an office workplace

authors: Dighe, Amay

abstract: Today’s typical busy schedules make it difficult for people to keep track, organize and search the documents they keep in their own office workplace. The consequences of less organized offices are often that people lose more time in searching for paper documents. To avoid the consequences of losing documents, some archive their physical documents according to their use and others place documents in highly visible areas. These strategies offer some comfort when searching the document, but the practice demands people to be somewhat organized. Even digital support for finding physical documents typically requires some organisation and order has observed. In this thesis, we describe a project that created a system, which does not require people to be orderly and aims at freeing people from the time-consuming job of sorting or sequencing their documents. The system generates and prints passive tags (Quick Response Code) on documents and uses cameras in the office to track changes in the document locations. The thesis describes the design, implementation and initial evaluation of the system ‘Human-centred workplace (HCW).’

text: Human-centred workplace: Re-finding physical document in an office workplace Today’s typical busy schedules make it difficult for people to keep track, organize and search the documents they keep in their own office workplace. The consequences of less organized offices are often that people lose more time in searching for paper documents. To avoid the consequences of losing documents, some archive their physical documents according to their use and others place documents in highly visible areas. These strategies offer some comfort when searching the document, but the practice demands people to be somewhat organized. Even digital support for finding physical documents typically requires some organisation and order has observed. In this thesis, we describe a project that created a system, which does not require people to be orderly and aims at freeing people from the time-consuming job of sorting or sequencing their documents. The system generates and prints passive tags (Quick Response Code) on documents and uses cameras in the office to track changes in the document locations. The thesis describes the design, implementation and initial evaluation of the system ‘Human-centred workplace (HCW).’

year: 2014

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024