title: Functional ecology of the biological soil crust in semiarid SE Spain: sun and shade populations of Diploschistes diacapsis (Ach.) Lumbsch

authors: Pintado, Ana

subjects: Diploschistes diacapsis

abstract: The Tabernas badlands in semiarid south-east Spain is one of the driest regions in Europe with a mean annual precipitation of c. 240 mm. The landscape is deeply dissected, with canyons, ramblas and sparsely vegetated eroded badland slopes. The vegetation is predominantly a biological soil crust consisting of different types of lichen-rich communities, one of the more conspicuous being dominated by Diploschistes diacapsis (Ach.) Lumbsch. This lichen is mainly restricted to the north- facing slopes, where it forms extensive whitish carpets and probably plays an important role in preventing erosion of the slopes and allowing plant colonization. South-facing slopes are much more eroded and generally lack vegetation. %The photosynthetic performance of north (shade) and south-facing (sun) populations of D. diacapsis was studied to determine if these different populations showed any adaptations to the microclimatic conditions of their individual habitats. The response of CO2 exchange to light intensity, temperature and water content was measured under controlled conditions in the laboratory. Dry weight-based net photosynthetic rates were higher in the southern-exposed population but quantum efficiency, and light compensation points were similar. Thallus weight per unit area (LMA) was considerably higher for shade specimens but maximum water content and optimal water content were very similar and chlorophyll content on a dry weight basis was also similar. Chlorophyll content on an area basis was higher in the northern-exposed population and always much larger than those reported in other studies on the same species (up to 8 times larger) with the result that NP values on a chlorophyll basis were relatively low. The larger LMA meant that shade thalli stored more water per unit area which should ensure longer active periods than sun thalli. The results support a strategy pair of high NP and short active time versus low NP and long active time, both having been reported for other soil crust species. However, the visibly larger biomass of the shade D. diacapsis suggests that the lichen is at the limit of its adaptability in these habitats.

text: Functional ecology of the biological soil crust in semiarid SE Spain: sun and shade populations of Diploschistes diacapsis (Ach.) Lumbsch The Tabernas badlands in semiarid south-east Spain is one of the driest regions in Europe with a mean annual precipitation of c. 240 mm. The landscape is deeply dissected, with canyons, ramblas and sparsely vegetated eroded badland slopes. The vegetation is predominantly a biological soil crust consisting of different types of lichen-rich communities, one of the more conspicuous being dominated by Diploschistes diacapsis (Ach.) Lumbsch. This lichen is mainly restricted to the north- facing slopes, where it forms extensive whitish carpets and probably plays an important role in preventing erosion of the slopes and allowing plant colonization. South-facing slopes are much more eroded and generally lack vegetation. %The photosynthetic performance of north (shade) and south-facing (sun) populations of D. diacapsis was studied to determine if these different populations showed any adaptations to the microclimatic conditions of their individual habitats. The response of CO2 exchange to light intensity, temperature and water content was measured under controlled conditions in the laboratory. Dry weight-based net photosynthetic rates were higher in the southern-exposed population but quantum efficiency, and light compensation points were similar. Thallus weight per unit area (LMA) was considerably higher for shade specimens but maximum water content and optimal water content were very similar and chlorophyll content on a dry weight basis was also similar. Chlorophyll content on an area basis was higher in the northern-exposed population and always much larger than those reported in other studies on the same species (up to 8 times larger) with the result that NP values on a chlorophyll basis were relatively low. The larger LMA meant that shade thalli stored more water per unit area which should ensure longer active periods than sun thalli. The results support a strategy pair of high NP and short active time versus low NP and long active time, both having been reported for other soil crust species. However, the visibly larger biomass of the shade D. diacapsis suggests that the lichen is at the limit of its adaptability in these habitats.

year: 2005

title: Calculating for creativity: Maths joins the circus

authors: Coleman, Claire

abstract: Following recent increases in the diversity of students, technologies, pedagogies and environments, New Zealand classrooms are sites of growing complexity. Tasked with covering a broad range of disciplines within each school day, opportunities for subject integration are of increasing value to busy teachers. Developing upon a previous piece of research (Coleman &amp; Davies, 2018), this project sought to gain student engagement in mathematics through a dramatic framework. A key factor in developing adaptable, responsive and capable learners, creativity is an area of intense educational interest and yet substantial confusion (Jefferson &amp; Anderson, 2017). Focusing upon the activation of students’ creative capacities through drama, this project offers suggestions for future praxis and the development of classrooms that invite creativity. 
We began by establishing a fictional pre-text closely related to their earlier studies of insects. Recruited to assist Professor Lee—a flea circus owner, with the redesign of her circus, this pretext deliberately offered opportunities for mathematics integration. When planning we predicted the need for students to engage with numbers and measurement, yet remained responsive to opportunities arising from the drama or instigated by the students themselves. Over the five drama-maths sessions, we collaborated with students both in and out of role, to design, plan and prepare a new cockroach circus extravaganza. We generated data for the research through reflective journal entries, student work, drama based research and focus groups. Our findings indicate an enthusiasm for the use of drama to engage students and make mathematics meaningful and highlight the vital elements for collaboration and creativity. Three distinct elements appear crucial to engaging in an effective drama-maths unit: a sense of unity in pursuing a common goal, the value of the affective and embodied elements associated with drama, and cultivation of skills for collaboration. While this project bolsters existing rhetoric surrounding STEAM integration, it advocates for further development around existing notions of collaboration for 21st century learning.

text: Calculating for creativity: Maths joins the circus Following recent increases in the diversity of students, technologies, pedagogies and environments, New Zealand classrooms are sites of growing complexity. Tasked with covering a broad range of disciplines within each school day, opportunities for subject integration are of increasing value to busy teachers. Developing upon a previous piece of research (Coleman &amp; Davies, 2018), this project sought to gain student engagement in mathematics through a dramatic framework. A key factor in developing adaptable, responsive and capable learners, creativity is an area of intense educational interest and yet substantial confusion (Jefferson &amp; Anderson, 2017). Focusing upon the activation of students’ creative capacities through drama, this project offers suggestions for future praxis and the development of classrooms that invite creativity. 
We began by establishing a fictional pre-text closely related to their earlier studies of insects. Recruited to assist Professor Lee—a flea circus owner, with the redesign of her circus, this pretext deliberately offered opportunities for mathematics integration. When planning we predicted the need for students to engage with numbers and measurement, yet remained responsive to opportunities arising from the drama or instigated by the students themselves. Over the five drama-maths sessions, we collaborated with students both in and out of role, to design, plan and prepare a new cockroach circus extravaganza. We generated data for the research through reflective journal entries, student work, drama based research and focus groups. Our findings indicate an enthusiasm for the use of drama to engage students and make mathematics meaningful and highlight the vital elements for collaboration and creativity. Three distinct elements appear crucial to engaging in an effective drama-maths unit: a sense of unity in pursuing a common goal, the value of the affective and embodied elements associated with drama, and cultivation of skills for collaboration. While this project bolsters existing rhetoric surrounding STEAM integration, it advocates for further development around existing notions of collaboration for 21st century learning.

year: 2020

title: Providing space for indigenous knowledge

authors: Tangihaere, Tracey Mininoa

subjects: indigenous knowledge

abstract: Colonial influences have generally failed to respect indigenous knowledge, languages, and cultures. Determination to reclaim First Nations identity is visible in many jurisdictions. First Nations Peoples continue to call on governments to facilitate changes needed to revitalize their economic, social, cultural, and spiritual well-being. This article is a reflective article generated from our response to the situation of Mäori, the indigenous peoples of New Zealand. It provides a background on the historical attempts to weaken Mäori leadership and the resilience of Mäori in their resistance to such undermining. Using a description of a physical space, the Marae (the meetinghouse), the authors provide a glimpse into a distinctive Mäori psychology connected to Marae encounters and into Mäori ways of thinking, feeling, and behaving. Three examples of organizational practice at the incorporation of such values are provided. Four implications for management education are posited as relevant not only to the education of managers in Aotearoa but wherever engagement with indigenous people occurs.

text: Providing space for indigenous knowledge Colonial influences have generally failed to respect indigenous knowledge, languages, and cultures. Determination to reclaim First Nations identity is visible in many jurisdictions. First Nations Peoples continue to call on governments to facilitate changes needed to revitalize their economic, social, cultural, and spiritual well-being. This article is a reflective article generated from our response to the situation of Mäori, the indigenous peoples of New Zealand. It provides a background on the historical attempts to weaken Mäori leadership and the resilience of Mäori in their resistance to such undermining. Using a description of a physical space, the Marae (the meetinghouse), the authors provide a glimpse into a distinctive Mäori psychology connected to Marae encounters and into Mäori ways of thinking, feeling, and behaving. Three examples of organizational practice at the incorporation of such values are provided. Four implications for management education are posited as relevant not only to the education of managers in Aotearoa but wherever engagement with indigenous people occurs.

year: 2011