title: A flow-through enzyme-linked immunoassay for progesterone

authors: Orchard, Robert Graham

subjects: progesterone

abstract: Bovine reproductive performance is one of the most important factors influencing dairy farm profitability. Present-day techniques for oestrus- and pregnancy-detection are unreliable and labour-intensive. Although measuring milk-progesterone at regular intervals allows the fertility status of a cow to be determined reliably, the labour cost of collecting and analysing samples is prohibitive.
This project aimed to develop a progesterone sensing system that could be automated and integrated with the milking unit, thus minimising labour costs. The proposed system involved mixing the milk sample with an enzyme-antibody conjugate and then passing the sample through a column containing immobilised progesterone. Any progesterone in the milk would inhibit conjugate binding to the column. An enzyme substrate would then flow through the column and bound conjugate would be detected as a colour change at the column's outlet.
Periodate-coupling was used to attach horseradish peroxidase enzyme to anti-progesterone antibody, and progesterone-3-carboxymethyloxime was immobilised on the polystyrene bead surface using amine-coupling. Both techniques are widely used. Initial experiments attempted to verify the success of these two reactions simultaneously, whereas later experiments focused on the bead-coating. Beads were suspended in a specially-constructed syringe and the antibody activity of the eluted solution was measured by SPR. However, a combination of non-specific binding and antibody stability and activity issues meant neither reaction was conclusively verified. Many trials were done to investigate how to overcome the problems encountered but a suitable, workable procedure was not developed.
Despite poor progress, the problems encountered did not undermine the project's potential. There remains optimism of developing an on-line method if research were to continue.

text: A flow-through enzyme-linked immunoassay for progesterone Bovine reproductive performance is one of the most important factors influencing dairy farm profitability. Present-day techniques for oestrus- and pregnancy-detection are unreliable and labour-intensive. Although measuring milk-progesterone at regular intervals allows the fertility status of a cow to be determined reliably, the labour cost of collecting and analysing samples is prohibitive.
This project aimed to develop a progesterone sensing system that could be automated and integrated with the milking unit, thus minimising labour costs. The proposed system involved mixing the milk sample with an enzyme-antibody conjugate and then passing the sample through a column containing immobilised progesterone. Any progesterone in the milk would inhibit conjugate binding to the column. An enzyme substrate would then flow through the column and bound conjugate would be detected as a colour change at the column's outlet.
Periodate-coupling was used to attach horseradish peroxidase enzyme to anti-progesterone antibody, and progesterone-3-carboxymethyloxime was immobilised on the polystyrene bead surface using amine-coupling. Both techniques are widely used. Initial experiments attempted to verify the success of these two reactions simultaneously, whereas later experiments focused on the bead-coating. Beads were suspended in a specially-constructed syringe and the antibody activity of the eluted solution was measured by SPR. However, a combination of non-specific binding and antibody stability and activity issues meant neither reaction was conclusively verified. Many trials were done to investigate how to overcome the problems encountered but a suitable, workable procedure was not developed.
Despite poor progress, the problems encountered did not undermine the project's potential. There remains optimism of developing an on-line method if research were to continue.

year: 2007

title: Sleep and stress hormone responses to training and competition in elite female athletes

authors: O'Donnell, Shannon Lea

abstract: Stress hormone and sleep differences in a competition versus training setting are yet to be evaluated in elite female team-sport athletes. The aim of the current study was to evaluate salivary cortisol and perceptual stress markers during competition and training and to determine the subsequent effects on sleep indices in elite female athletes. Ten elite female netball athletes (mean ± SD; age: 23 ± 6 years) had their sleep monitored on three occasions; following one netball competition match (MATCH), one netball match simulation session (TRAIN), and one rest day (CONTROL). Perceived stress values and salivary cortisol were collected immediately pre- (17:15 pm) and post-session (19:30 pm), and at 22:00 pm. Sleep monitoring was performed using wrist actigraphy assessing total time in bed, total sleep time (TST), efficiency (SE%), latency, sleep onset time and wake time. Cortisol levels were significantly higher (p < .01) immediately post MATCH compared with TRAIN and CONTROL (mean ± SD; 0.700 ± 0.165, 0.178 ± 0.127 and 0.157 ± 0.178 μg/dL, respectively) and at 22:00 pm (0.155 ± 0.062, 0.077 ± 0.063, and 0.089 ± 0.083 μg/dL, respectively). There was a significant reduction in TST (−118 ± 112 min, p < .01) and SE (−7.7 ± 8.5%, p < .05) following MATCH vs. TRAIN. Salivary cortisol levels were significantly higher, and sleep quantity and quality were significantly reduced, following competition when compared to training and rest days.

text: Sleep and stress hormone responses to training and competition in elite female athletes Stress hormone and sleep differences in a competition versus training setting are yet to be evaluated in elite female team-sport athletes. The aim of the current study was to evaluate salivary cortisol and perceptual stress markers during competition and training and to determine the subsequent effects on sleep indices in elite female athletes. Ten elite female netball athletes (mean ± SD; age: 23 ± 6 years) had their sleep monitored on three occasions; following one netball competition match (MATCH), one netball match simulation session (TRAIN), and one rest day (CONTROL). Perceived stress values and salivary cortisol were collected immediately pre- (17:15 pm) and post-session (19:30 pm), and at 22:00 pm. Sleep monitoring was performed using wrist actigraphy assessing total time in bed, total sleep time (TST), efficiency (SE%), latency, sleep onset time and wake time. Cortisol levels were significantly higher (p < .01) immediately post MATCH compared with TRAIN and CONTROL (mean ± SD; 0.700 ± 0.165, 0.178 ± 0.127 and 0.157 ± 0.178 μg/dL, respectively) and at 22:00 pm (0.155 ± 0.062, 0.077 ± 0.063, and 0.089 ± 0.083 μg/dL, respectively). There was a significant reduction in TST (−118 ± 112 min, p < .01) and SE (−7.7 ± 8.5%, p < .05) following MATCH vs. TRAIN. Salivary cortisol levels were significantly higher, and sleep quantity and quality were significantly reduced, following competition when compared to training and rest days.

year: 2018

title: The contribution of family literacy programmes to the wellbeing of individuals, families and communities

authors: Furness, Jane Amanda

subjects: Adult Literacy Strategy

abstract: Approaches to literacy education named as ‘family literacy programmes’ first emerged in Aotearoa New Zealand in the early 2000s amidst considerable enthusiasm. Such approaches involve adults, children, or both in literacy learning in the contexts of home and family life. They are part of a wider field, established internationally, of academic and practical endeavour encompassing studies of the literacy practices of family members, studies of parents’ support of children’s literacy development, and studies of programmes aimed at enhancing family members’ literacy abilities, and the evaluations of such programmes. It is a contentious field, with divergent views of what constitutes both literacy and family, leading to differing expectations of what programmes are for and what they might achieve. From a moral perspective, hopes for such approaches, which hold much intuitive and culturally-located appeal, must be set against the concerning disparities in wellbeing between different groups, evident and growing in New Zealand as elsewhere. 

The study set out to explore the effects of a range of family-focused approaches in New Zealand, and their characteristics that seemed important in achieving relevant and meaningful outcomes for participants and their families. An important aim of the study was to encourage the essential conversation concerning the ideological and research-informed basis on which policies and practices should be developed to best suit our contexts, and that have people’s overall wellbeing, as well as their literacy development, in mind. The study traced the experiences of nineteen mainly Māori, Pacific and Pākehā adult participants in four varying family-focused literacy programmes located in different kinds of communities, drawing on Kaupapa Māori methodologies in its approach. Conversational interviews with the adult participants, programme staff and others who knew the participants well, repeated over 18 months, as well as participant observations of programme sessions and programme documentation, formed an extensive data set for latent theoretical thematic analysis. I identified literacy and other changes in the participants’ lives; synergistic links between factors influencing the programme effects, ‘flow on’ of effects to wider aspects of the participants’ lives and to their families and communities, and links to the personal, relational and collective wellbeing of individuals, families and communities.

The findings demonstrate that there are complex influences on programmes such that effects are highly individualised, but that there is nevertheless a tangible, discernable process in play as people journey from participation to wellbeing, in which literacy enhancement, familiarity with new literacies, and new uses of literacies, are involved. The study suggests a disjuncture between current literacy education policy and the hopes, aspirations and real lives of many people for whom the programmes are intended and who wish to contribute to their families and communities despite their complex and often fraught lives. It also demonstrates that a deep level of care and holistic concern is possible in a programme which also achieves literacy skill development. Recognition of people’s whole selves including their problems and their existing abilities in programme content and approach demonstrated the ‘respectful relevance’ that appears crucial to the involvement and the positive (useful and meaningful) outcomes that were observed. It demonstrated that a broad and inclusive evaluative lens offers the best hope for full appreciation of the contribution of programmes such as these, when the overall wellbeing of families, communities and society as a whole is placed at the centre of literacy work. 

The study offers new and urgently-needed ecological systems-based models within a wellbeing orientation to family literacy theory. These have implications for the future development of programmes in Aotearoa New Zealand and provide frameworks against which programmes internationally may consider their work afresh. The study calls for greater community relevance in family literacy based on local values and aspirations.

text: The contribution of family literacy programmes to the wellbeing of individuals, families and communities Approaches to literacy education named as ‘family literacy programmes’ first emerged in Aotearoa New Zealand in the early 2000s amidst considerable enthusiasm. Such approaches involve adults, children, or both in literacy learning in the contexts of home and family life. They are part of a wider field, established internationally, of academic and practical endeavour encompassing studies of the literacy practices of family members, studies of parents’ support of children’s literacy development, and studies of programmes aimed at enhancing family members’ literacy abilities, and the evaluations of such programmes. It is a contentious field, with divergent views of what constitutes both literacy and family, leading to differing expectations of what programmes are for and what they might achieve. From a moral perspective, hopes for such approaches, which hold much intuitive and culturally-located appeal, must be set against the concerning disparities in wellbeing between different groups, evident and growing in New Zealand as elsewhere. 

The study set out to explore the effects of a range of family-focused approaches in New Zealand, and their characteristics that seemed important in achieving relevant and meaningful outcomes for participants and their families. An important aim of the study was to encourage the essential conversation concerning the ideological and research-informed basis on which policies and practices should be developed to best suit our contexts, and that have people’s overall wellbeing, as well as their literacy development, in mind. The study traced the experiences of nineteen mainly Māori, Pacific and Pākehā adult participants in four varying family-focused literacy programmes located in different kinds of communities, drawing on Kaupapa Māori methodologies in its approach. Conversational interviews with the adult participants, programme staff and others who knew the participants well, repeated over 18 months, as well as participant observations of programme sessions and programme documentation, formed an extensive data set for latent theoretical thematic analysis. I identified literacy and other changes in the participants’ lives; synergistic links between factors influencing the programme effects, ‘flow on’ of effects to wider aspects of the participants’ lives and to their families and communities, and links to the personal, relational and collective wellbeing of individuals, families and communities.

The findings demonstrate that there are complex influences on programmes such that effects are highly individualised, but that there is nevertheless a tangible, discernable process in play as people journey from participation to wellbeing, in which literacy enhancement, familiarity with new literacies, and new uses of literacies, are involved. The study suggests a disjuncture between current literacy education policy and the hopes, aspirations and real lives of many people for whom the programmes are intended and who wish to contribute to their families and communities despite their complex and often fraught lives. It also demonstrates that a deep level of care and holistic concern is possible in a programme which also achieves literacy skill development. Recognition of people’s whole selves including their problems and their existing abilities in programme content and approach demonstrated the ‘respectful relevance’ that appears crucial to the involvement and the positive (useful and meaningful) outcomes that were observed. It demonstrated that a broad and inclusive evaluative lens offers the best hope for full appreciation of the contribution of programmes such as these, when the overall wellbeing of families, communities and society as a whole is placed at the centre of literacy work. 

The study offers new and urgently-needed ecological systems-based models within a wellbeing orientation to family literacy theory. These have implications for the future development of programmes in Aotearoa New Zealand and provide frameworks against which programmes internationally may consider their work afresh. The study calls for greater community relevance in family literacy based on local values and aspirations.

year: 2012