title: The occurrence and role of ubiquinone in electron transport to oxygen and nitrate in aerobically, anaerobically and symbiotically grown Rhizobium japonicum

authors: Daniel, Roy M.

subjects: Rhizobium japonicum

abstract: Ubiquinone was extracted from free-living Rhizobium japonicum, grown aerobically or anaerobically, and from the symbiotic bacteroid form; it was tentatively identified as the Q-10 homologue. The ubiquinone concentration was highest in symbiotically grown R. japonicum but the ratio ubiquinone:total cytochrome was about 1•5:1 in membrane particles from organisms grown under all three conditions. The ubiquinone was reduced 75% by NADH, completely oxidized by oxygen but not oxidized by nitrate. NADH oxidase activity and nitrate reductase activity in membrane particles from organisms grown under the different conditions were similar except that nitrate reductase activity was low in aerobically grown organisms. It is concluded that ubiquinone functions in electron transport to oxygen but not to nitrate.

text: The occurrence and role of ubiquinone in electron transport to oxygen and nitrate in aerobically, anaerobically and symbiotically grown Rhizobium japonicum Ubiquinone was extracted from free-living Rhizobium japonicum, grown aerobically or anaerobically, and from the symbiotic bacteroid form; it was tentatively identified as the Q-10 homologue. The ubiquinone concentration was highest in symbiotically grown R. japonicum but the ratio ubiquinone:total cytochrome was about 1•5:1 in membrane particles from organisms grown under all three conditions. The ubiquinone was reduced 75% by NADH, completely oxidized by oxygen but not oxidized by nitrate. NADH oxidase activity and nitrate reductase activity in membrane particles from organisms grown under the different conditions were similar except that nitrate reductase activity was low in aerobically grown organisms. It is concluded that ubiquinone functions in electron transport to oxygen but not to nitrate.

year: 1979

title: The Quantum theory of damping and the Raman Effect

authors: McNeil, Kenneth James

abstract: The basis of this dissertation is a review of the quantum mechanical formulation of damping and stimulation, particularly in non-linear optical processes. The basic problems of the quantum theory of damping are discussed, and the formalism for the quantum theory is introduced. The study of a particular example, that of a damped simple harmonic oscillator, provides an introduction to the handling of the basic tool, the master equation. 
The physical aspects of the non-linear processes are contained in the systems' photon statistics, and the master equation provides several approaches for obtaining these. This theory is then used to formulate a quantum mechanical model of Raman scattering by phonons, and to thus obtain the photon statistics of the scattered radiation.

text: The Quantum theory of damping and the Raman Effect The basis of this dissertation is a review of the quantum mechanical formulation of damping and stimulation, particularly in non-linear optical processes. The basic problems of the quantum theory of damping are discussed, and the formalism for the quantum theory is introduced. The study of a particular example, that of a damped simple harmonic oscillator, provides an introduction to the handling of the basic tool, the master equation. 
The physical aspects of the non-linear processes are contained in the systems' photon statistics, and the master equation provides several approaches for obtaining these. This theory is then used to formulate a quantum mechanical model of Raman scattering by phonons, and to thus obtain the photon statistics of the scattered radiation.

year: 1973

title: Ko au te whenua, te whenua ko au  – I am the land, the land is me: An autoethnographic investigation of a secondary school teacher’s experience seeking to enrich learning in outdoor  education for Māori students.

authors: Townsend, Jane Emma

subjects: place-responsive

abstract: This thesis is my story as an outdoor educator, as a researcher, and a co-participant reflecting on my own actions and experiences as well as those of my students. In this autoethnography I share my revelations and tensions in my role as an outdoor education teacher seeking to enrich the experiences of Māori students.  Māori culture and history have largely been ignored in the outdoor education classrooms and environments of Aotearoa New Zealand. After teaching the subject for ten years I didn’t perceive that I was perpetuating the same invisibility in my own outdoor education course. Over this time a number of questions that had fermented at the back of my mind came to the fore; ‘why are so few Māori students opting to take outdoor education as a senior secondary school subject?’ and ‘how can I make the subject of outdoor education more desirable and appealing to Māori?’ A place-responsive approach incorporates and values traditional ways of learning through the notion of place and the stories attached to them. The cultural context of learning about and through place has the potential to provide learning opportunities that are relevant and meaningful to all learners but particularly Māori. Place-responsive pedagogies allow outdoor educators to create an environment where language, knowledge, culture and values are normal, valid and legitimate – contexts where Māori students can be themselves. Through this research I have found that the implementation of a place responsive approach has had significant implications for Year twelve outdoor education at Mount Maunganui College. The improvement in Māori student achievement and numbers selecting the subject have  been affirming.

Ko au te whenua, te whenua ko au – I am the land, the land is me

text: Ko au te whenua, te whenua ko au  – I am the land, the land is me: An autoethnographic investigation of a secondary school teacher’s experience seeking to enrich learning in outdoor  education for Māori students. This thesis is my story as an outdoor educator, as a researcher, and a co-participant reflecting on my own actions and experiences as well as those of my students. In this autoethnography I share my revelations and tensions in my role as an outdoor education teacher seeking to enrich the experiences of Māori students.  Māori culture and history have largely been ignored in the outdoor education classrooms and environments of Aotearoa New Zealand. After teaching the subject for ten years I didn’t perceive that I was perpetuating the same invisibility in my own outdoor education course. Over this time a number of questions that had fermented at the back of my mind came to the fore; ‘why are so few Māori students opting to take outdoor education as a senior secondary school subject?’ and ‘how can I make the subject of outdoor education more desirable and appealing to Māori?’ A place-responsive approach incorporates and values traditional ways of learning through the notion of place and the stories attached to them. The cultural context of learning about and through place has the potential to provide learning opportunities that are relevant and meaningful to all learners but particularly Māori. Place-responsive pedagogies allow outdoor educators to create an environment where language, knowledge, culture and values are normal, valid and legitimate – contexts where Māori students can be themselves. Through this research I have found that the implementation of a place responsive approach has had significant implications for Year twelve outdoor education at Mount Maunganui College. The improvement in Māori student achievement and numbers selecting the subject have  been affirming.

Ko au te whenua, te whenua ko au – I am the land, the land is me

year: 2014