title: Cryosolvents useful for protein and enzyme studies below −100°C

authors: Reat, Valerie

subjects: cryosolvent

abstract: For the study of protein structure, dynamics, and function, at very low temperatures it is desirable to use cryosolvents that resist phase separation and crystallisation. We have examined these properties in a variety of cryosolvents. Using visual and X-ray diffraction criteria, methanol:ethanediol (70%:10%), methanol:glycerol (70%:10%), acetone:methoxyethanol:ethanediol (35%:35%:10%), dimethylformamide:ethanediol (70%:10%), dimethylformamide (80%), methoxyethanol (80%), and methoxyethanol:ethanediol (70%:10%) were all found to be free of phase-changes down to at least −160°C. The least viscous of these, methanol:ethanediol (70%:10%), was miscible down to −125°C and showed no exo or endothermic transitions when examined using DSC. It is therefore potentially particularly suitable for very low temperature cryoenzymology.

text: Cryosolvents useful for protein and enzyme studies below −100°C For the study of protein structure, dynamics, and function, at very low temperatures it is desirable to use cryosolvents that resist phase separation and crystallisation. We have examined these properties in a variety of cryosolvents. Using visual and X-ray diffraction criteria, methanol:ethanediol (70%:10%), methanol:glycerol (70%:10%), acetone:methoxyethanol:ethanediol (35%:35%:10%), dimethylformamide:ethanediol (70%:10%), dimethylformamide (80%), methoxyethanol (80%), and methoxyethanol:ethanediol (70%:10%) were all found to be free of phase-changes down to at least −160°C. The least viscous of these, methanol:ethanediol (70%:10%), was miscible down to −125°C and showed no exo or endothermic transitions when examined using DSC. It is therefore potentially particularly suitable for very low temperature cryoenzymology.

year: 2000

title: The interleukins of fish

authors: Secombes, Christopher J.

subjects: Fish

abstract: Interleukins are a subgroup of cytokines, molecules involved in the intercellular regulation of the immune system. The term interleukin was first coined in 1979 to refer to molecules that signal between different leucocyte types, although not exclusively restricted to leucocyte communication. Whilst it is now known that interleukins are produced by a wide variety of cell types, nevertheless many are synthesised by CD4+ T helper cells, macrophages/monocytes and endothelial cells. The nomenclature is relatively straightforward, with interleukin 1 the first discovered and interleukin 2 the second, etc. However, whilst 35 interleukins are currently described in mammals, several are in fact terms referring to subfamilies of more molecules, as with the IL-1 family where 11 members (IL-1F1–IL-1F11) are present, and the IL-17 family where 6 members (IL-17A–IL-17F) are present. So the total is much higher and splice variants and allelic variation increase this diversity further. This review will focus on what is known about interleukins in fish, and will refer to the major subfamilies rather than try to work through 35 descriptions in a row. It is clear that many direct homologues of molecules known in mammals are present in fish, but that not all are present and some novel interleukins exist that may have arisen from fish specific gene duplication events.

text: The interleukins of fish Interleukins are a subgroup of cytokines, molecules involved in the intercellular regulation of the immune system. The term interleukin was first coined in 1979 to refer to molecules that signal between different leucocyte types, although not exclusively restricted to leucocyte communication. Whilst it is now known that interleukins are produced by a wide variety of cell types, nevertheless many are synthesised by CD4+ T helper cells, macrophages/monocytes and endothelial cells. The nomenclature is relatively straightforward, with interleukin 1 the first discovered and interleukin 2 the second, etc. However, whilst 35 interleukins are currently described in mammals, several are in fact terms referring to subfamilies of more molecules, as with the IL-1 family where 11 members (IL-1F1–IL-1F11) are present, and the IL-17 family where 6 members (IL-17A–IL-17F) are present. So the total is much higher and splice variants and allelic variation increase this diversity further. This review will focus on what is known about interleukins in fish, and will refer to the major subfamilies rather than try to work through 35 descriptions in a row. It is clear that many direct homologues of molecules known in mammals are present in fish, but that not all are present and some novel interleukins exist that may have arisen from fish specific gene duplication events.

year: 2011

title: The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand

authors: Tihema, Ngaire L. A.

subjects: tertiary educational institutions

abstract: Additional language teaching and learning is fraught with problems the world over and Aotearoa/New Zealand is not immune to these issues.  This doctoral research investigates current practices of teaching and learning te reo Māori (the Māori language) as an additional language in tertiary educational institutions and explores the appropriacy of measuring the language proficiency of speakers and learners of te reo Māori by using a variation of the C-test principle.  The first chapter (Chapter One) sets the context by providing an overview of post-colonial historical events in Aotearoa/New Zealand that led to a language shift which would result in many Māori learning te reo Māori as a second language.  The literature review (Chapter Two) provides an historical overview of additional language teaching methods and approaches since the 18th century and critiques some language teaching methods/approaches – found to be outdated, teacher-centred and/or too limited in scope – that are currently used to teach the Māori language in tertiary institutions.  The next two chapters report on responses from a questionnaire-based survey (Chapter Three) and semi-structured interviews (Chapter Four) with tertiary teachers of te reo Māori, which found that most teachers are largely untrained and unqualified in the area of additional language teaching and learning.  The chapter that follows (Chapter Five) provides an analysis of a textbook series – reported to be the most widely used Māori language resources in tertiary institutions – which was found to be largely influenced by an eclectic approach to textbook design that includes grammar translation and audiolingual methods.  For the next chapter (Chapter Six), the development of a particular type of Māori language proficiency test (variant C-test) is discussed, along with the findings and results of its trial, which was done, firstly, with a sample of highly proficient speakers of te reo and, secondly, with a small sample of second language learners of te reo, prior to a pilot of the test which was conducted with a second sample of tertiary learners of te reo Māori.  While analyses of test scores reveal that satisfactory reliability coefficients were obtained, more research is required, not only to investigate the validity of this particular C-test variant, but also to further explore the appropriacy of applying the (variant) C-test principle to measuring general Māori language proficiency.  This chapter (Chapter Six) concludes with a discussion of the questionnaire responses about the educational backgrounds, language backgrounds, motivations and attitudes of the samples of learners, approximately half of whom are additional language learners and the other half of whom have been raised with te reo Māori as (one of) their main language.  An overview of the research findings and its limitations is provided in the final chapter (Chapter Seven), along with potential contributions of the research and further recommendations for future research.  The challenge that each issue raised in this thesis places on teachers, students and the revitalisation movement of te reo Māori in tertiary institutions, is one which needs to be further explored and addressed.

text: The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand Additional language teaching and learning is fraught with problems the world over and Aotearoa/New Zealand is not immune to these issues.  This doctoral research investigates current practices of teaching and learning te reo Māori (the Māori language) as an additional language in tertiary educational institutions and explores the appropriacy of measuring the language proficiency of speakers and learners of te reo Māori by using a variation of the C-test principle.  The first chapter (Chapter One) sets the context by providing an overview of post-colonial historical events in Aotearoa/New Zealand that led to a language shift which would result in many Māori learning te reo Māori as a second language.  The literature review (Chapter Two) provides an historical overview of additional language teaching methods and approaches since the 18th century and critiques some language teaching methods/approaches – found to be outdated, teacher-centred and/or too limited in scope – that are currently used to teach the Māori language in tertiary institutions.  The next two chapters report on responses from a questionnaire-based survey (Chapter Three) and semi-structured interviews (Chapter Four) with tertiary teachers of te reo Māori, which found that most teachers are largely untrained and unqualified in the area of additional language teaching and learning.  The chapter that follows (Chapter Five) provides an analysis of a textbook series – reported to be the most widely used Māori language resources in tertiary institutions – which was found to be largely influenced by an eclectic approach to textbook design that includes grammar translation and audiolingual methods.  For the next chapter (Chapter Six), the development of a particular type of Māori language proficiency test (variant C-test) is discussed, along with the findings and results of its trial, which was done, firstly, with a sample of highly proficient speakers of te reo and, secondly, with a small sample of second language learners of te reo, prior to a pilot of the test which was conducted with a second sample of tertiary learners of te reo Māori.  While analyses of test scores reveal that satisfactory reliability coefficients were obtained, more research is required, not only to investigate the validity of this particular C-test variant, but also to further explore the appropriacy of applying the (variant) C-test principle to measuring general Māori language proficiency.  This chapter (Chapter Six) concludes with a discussion of the questionnaire responses about the educational backgrounds, language backgrounds, motivations and attitudes of the samples of learners, approximately half of whom are additional language learners and the other half of whom have been raised with te reo Māori as (one of) their main language.  An overview of the research findings and its limitations is provided in the final chapter (Chapter Seven), along with potential contributions of the research and further recommendations for future research.  The challenge that each issue raised in this thesis places on teachers, students and the revitalisation movement of te reo Māori in tertiary institutions, is one which needs to be further explored and addressed.

year: 2018