title: Enzyme activity below the dynamical transition at 220 K

authors: Daniel, Roy M.

abstract: Enzyme activity requires the activation of anharmonic motions, such as jumps between potential energy wells. However, in general, the forms and time scales of the functionally important anharmonic dynamics coupled to motion along the reaction coordinate remain to be determined. In particular, the question arises whether the temperature-dependent dynamical transition from harmonic to anharmonic motion in proteins, which has been observed experimentally and using molecular dynamics simulation, involves the activation of motions required for enzyme function. Here we present parallel measurements of the activity and dynamics of a cryosolution of glutamate dehydrogenase as a function of temperature. The dynamical atomic fluctuations faster than ~100 ps were determined using neutron scattering. The results show that the enzyme remains active below the dynamical transition observed at ~220 K, i.e., at temperatures where no anharmonic motion is detected. Furthermore, the activity shows no significant deviation from Arrhenius behavior down to 190 K. The results indicate that the observed transition in the enzyme's dynamics is decoupled from the rate-limiting step along the reaction coordinate.

text: Enzyme activity below the dynamical transition at 220 K Enzyme activity requires the activation of anharmonic motions, such as jumps between potential energy wells. However, in general, the forms and time scales of the functionally important anharmonic dynamics coupled to motion along the reaction coordinate remain to be determined. In particular, the question arises whether the temperature-dependent dynamical transition from harmonic to anharmonic motion in proteins, which has been observed experimentally and using molecular dynamics simulation, involves the activation of motions required for enzyme function. Here we present parallel measurements of the activity and dynamics of a cryosolution of glutamate dehydrogenase as a function of temperature. The dynamical atomic fluctuations faster than ~100 ps were determined using neutron scattering. The results show that the enzyme remains active below the dynamical transition observed at ~220 K, i.e., at temperatures where no anharmonic motion is detected. Furthermore, the activity shows no significant deviation from Arrhenius behavior down to 190 K. The results indicate that the observed transition in the enzyme's dynamics is decoupled from the rate-limiting step along the reaction coordinate.

year: 1998-11

title: Engaging environmental education through PISA: leveraging curriculum as a political process

authors: Eames, Chris W.

abstract: The Organisation for Economic and Cultural Development (OECD) works with countries worldwide to implement testing in the areas of science, mathematics and reading through the Programme for International Student Assessment (PISA) every three years, and this process is recognised to influence education systems through areas such as curriculum. Over the past decade, the OECD increasingly has acknowledged the need to include a greater emphasis on environmental issues, including developing student competencies specifically in this area. For the 2025 PISA round, we were invited as environmental science education experts to contribute to the Science Framework, which underpins the science assessment. This paper explains how we responded to that invitation, including foregrounding the urgent need to understand the competencies of 15 year-olds to address critical socio-ecological challenges such as climate change. We argue that this provides environmental education practitioners and scholars with a powerful opportunity to gain world-scale data for research and advocacy, which could enhance the visibility and leverage for our field in curriculum, whilst also recognising the political process within which we were engaged.

text: Engaging environmental education through PISA: leveraging curriculum as a political process The Organisation for Economic and Cultural Development (OECD) works with countries worldwide to implement testing in the areas of science, mathematics and reading through the Programme for International Student Assessment (PISA) every three years, and this process is recognised to influence education systems through areas such as curriculum. Over the past decade, the OECD increasingly has acknowledged the need to include a greater emphasis on environmental issues, including developing student competencies specifically in this area. For the 2025 PISA round, we were invited as environmental science education experts to contribute to the Science Framework, which underpins the science assessment. This paper explains how we responded to that invitation, including foregrounding the urgent need to understand the competencies of 15 year-olds to address critical socio-ecological challenges such as climate change. We argue that this provides environmental education practitioners and scholars with a powerful opportunity to gain world-scale data for research and advocacy, which could enhance the visibility and leverage for our field in curriculum, whilst also recognising the political process within which we were engaged.

year: 2024

title: Investigating the Social Supports of Successful Māori Undergraduate Appellants at the University of Waikato

authors: Diamond, Danielle Jade

subjects: Social Supports

abstract: Educational disparities between Māori and non-Māori tertiary students are evident in regards to participation, retention, and completion rates at secondary and tertiary levels. Instead of focusing on negative statistics, it was of interest to investigate Māori students who had failed sufficient papers to initially be denied re-entry to university study, yet continued to attain their degrees, as a result of a successful appeal. Māori undergraduate students, who had successfully appealed from 2003-2012, were recruited for my research. The availability and utilisation of social supports were investigated, along with the decision to make an appeal, the role of cultural expectations, and barriers experienced by participants. A mixed method approach was utilised in this research through use of an adapted overarching Kaupapa Māori framework, statistical analysis, and 13 interviews. My research found that social supports were beneficial for participants throughout their appeal, as they provided: emotional, instrumental, appraisal, and informational support. Although the social supports utilised by participants were satisfactory, barriers to accessing formal supports were also found, which included: perceived stigma having failed their papers, pride, as well as being whakamā. The appeal process was a beneficial intervention from the University of Waikato, which provided participants another opportunity to overcome the factors that contributed to their initial failure. Post appeal, participants implemented strategies to address and reduce their factors in order to become academically engaged. Participants were deemed to be resilient from their continued pursuit of degree attainment, implementation of their strategies, and their use of perceived social supports.

text: Investigating the Social Supports of Successful Māori Undergraduate Appellants at the University of Waikato Educational disparities between Māori and non-Māori tertiary students are evident in regards to participation, retention, and completion rates at secondary and tertiary levels. Instead of focusing on negative statistics, it was of interest to investigate Māori students who had failed sufficient papers to initially be denied re-entry to university study, yet continued to attain their degrees, as a result of a successful appeal. Māori undergraduate students, who had successfully appealed from 2003-2012, were recruited for my research. The availability and utilisation of social supports were investigated, along with the decision to make an appeal, the role of cultural expectations, and barriers experienced by participants. A mixed method approach was utilised in this research through use of an adapted overarching Kaupapa Māori framework, statistical analysis, and 13 interviews. My research found that social supports were beneficial for participants throughout their appeal, as they provided: emotional, instrumental, appraisal, and informational support. Although the social supports utilised by participants were satisfactory, barriers to accessing formal supports were also found, which included: perceived stigma having failed their papers, pride, as well as being whakamā. The appeal process was a beneficial intervention from the University of Waikato, which provided participants another opportunity to overcome the factors that contributed to their initial failure. Post appeal, participants implemented strategies to address and reduce their factors in order to become academically engaged. Participants were deemed to be resilient from their continued pursuit of degree attainment, implementation of their strategies, and their use of perceived social supports.

year: 2013