title: Sub-national income differentials, 1986-1996

authors: Martin, Barry

subjects: population

abstract: This paper deals with regional personal and family incomes, and particularly interregional income inequality. It is primarily a descriptive work. The explanatory framework of why incomes of regions are unequal and changing in the ways observed is not the focus. Regional economic development will be briefly referred to as an explanatory setting, but a discussion of the connections between income patterns and trends, and economic development, is a topic which requires research and data somewhat beyond the scope of this initial, exploratory paper.

text: Sub-national income differentials, 1986-1996 This paper deals with regional personal and family incomes, and particularly interregional income inequality. It is primarily a descriptive work. The explanatory framework of why incomes of regions are unequal and changing in the ways observed is not the focus. Regional economic development will be briefly referred to as an explanatory setting, but a discussion of the connections between income patterns and trends, and economic development, is a topic which requires research and data somewhat beyond the scope of this initial, exploratory paper.

year: 2000-07

title: VapC Toxins from Mycobacterium tuberculosis are ribonucleases that differentially inhibit growth and are neutralized by cognate VapB antitoxins

authors: Ahidjo, Bintou Ahmadou

subjects: Mycobacterium tuberculosis

abstract: The chromosome of Mycobacterium tuberculosis (Mtb) encodes forty seven toxin-antitoxin modules belonging to the VapBC family. The role of these modules in the physiology of Mtb and the function(s) served by their expansion are unknown. We investigated ten vapBC modules from Mtb and the single vapBC from M. smegmatis. Of the Mtb vapCs assessed, only Rv0549c, Rv0595c, Rv2549c and Rv2829c were toxic when expressed from a tetracycline-regulated promoter in M. smegmatis. The same genes displayed toxicity when conditionally expressed in Mtb. Toxicity of Rv2549c in M. smegmatis correlated with the level of protein expressed, suggesting that the VapC level must exceed a threshold for toxicity to be observed. In addition, the level of Rv2456 protein induced in M. smegmatis was markedly lower than Rv2549c, which may account for the lack of toxicity of this and other VapCs scored as ‘non-toxic’. The growth inhibitory effects of toxic VapCs were neutralized by expression of the cognate VapB as part of a vapBC operon or from a different chromosomal locus, while that of non-cognate antitoxins did not. These results demonstrated a specificity of interaction between VapCs and their cognate VapBs, a finding corroborated by yeast two-hybrid analyses. Deletion of selected vapC or vapBC genes did not affect mycobacterial growth in vitro, but rendered the organisms more susceptible to growth inhibition following toxic VapC expression. However, toxicity of ‘non-toxic’ VapCs was not unveiled in deletion mutant strains, even when the mutation eliminated the corresponding cognate VapB, presumably due to insufficient levels of VapC protein. Together with the ribonuclease (RNase) activity demonstrated for Rv0065 and Rv0617 – VapC proteins with similarity to Rv0549c and Rv3320c, respectively – these results suggest that the VapBC family potentially provides an abundant source of RNase activity in Mtb, which may profoundly impact the physiology of the organism.

text: VapC Toxins from Mycobacterium tuberculosis are ribonucleases that differentially inhibit growth and are neutralized by cognate VapB antitoxins The chromosome of Mycobacterium tuberculosis (Mtb) encodes forty seven toxin-antitoxin modules belonging to the VapBC family. The role of these modules in the physiology of Mtb and the function(s) served by their expansion are unknown. We investigated ten vapBC modules from Mtb and the single vapBC from M. smegmatis. Of the Mtb vapCs assessed, only Rv0549c, Rv0595c, Rv2549c and Rv2829c were toxic when expressed from a tetracycline-regulated promoter in M. smegmatis. The same genes displayed toxicity when conditionally expressed in Mtb. Toxicity of Rv2549c in M. smegmatis correlated with the level of protein expressed, suggesting that the VapC level must exceed a threshold for toxicity to be observed. In addition, the level of Rv2456 protein induced in M. smegmatis was markedly lower than Rv2549c, which may account for the lack of toxicity of this and other VapCs scored as ‘non-toxic’. The growth inhibitory effects of toxic VapCs were neutralized by expression of the cognate VapB as part of a vapBC operon or from a different chromosomal locus, while that of non-cognate antitoxins did not. These results demonstrated a specificity of interaction between VapCs and their cognate VapBs, a finding corroborated by yeast two-hybrid analyses. Deletion of selected vapC or vapBC genes did not affect mycobacterial growth in vitro, but rendered the organisms more susceptible to growth inhibition following toxic VapC expression. However, toxicity of ‘non-toxic’ VapCs was not unveiled in deletion mutant strains, even when the mutation eliminated the corresponding cognate VapB, presumably due to insufficient levels of VapC protein. Together with the ribonuclease (RNase) activity demonstrated for Rv0065 and Rv0617 – VapC proteins with similarity to Rv0549c and Rv3320c, respectively – these results suggest that the VapBC family potentially provides an abundant source of RNase activity in Mtb, which may profoundly impact the physiology of the organism.

year: 2011

title: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand

authors: Newcombe, Nicolina

abstract: Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

text: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

year: 2024-09