title: Impact of 3-Aminopropyltriethoxysilane-Coated Iron Oxide Nanoparticles on Menaquinone-7 Production Using B-subtilis

authors: Ranmadugala, Dinali Niluka Achala

subjects: Science & Technology

abstract: One of the major issues associated with industrial production of menaquinone-7 (MK–7) is the low fermentation yield. In this study, we investigated the effect of iron oxide nanoparticles coated with 3–aminopropyltriethoxysilane (IONs@APTES) on the production of MK–7 using B. subtilis (ATCC 6633). Decoration of B. subtilis cells with IONs@APTES significantly enhanced both MK–7 production and yield. An approximately two-fold increase in MK–7 production (41 mg/L) was observed in the presence of 500 µg/mL IONs@APTES, as compared to MK–7 production using untreated bacteria (22 mg/L). This paper, therefore, illustrates the immense biotechnological potential of IONs@APTES in increasing MK–7 concentration using B. subtilis, and its future role in bioprocess engineering.

text: Impact of 3-Aminopropyltriethoxysilane-Coated Iron Oxide Nanoparticles on Menaquinone-7 Production Using B-subtilis One of the major issues associated with industrial production of menaquinone-7 (MK–7) is the low fermentation yield. In this study, we investigated the effect of iron oxide nanoparticles coated with 3–aminopropyltriethoxysilane (IONs@APTES) on the production of MK–7 using B. subtilis (ATCC 6633). Decoration of B. subtilis cells with IONs@APTES significantly enhanced both MK–7 production and yield. An approximately two-fold increase in MK–7 production (41 mg/L) was observed in the presence of 500 µg/mL IONs@APTES, as compared to MK–7 production using untreated bacteria (22 mg/L). This paper, therefore, illustrates the immense biotechnological potential of IONs@APTES in increasing MK–7 concentration using B. subtilis, and its future role in bioprocess engineering.

year: 2017-11-01

title: Dancing into the unknown: Learning leadership

authors: Barbour, Karen

abstract: In this chapter I explore the ways in which understandings of women’s leadership intersect with critical feminist pedagogies and with my practice as a dance artist. Combining narrative and theorizing, I retrace my dancing steps in becoming a leader and begin to imagine future leaps and turns as my leadership evolves within the new roles in which I find myself.

text: Dancing into the unknown: Learning leadership In this chapter I explore the ways in which understandings of women’s leadership intersect with critical feminist pedagogies and with my practice as a dance artist. Combining narrative and theorizing, I retrace my dancing steps in becoming a leader and begin to imagine future leaps and turns as my leadership evolves within the new roles in which I find myself.

year: 2018-09-12

title: A reflective account of successful leadership: Māori special character secondary boarding schools.

authors: McAllister, Theresa

abstract: This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

text: A reflective account of successful leadership: Māori special character secondary boarding schools. This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

year: 2016