title: Evolution of Bacillus subtilis: A Novel Phenotype and its Challenges

authors: Murray, Mitchell John

subjects: Evolution

abstract: The enzyme LeuB from the last common ancestor of the firmicutes has been statistically recreated using several different methods. This project deals with two versions, Rec/LG and Rec/EX. To better understand these resurrected enzymes, the proteins were crystallised. Despite extensive efforts to produce crystals of diffraction quality, none of the crystals developed during this project were large enough to be of any use in X-Ray crystallography. Strains of Bacillus subtilis were genetically modified to each have one of either Rec/LG or Rec/Rec/EX in place of the native leuB gene, and then were allowed to evolve alongside an unmodified strain for 500 generations. Attempts were made to extract DNA from the evolved strains at different points throughout the evolution experiment for whole genome sequencing, and to amplify the leuB gene via PCR for direct comparisons of changes that may have occurred to the leuB gene over the course of the evolution experiment. These attempts were ultimately unsuccessful. In lieu of this genetic data, phenotypic changes to the evolved strains were characterised. A new phenotype appeared extremely early on in the experiment (by generation 54), and in less than 300 generations had swept to fixation in 9 independent strains. In all cases, this phenotype included poor growth on LB agar plates, small colonies, and small cells. Similar changes have been observed before in laboratory experiments of B. subtilis, but none occurred so quickly or so uniformly across independent samples.

text: Evolution of Bacillus subtilis: A Novel Phenotype and its Challenges The enzyme LeuB from the last common ancestor of the firmicutes has been statistically recreated using several different methods. This project deals with two versions, Rec/LG and Rec/EX. To better understand these resurrected enzymes, the proteins were crystallised. Despite extensive efforts to produce crystals of diffraction quality, none of the crystals developed during this project were large enough to be of any use in X-Ray crystallography. Strains of Bacillus subtilis were genetically modified to each have one of either Rec/LG or Rec/Rec/EX in place of the native leuB gene, and then were allowed to evolve alongside an unmodified strain for 500 generations. Attempts were made to extract DNA from the evolved strains at different points throughout the evolution experiment for whole genome sequencing, and to amplify the leuB gene via PCR for direct comparisons of changes that may have occurred to the leuB gene over the course of the evolution experiment. These attempts were ultimately unsuccessful. In lieu of this genetic data, phenotypic changes to the evolved strains were characterised. A new phenotype appeared extremely early on in the experiment (by generation 54), and in less than 300 generations had swept to fixation in 9 independent strains. In all cases, this phenotype included poor growth on LB agar plates, small colonies, and small cells. Similar changes have been observed before in laboratory experiments of B. subtilis, but none occurred so quickly or so uniformly across independent samples.

year: 2018

title: Principal Voice: Triumphs, Trials and Training. The Experience of Beginning in Principalship from the Perspectives of Principals in Years 3 - 5.

authors: Patuawa, Jacqueline Margaret

subjects: principals

abstract: ABSTRACT
It is widely accepted that the quality of school leadership and school improvement are inextricably linked. Therefore it can be said that, investment in principal development is an investment in quality schools, and therefore an investment in the future. 

This report describes a qualitative research project undertaken in 2006, to examine the experience of beginning in principalship in New Zealand, from the perspectives of principals now in their third to fifth year in the role. It attempts to seek answers to questions: 
 	What training do those entering principalship receive prior to taking up the role?
 	How are principals supported as they begin in the role? 
 	What support is available to them currently - beyond the induction period?
 	What training and support is considered to be effective by beginning principals? 
 	What else could do they believe could be introduced to enhance current support and training? 
Twelve principals were interviewed, from a diverse range of school contexts, individually, and then a focus group approach was used to affirm and clarify emergent findings, and to suggest a potential model for improved development.

A review of the literature identified a series of stages that principals move through during their career and the importance of professional learning to support each career stage. It highlighted several strategies deemed to be effective in assisting the development of leadership within the stages identified. The literature concluded, that while there is an awareness of both the stages of leadership, and the importance of targeted development to meet the needs of individuals throughout those stages, most learning remains organisationally rather than individually focussed, and there remains a lack of a planned, structured and synergistic approach to principal development. The biggest area of concern is suggested as being in the stage where principals are deemed to be effective.

The research findings showed that in the current New Zealand context, there are several effective strategies enhancing principal professional learning. It does, however, conclude with several recommendations for strengthening and enhancing the status quo. Participants in the research suggested that many of the current initiatives offered, remain isolated from each other and now need to be brought into a more robust and aligned framework. There is a perception from those involved in the research, that beyond the induction period, currently eighteen months, there is a void in professional learning opportunities, and that principals struggle to get targeted feedback that allows them to identify their needs. They further suggested that greater preparation for principalship on appointment was required, and believed that a period shadowing an experienced colleague would be invaluable.

text: Principal Voice: Triumphs, Trials and Training. The Experience of Beginning in Principalship from the Perspectives of Principals in Years 3 - 5. ABSTRACT
It is widely accepted that the quality of school leadership and school improvement are inextricably linked. Therefore it can be said that, investment in principal development is an investment in quality schools, and therefore an investment in the future. 

This report describes a qualitative research project undertaken in 2006, to examine the experience of beginning in principalship in New Zealand, from the perspectives of principals now in their third to fifth year in the role. It attempts to seek answers to questions: 
 	What training do those entering principalship receive prior to taking up the role?
 	How are principals supported as they begin in the role? 
 	What support is available to them currently - beyond the induction period?
 	What training and support is considered to be effective by beginning principals? 
 	What else could do they believe could be introduced to enhance current support and training? 
Twelve principals were interviewed, from a diverse range of school contexts, individually, and then a focus group approach was used to affirm and clarify emergent findings, and to suggest a potential model for improved development.

A review of the literature identified a series of stages that principals move through during their career and the importance of professional learning to support each career stage. It highlighted several strategies deemed to be effective in assisting the development of leadership within the stages identified. The literature concluded, that while there is an awareness of both the stages of leadership, and the importance of targeted development to meet the needs of individuals throughout those stages, most learning remains organisationally rather than individually focussed, and there remains a lack of a planned, structured and synergistic approach to principal development. The biggest area of concern is suggested as being in the stage where principals are deemed to be effective.

The research findings showed that in the current New Zealand context, there are several effective strategies enhancing principal professional learning. It does, however, conclude with several recommendations for strengthening and enhancing the status quo. Participants in the research suggested that many of the current initiatives offered, remain isolated from each other and now need to be brought into a more robust and aligned framework. There is a perception from those involved in the research, that beyond the induction period, currently eighteen months, there is a void in professional learning opportunities, and that principals struggle to get targeted feedback that allows them to identify their needs. They further suggested that greater preparation for principalship on appointment was required, and believed that a period shadowing an experienced colleague would be invaluable.

year: 2007

title: Akoranga whakarei: Learning about inclusion from four kura rumaki

authors: Berryman, Mere

subjects: Special education

abstract: In 2004 the New Zealand Ministry of Education proposed two research projects to understand how learning, social and cultural outcomes were being promoted for tamariki and rangatahi Māori with special educational needs in both kura auraki (English-medium schools) and kura rumaki (Māori-medium schools). 1hey also wanted to understand how this played out for other whānau members. At the time, a description of the services being promoted for Māori with special education needs acknowledged the philosophy that "tamariki and rangatahi with special needs and their whānau learn effectively through the provision of culturally competent services, which will ensure mana and tikanga are upheld" (Ministry of Education, 2003, p. 56). 
This chapter will briefly describe how this research was undertaken in kura rumaki and then discuss the findings that emerged. Perhaps not surprisingly, it will show that the staff from the kura who participated in this study, as with all of their students and whānau, had a very holistic and inclusive view of educating all tamariki and rangatahi, especially those with identified special education needs. The conclusion will consider some of the implications of these findings for others and propose that these research outcomes maintain relevance in 2014, a decade later.

text: Akoranga whakarei: Learning about inclusion from four kura rumaki In 2004 the New Zealand Ministry of Education proposed two research projects to understand how learning, social and cultural outcomes were being promoted for tamariki and rangatahi Māori with special educational needs in both kura auraki (English-medium schools) and kura rumaki (Māori-medium schools). 1hey also wanted to understand how this played out for other whānau members. At the time, a description of the services being promoted for Māori with special education needs acknowledged the philosophy that "tamariki and rangatahi with special needs and their whānau learn effectively through the provision of culturally competent services, which will ensure mana and tikanga are upheld" (Ministry of Education, 2003, p. 56). 
This chapter will briefly describe how this research was undertaken in kura rumaki and then discuss the findings that emerged. Perhaps not surprisingly, it will show that the staff from the kura who participated in this study, as with all of their students and whānau, had a very holistic and inclusive view of educating all tamariki and rangatahi, especially those with identified special education needs. The conclusion will consider some of the implications of these findings for others and propose that these research outcomes maintain relevance in 2014, a decade later.

year: 2015