title: The effect of low temperatures on enzyme activity

authors: More, N.

subjects: enzyme

abstract: The stability of two enzymes from extreme thermophiles (glutamate dehydrogenase from Thermococcales strain AN1 and beta-glucosidase from Caldocellum saccharolyticum expressed in Escherichia coli) has been exploited to allow measurement of activity over a 175 degrees C temperature range, from +90 degrees C to -85 degrees C for the glutamate dehydrogenase and from +90 degrees C to -70 degrees C for the beta-glucosidase. The Arrhenius plots of these enzymes, and those for two mesophilic enzymes (glutamate dehydrogenase from bovine liver and beta-galactosidase from Escherichia coli), exhibit no downward deflection corresponding to the glass transition, found by biophysical measurements of several non-enzymic mesophilic proteins at about -65 degrees C and reflecting a sharp decrease in protein flexibility as the overall motion of groups of atoms ceases.

text: The effect of low temperatures on enzyme activity The stability of two enzymes from extreme thermophiles (glutamate dehydrogenase from Thermococcales strain AN1 and beta-glucosidase from Caldocellum saccharolyticum expressed in Escherichia coli) has been exploited to allow measurement of activity over a 175 degrees C temperature range, from +90 degrees C to -85 degrees C for the glutamate dehydrogenase and from +90 degrees C to -70 degrees C for the beta-glucosidase. The Arrhenius plots of these enzymes, and those for two mesophilic enzymes (glutamate dehydrogenase from bovine liver and beta-galactosidase from Escherichia coli), exhibit no downward deflection corresponding to the glass transition, found by biophysical measurements of several non-enzymic mesophilic proteins at about -65 degrees C and reflecting a sharp decrease in protein flexibility as the overall motion of groups of atoms ceases.

year: 1995

title: Language learning using Pacific picturebooks in an Aotearoa New Zealand kindergarten

authors: Kelly-Ware, J

abstract: Māori and Pacific learners in Aotearoa New Zealand have been identified as ‘priority learners’ by the Ministry of Education. The ‘Pacific picturebook project’ is ongoing research focussed on picturebooks selected to support the languages, cultures, and identities of Pacific learners in keeping with our government, Teaching Council and Ministry of Education expectations. This phase of the research was located in a kindergarten where teachers and children identify as Māori, Pākehā and from several Pacific Island nations. Teachers shared a selection of Pacific picturebooks with the children and recorded their own and the children’s responses to them over a kindergarten term. Thematic analysis of data showed that Pacific picturebooks were significant pedagogical tools for language learning, to support identity, and to contribute to the kindergarten’s emergent and localised curriculum. These findings clearly illustrate what pedagogy looks like when it is entrenched in key documents relevant to early learning in this country.

text: Language learning using Pacific picturebooks in an Aotearoa New Zealand kindergarten Māori and Pacific learners in Aotearoa New Zealand have been identified as ‘priority learners’ by the Ministry of Education. The ‘Pacific picturebook project’ is ongoing research focussed on picturebooks selected to support the languages, cultures, and identities of Pacific learners in keeping with our government, Teaching Council and Ministry of Education expectations. This phase of the research was located in a kindergarten where teachers and children identify as Māori, Pākehā and from several Pacific Island nations. Teachers shared a selection of Pacific picturebooks with the children and recorded their own and the children’s responses to them over a kindergarten term. Thematic analysis of data showed that Pacific picturebooks were significant pedagogical tools for language learning, to support identity, and to contribute to the kindergarten’s emergent and localised curriculum. These findings clearly illustrate what pedagogy looks like when it is entrenched in key documents relevant to early learning in this country.

year: 2024

title: Consciousness-centered stewardship: An indigenous standpoint

authors: Spiller, Chellie

abstract: Dominion-driven stewardship, which stages human interventions with an anthropocentric lens, externalises problems. We present consciousness-centered stewardship, seen through the Māori ethic of kaitiakitanga, as the missing connective tissue that looks to fix ourselves. We advocate an approach that appreciates a collective self-intelligence in the world and being a steward with a “conscious mind” as part of a transformative way forward. Sustainable development from this perspective thus includes paying attention to personal growth.

text: Consciousness-centered stewardship: An indigenous standpoint Dominion-driven stewardship, which stages human interventions with an anthropocentric lens, externalises problems. We present consciousness-centered stewardship, seen through the Māori ethic of kaitiakitanga, as the missing connective tissue that looks to fix ourselves. We advocate an approach that appreciates a collective self-intelligence in the world and being a steward with a “conscious mind” as part of a transformative way forward. Sustainable development from this perspective thus includes paying attention to personal growth.

year: 2025