title: Book review: Aretism: an ancient sports philosophy for the modern sports world

authors: Crocket, Hamish Robert

subjects: book review

abstract: This article reviews the book: “Aretism: an ancient sports philosophy for the modern sports world”, by M. Andrew Holowchak & Heather L. Reid.

text: Book review: Aretism: an ancient sports philosophy for the modern sports world This article reviews the book: “Aretism: an ancient sports philosophy for the modern sports world”, by M. Andrew Holowchak & Heather L. Reid.

year: 2013

title: Methods for the extraction, storage, amplification and sequencing of DNA from environmental samples

authors: Lear, Gavin

subjects: Science & Technology

abstract: Advances in the sequencing of DNA extracted from media such as soil and water offer huge opportunities for biodiversity monitoring and assessment, particularly where the collection or identification of whole organisms is impractical. However, there are myriad methods for the extraction, storage, amplification and sequencing of DNA from environmental samples. To help overcome potential biases that may impede the effective comparison of biodiversity data collected by different researchers, we propose a standardised set of procedures for use on different taxa and sample media, largely based on recent trends in their use. Our recommendations describe important steps for sample pre-processing and include the use of (a) Qiagen DNeasy PowerSoil® and PowerMax® kits for extraction of DNA from soil, sediment, faeces and leaf litter; (b) DNeasy PowerSoil® for extraction of DNA from plant tissue; (c) DNeasy Blood and Tissue kits for extraction of DNA from animal tissue; (d) DNeasy Blood and Tissue kits for extraction of DNA from macroorganisms in water and ice; and (e) DNeasy PowerWater® kits for extraction of DNA from microorganisms in water and ice. Based on key parameters, including the specificity and inclusivity of the primers for the target sequence, we recommend the use of the following primer pairs to amplify DNA for analysis by Illumina MiSeq DNA sequencing: (a) 515f and 806RB to target bacterial 16S rRNA genes (including regions V3 and V4); (b) #3 and #5RC to target eukaryote 18S rRNA genes (including regions V7 and V8); (c) #3 and #5RC are also recommended for the routine analysis of protist community DNA; (d) ITS6F and ITS7R to target the chromistan ITS1 internal transcribed spacer region; (e) S2F and S3R to target the ITS2 internal transcribed spacer in terrestrial plants; (f) fITS7 or gITS7, and ITS4 to target the fungal ITS2 region; (g) NS31 and AML2 to target glomeromycota 18S rRNA genes; and (h) mICOIintF and jgHCO2198 to target cytochrome c oxidase subunit I (COI) genes in animals. More research is currently required to confirm primers suitable for the selective amplification of DNA from specific vertebrate taxa such as fish. Combined, these recommendations represent a framework for efficient, comprehensive and robust DNA-based investigations of biodiversity, applicable to most taxa and ecosystems. The adoption of standardised protocols for biodiversity assessment and monitoring using DNA extracted from environmental samples will enable more informative comparisons among datasets, generating significant benefits for ecological science and biosecurity applications.

text: Methods for the extraction, storage, amplification and sequencing of DNA from environmental samples Advances in the sequencing of DNA extracted from media such as soil and water offer huge opportunities for biodiversity monitoring and assessment, particularly where the collection or identification of whole organisms is impractical. However, there are myriad methods for the extraction, storage, amplification and sequencing of DNA from environmental samples. To help overcome potential biases that may impede the effective comparison of biodiversity data collected by different researchers, we propose a standardised set of procedures for use on different taxa and sample media, largely based on recent trends in their use. Our recommendations describe important steps for sample pre-processing and include the use of (a) Qiagen DNeasy PowerSoil® and PowerMax® kits for extraction of DNA from soil, sediment, faeces and leaf litter; (b) DNeasy PowerSoil® for extraction of DNA from plant tissue; (c) DNeasy Blood and Tissue kits for extraction of DNA from animal tissue; (d) DNeasy Blood and Tissue kits for extraction of DNA from macroorganisms in water and ice; and (e) DNeasy PowerWater® kits for extraction of DNA from microorganisms in water and ice. Based on key parameters, including the specificity and inclusivity of the primers for the target sequence, we recommend the use of the following primer pairs to amplify DNA for analysis by Illumina MiSeq DNA sequencing: (a) 515f and 806RB to target bacterial 16S rRNA genes (including regions V3 and V4); (b) #3 and #5RC to target eukaryote 18S rRNA genes (including regions V7 and V8); (c) #3 and #5RC are also recommended for the routine analysis of protist community DNA; (d) ITS6F and ITS7R to target the chromistan ITS1 internal transcribed spacer region; (e) S2F and S3R to target the ITS2 internal transcribed spacer in terrestrial plants; (f) fITS7 or gITS7, and ITS4 to target the fungal ITS2 region; (g) NS31 and AML2 to target glomeromycota 18S rRNA genes; and (h) mICOIintF and jgHCO2198 to target cytochrome c oxidase subunit I (COI) genes in animals. More research is currently required to confirm primers suitable for the selective amplification of DNA from specific vertebrate taxa such as fish. Combined, these recommendations represent a framework for efficient, comprehensive and robust DNA-based investigations of biodiversity, applicable to most taxa and ecosystems. The adoption of standardised protocols for biodiversity assessment and monitoring using DNA extracted from environmental samples will enable more informative comparisons among datasets, generating significant benefits for ecological science and biosecurity applications.

year: 2018

title: Stop playing up! A critical ethnography of health, physical education and (sub)urban schooling

authors: Fitzpatrick, Katie

subjects: Health

abstract: This thesis explores the place of health and physical education in the lives of Otara youth in New Zealand. Situated in the southern suburbs of New Zealand’s largest city, Otara, South Auckland is known for its cultural diversity, as well as for poverty and crime. It is home to large numbers of indigenous Maori and migrant Pasifika (Pacific Island) youth. Based on a year-long critical ethnography of a multiethnic high school, this thesis explores how these young people engage with and respond to the school subjects of health and physical education. It also discusses broader issues in their lives, including the social geographies within which they reside, and how they understand their bodies, sexuality, health, gender and physicalities. The subjects of health and physical education are compulsory in most schools internationally – in New Zealand they are directly linked in curriculum policy documents and in school practice – but share a somewhat uneasy relationship and differing historical positions. Considered low status in schools, these subjects are also conflated with narrow body and health norms, possibly problematic for young women, and/or are wedded to the social and cultural world of sport. Curriculum policy documents established in the last ten years offer the possibility of critical and social approaches to these subjects, but examples of critical practice remain rare. Health and physical education are thus compulsory, contentious, contradictory and complex subjects within contemporary schooling. Critical ethnographies of schooling are relatively scarce compared with conventional ethnographic accounts, but critical ethnographies of health and physical education (PE) are almost unheard of. The use of such a methodology in this study enabled an indepth account of Otara youth in the subjects of health and PE at school. It also provided a platform for storied accounts of how one teacher, Dan, enacted a critical and culturally connected pedagogy of health and PE with the young people in his classes. This thesis explores the complex potential for health and PE as key sites of learning for Pasifika and Maori youth. It examines health and PE as subjects that are both politically fraught and spaces of hope.

text: Stop playing up! A critical ethnography of health, physical education and (sub)urban schooling This thesis explores the place of health and physical education in the lives of Otara youth in New Zealand. Situated in the southern suburbs of New Zealand’s largest city, Otara, South Auckland is known for its cultural diversity, as well as for poverty and crime. It is home to large numbers of indigenous Maori and migrant Pasifika (Pacific Island) youth. Based on a year-long critical ethnography of a multiethnic high school, this thesis explores how these young people engage with and respond to the school subjects of health and physical education. It also discusses broader issues in their lives, including the social geographies within which they reside, and how they understand their bodies, sexuality, health, gender and physicalities. The subjects of health and physical education are compulsory in most schools internationally – in New Zealand they are directly linked in curriculum policy documents and in school practice – but share a somewhat uneasy relationship and differing historical positions. Considered low status in schools, these subjects are also conflated with narrow body and health norms, possibly problematic for young women, and/or are wedded to the social and cultural world of sport. Curriculum policy documents established in the last ten years offer the possibility of critical and social approaches to these subjects, but examples of critical practice remain rare. Health and physical education are thus compulsory, contentious, contradictory and complex subjects within contemporary schooling. Critical ethnographies of schooling are relatively scarce compared with conventional ethnographic accounts, but critical ethnographies of health and physical education (PE) are almost unheard of. The use of such a methodology in this study enabled an indepth account of Otara youth in the subjects of health and PE at school. It also provided a platform for storied accounts of how one teacher, Dan, enacted a critical and culturally connected pedagogy of health and PE with the young people in his classes. This thesis explores the complex potential for health and PE as key sites of learning for Pasifika and Maori youth. It examines health and PE as subjects that are both politically fraught and spaces of hope.

year: 2010