title: Portimine: a bioactive metabolite from the benthic dinoflagellate Vulcanodinium rugosum

authors: Selwood, Andrew I.

subjects: pinnatoxin

abstract: Portimine, a new polycyclic ether toxin containing a cyclic imine moiety, was isolated from the marine benthic dinoflagellate Vulcanodinium rugosum collected from Northland, New Zealand. The structure of portimine, including the relative configurations, was elucidated by spectroscopic analyses. The cyclic imine moiety consists of an unprecedented five-membered ring with a spiro-link to a cyclohexene ring. This is the only structural similarity to the pinnatoxin group of polycyclic ethers also produced by V. rugosum, which all contain a six-membered cyclic imine ring. The LD50 of portimine to mice by intraperitoneal injection was 1570 μg/kg, indicating a much lower toxicity than many other cyclic imine shellfish toxins. In contrast, portimine was highly toxic to mammalian cells in vitro with an LC50 to P388 cells of 2.7 nM, and activation of caspases indicating apoptotic activity.

text: Portimine: a bioactive metabolite from the benthic dinoflagellate Vulcanodinium rugosum Portimine, a new polycyclic ether toxin containing a cyclic imine moiety, was isolated from the marine benthic dinoflagellate Vulcanodinium rugosum collected from Northland, New Zealand. The structure of portimine, including the relative configurations, was elucidated by spectroscopic analyses. The cyclic imine moiety consists of an unprecedented five-membered ring with a spiro-link to a cyclohexene ring. This is the only structural similarity to the pinnatoxin group of polycyclic ethers also produced by V. rugosum, which all contain a six-membered cyclic imine ring. The LD50 of portimine to mice by intraperitoneal injection was 1570 μg/kg, indicating a much lower toxicity than many other cyclic imine shellfish toxins. In contrast, portimine was highly toxic to mammalian cells in vitro with an LC50 to P388 cells of 2.7 nM, and activation of caspases indicating apoptotic activity.

year: 2013

title: Scientists talking to students through videos

authors: Chen, Junjun

subjects: classroom research

abstract: The benefits of connecting school students with scientists are well documented. This paper reports how New Zealand teachers brought scientists into the classrooms through the use of videos of New Zealand scientists talking about themselves and their research. Two researchers observed lessons in 9 different classrooms in which 23 educational videos were shown to students from years 2 to 11 (aged 6–17 years). Seven groups of primary students and 4 groups of secondary students participated in interviews after classroom observations. Eight additional secondary teachers participated in 7 focus group discussions; 4 additional primary teachers participated in 1 focus group discussion. Data were analysed thematically using an inductive approach. This analysis uncovered 4 major functions for the use of videos of scientists talking about their work: bringing scientists into the classroom, scientists talking about science with local relevance, scientists explaining concepts using a multitude of modes and scientists as authentic alternative authorities within the classroom. Taken together, the findings demonstrate that the use of video clips of scientists talking about their work can be an effective and efficient way of engaging students in learning about science and scientists.

text: Scientists talking to students through videos The benefits of connecting school students with scientists are well documented. This paper reports how New Zealand teachers brought scientists into the classrooms through the use of videos of New Zealand scientists talking about themselves and their research. Two researchers observed lessons in 9 different classrooms in which 23 educational videos were shown to students from years 2 to 11 (aged 6–17 years). Seven groups of primary students and 4 groups of secondary students participated in interviews after classroom observations. Eight additional secondary teachers participated in 7 focus group discussions; 4 additional primary teachers participated in 1 focus group discussion. Data were analysed thematically using an inductive approach. This analysis uncovered 4 major functions for the use of videos of scientists talking about their work: bringing scientists into the classroom, scientists talking about science with local relevance, scientists explaining concepts using a multitude of modes and scientists as authentic alternative authorities within the classroom. Taken together, the findings demonstrate that the use of video clips of scientists talking about their work can be an effective and efficient way of engaging students in learning about science and scientists.

year: 2013

title: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school

authors: Kay, Joan-Marie

subjects: Maori Achievement

abstract: This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

text: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

year: 2008