title: A learning design framework for community resilience: International and transdisciplinary perspectives on a boundary object

authors: Brogden, Liz

abstract: To equip graduates to respond to sustainability challenges, higher education institutions are developing programs and innovative pedagogical approaches that target new types of 21st century knowledge and skills. Resilience is a core concept in sustainability discourse, and one that is also driving pedagogical innovation that targets specific learner attributes. We argue that the topic of community resilience – as a theoretical boundary object – presents rich opportunities for transdisciplinary Education for Sustainable Development (ESD). This paper highlights international and cross-disciplinary trends in learning design for community resilience-focused university programs. The results outline the survey responses of 111 educators, researchers, and practitioners from a range of disciplines. One-way analysis of variance showed consistent results across the different groups of participants, regardless of geographic location, disciplinary background, or employment context. The research offers a learning design framework for teaching community resilience in higher education institutions, highlighting the importance of academic—practitioner collaboration in program development, disciplinary expertise to inform transdisciplinary learning, hybridised pedagogical approaches, and fostering student agency through assessment tasks.

text: A learning design framework for community resilience: International and transdisciplinary perspectives on a boundary object To equip graduates to respond to sustainability challenges, higher education institutions are developing programs and innovative pedagogical approaches that target new types of 21st century knowledge and skills. Resilience is a core concept in sustainability discourse, and one that is also driving pedagogical innovation that targets specific learner attributes. We argue that the topic of community resilience – as a theoretical boundary object – presents rich opportunities for transdisciplinary Education for Sustainable Development (ESD). This paper highlights international and cross-disciplinary trends in learning design for community resilience-focused university programs. The results outline the survey responses of 111 educators, researchers, and practitioners from a range of disciplines. One-way analysis of variance showed consistent results across the different groups of participants, regardless of geographic location, disciplinary background, or employment context. The research offers a learning design framework for teaching community resilience in higher education institutions, highlighting the importance of academic—practitioner collaboration in program development, disciplinary expertise to inform transdisciplinary learning, hybridised pedagogical approaches, and fostering student agency through assessment tasks.

year: 2022

title: DNA repair in Antarctic bacteria - characterisation of two nuclease proteins from Antarctic dry valley metagenomes

authors: Stelzer, Ronja

subjects: Antarctica

abstract: DNA repair processes are crucial for the growth and survival of all organisms. This is especially true for organisms, that inhabit extreme habitats, like the Antarctic Dry Valleys. The Dry Valleys are one of the coldest and driest desert environments on Earth. The conditions in the Dry Valleys, including high levels of UV radiation, low temperatures, multiple daily freeze-thaw cycles, desiccation, and low nutrient levels, are highly damaging to the genomic DNA of the organisms inhabiting them. The Dry Valleys are dominated by microorganisms, which have a range of adaptations to survive in this extreme environment. Previous studies focus largely on the metabolic adaptation of Dry Valley inhabitants. In this thesis, the DNA repair machinery of bacteria in the Dry Valleys was examined to determine how organisms survive the DNA-damaging conditions.
Our understanding of DNA repair and replication in bacteria pathways is largely based on studies of isolated organisms and pathogens, which have been extensively studied. Methods such as metagenomic sequencing allow us to find novel proteins from currently unculturable organisms. In a search for novel DNA repair proteins in bacterial metagenomes from the Dry Valleys, two unique nuclease proteins were chosen for structural and biochemical characterisation. One of these nuclease proteins belongs to the currently uncharacterised protein domain UPF0102. This protein is distantly related to the archaeal Holliday junction resolvases and is a Type II restriction endonuclease type protein. The activity of DV-Hjc and the UPF0102 domain was characterised in vitro using biochemical assays and in vivo in E. coli knockout cells. Biochemical characterisation of the protein showed that the protein has strong binding affinity with double-stranded DNA substrates and Holliday-junction mimicking substrates. The structure of the protein was determined via X-ray crystallography at a resolution of 0.9 Å and structural features were related to its activity, revealing an extensive DNA binding surface and an active site similar to that of archaeal Holliday junction resolvases. The second nuclease characterised in this thesis is part of a unique nuclease-ligase fusion protein and belongs to the nuclease group of MBL-β-CASP proteins. The biochemical characterisation of the protein showed its ability to bind and cleave DNA, specific activity was observed with abasic site substrates.

text: DNA repair in Antarctic bacteria - characterisation of two nuclease proteins from Antarctic dry valley metagenomes DNA repair processes are crucial for the growth and survival of all organisms. This is especially true for organisms, that inhabit extreme habitats, like the Antarctic Dry Valleys. The Dry Valleys are one of the coldest and driest desert environments on Earth. The conditions in the Dry Valleys, including high levels of UV radiation, low temperatures, multiple daily freeze-thaw cycles, desiccation, and low nutrient levels, are highly damaging to the genomic DNA of the organisms inhabiting them. The Dry Valleys are dominated by microorganisms, which have a range of adaptations to survive in this extreme environment. Previous studies focus largely on the metabolic adaptation of Dry Valley inhabitants. In this thesis, the DNA repair machinery of bacteria in the Dry Valleys was examined to determine how organisms survive the DNA-damaging conditions.
Our understanding of DNA repair and replication in bacteria pathways is largely based on studies of isolated organisms and pathogens, which have been extensively studied. Methods such as metagenomic sequencing allow us to find novel proteins from currently unculturable organisms. In a search for novel DNA repair proteins in bacterial metagenomes from the Dry Valleys, two unique nuclease proteins were chosen for structural and biochemical characterisation. One of these nuclease proteins belongs to the currently uncharacterised protein domain UPF0102. This protein is distantly related to the archaeal Holliday junction resolvases and is a Type II restriction endonuclease type protein. The activity of DV-Hjc and the UPF0102 domain was characterised in vitro using biochemical assays and in vivo in E. coli knockout cells. Biochemical characterisation of the protein showed that the protein has strong binding affinity with double-stranded DNA substrates and Holliday-junction mimicking substrates. The structure of the protein was determined via X-ray crystallography at a resolution of 0.9 Å and structural features were related to its activity, revealing an extensive DNA binding surface and an active site similar to that of archaeal Holliday junction resolvases. The second nuclease characterised in this thesis is part of a unique nuclease-ligase fusion protein and belongs to the nuclease group of MBL-β-CASP proteins. The biochemical characterisation of the protein showed its ability to bind and cleave DNA, specific activity was observed with abasic site substrates.

year: 2024-12-09

title: What does it take to make us listen? The experiences of those leading whole school reform to improve outcomes for indigenous minority students

authors: Buckley, Louise Jane

subjects: Education

abstract: This thesis examines how the Kia Eke Panuku: Building on Success school reform initiative shaped the experiences of groups of educators within mainstream New Zealand secondary schools. These experiences are analysed against a setting of colonisation and historic educational policies of assimilation and integration that have created a situation of education debt. The lack of power for Māori in education is evident. This study highlights the role of the Strategic Change Leadership Team in deconstructing power hierarchies within schools so that educational outcomes can be improved for Māori students. It presents the Strategic Change Leadership Team as the vehicle for conscientisation, resistance and transformative praxis within schools. It shows that in schools where power hierarchies were deconstructed, Māori students were able to enjoy educational success as Māori.

text: What does it take to make us listen? The experiences of those leading whole school reform to improve outcomes for indigenous minority students This thesis examines how the Kia Eke Panuku: Building on Success school reform initiative shaped the experiences of groups of educators within mainstream New Zealand secondary schools. These experiences are analysed against a setting of colonisation and historic educational policies of assimilation and integration that have created a situation of education debt. The lack of power for Māori in education is evident. This study highlights the role of the Strategic Change Leadership Team in deconstructing power hierarchies within schools so that educational outcomes can be improved for Māori students. It presents the Strategic Change Leadership Team as the vehicle for conscientisation, resistance and transformative praxis within schools. It shows that in schools where power hierarchies were deconstructed, Māori students were able to enjoy educational success as Māori.

year: 2020