title: Evaluating the character and preservation of DNA within allophane clusters in buried soils on Holocene tephras, northern New Zealand

authors: Huang, Yu-Tuan

abstract: Clay minerals possess sorptive capacities for organic and inorganic matter, including DNA (Lorenz and Wackernagel, 1994), and hence reduce the utilization and degradation of organic matter or DNA by microorganisms. Buried allophane-rich soils on tephras (volcanic-ash beds) on the North Island, dated using tephrochronology, provide a valuable paleobiological ‘laboratory’ for studying the preservation of ancient DNA (aDNA) (Haile et al., 2007). Allophane comprises Al-rich nanocrystalline spherules ~3.5-5 nm in diameter (Fig. 1) with extremely large surface areas (up to 1000 m2 g-1). Moreover, allophanic soils are strongly associated with organic matter (Parfitt, 2009), and so we hypothesize that allophane also plays an important role for DNA protection within such soils.

text: Evaluating the character and preservation of DNA within allophane clusters in buried soils on Holocene tephras, northern New Zealand Clay minerals possess sorptive capacities for organic and inorganic matter, including DNA (Lorenz and Wackernagel, 1994), and hence reduce the utilization and degradation of organic matter or DNA by microorganisms. Buried allophane-rich soils on tephras (volcanic-ash beds) on the North Island, dated using tephrochronology, provide a valuable paleobiological ‘laboratory’ for studying the preservation of ancient DNA (aDNA) (Haile et al., 2007). Allophane comprises Al-rich nanocrystalline spherules ~3.5-5 nm in diameter (Fig. 1) with extremely large surface areas (up to 1000 m2 g-1). Moreover, allophanic soils are strongly associated with organic matter (Parfitt, 2009), and so we hypothesize that allophane also plays an important role for DNA protection within such soils.

year: 2012-02-07

title: Learning, creative col(labor)ation, and knowledge cultures

authors: Peters, Michael A.

subjects: cybernetic capitalism

abstract: In this conversation, Michael A. Peters analyses the advent of knowl- edge cultures and their relationships to human learning. The first part of the conver- sation analyses social transformation towards the network society and links digital technologies to the making of the society of control. It analyses the dynamics between openness, capitalism, and anti-capitalism, and uses various recent examples to link that dynamics to democracy. The second part of the conversation links cybernetic capitalism to learning and knowledge production, and elaborates the movement of open education. Based on work of Paulo Freire, it develops the notion of openness as an (educational) virtue. It links openness and creativity, introduces Michael Peters’ political economy of academic publishing, analyzes the importance of editing for learning and knowledge production, and briefly introduces the concept of knowledge cultures. The third part of the conversation shows practical applications of these theoretical insights using the examples of two academic journals edited by Michael Peters: Knowledge Cultures (Addleton), and The Video Journal of Education and Pedagogy (Springer). It explores epistemic consequences of peer-to-peer and wisdom- of-the-group approaches, introduces the notions of collective intelligence and col- (labor)ation, and outlines the main features of the new collective imagination. Finally, it shows that doing science is a privilege and a responsibility, and points towards transformation of academic labor from perpetuation of capitalism towards subversion.

text: Learning, creative col(labor)ation, and knowledge cultures In this conversation, Michael A. Peters analyses the advent of knowl- edge cultures and their relationships to human learning. The first part of the conver- sation analyses social transformation towards the network society and links digital technologies to the making of the society of control. It analyses the dynamics between openness, capitalism, and anti-capitalism, and uses various recent examples to link that dynamics to democracy. The second part of the conversation links cybernetic capitalism to learning and knowledge production, and elaborates the movement of open education. Based on work of Paulo Freire, it develops the notion of openness as an (educational) virtue. It links openness and creativity, introduces Michael Peters’ political economy of academic publishing, analyzes the importance of editing for learning and knowledge production, and briefly introduces the concept of knowledge cultures. The third part of the conversation shows practical applications of these theoretical insights using the examples of two academic journals edited by Michael Peters: Knowledge Cultures (Addleton), and The Video Journal of Education and Pedagogy (Springer). It explores epistemic consequences of peer-to-peer and wisdom- of-the-group approaches, introduces the notions of collective intelligence and col- (labor)ation, and outlines the main features of the new collective imagination. Finally, it shows that doing science is a privilege and a responsibility, and points towards transformation of academic labor from perpetuation of capitalism towards subversion.

year: 2015

title: Te Kuranui

authors: Maxwell, Te Kahautu

abstract: Ko te tūāpapa o tēnei kōrero Te Kuranui he titiro ki te tūāpapa o Ōpōtiki Mai Tawhiti kapa haka. He aha te take i whakatūngia ai tēnei Kuranui e karangatia ana ko Ōpōtiki Mai Tawhiti? Hai tāhūhū mō tēnei tuhinga raurūtia tēnei kupu whakaari a Te Kōoti Arikirangi; “He Kura hoki ahau”, me tēnei wehenga o te mōteatea nāna; Te Pono ki runga rā, te ara mai o te tika. Tukua mai ki raro nā te maungarongo; te whana i tū ai nā te kotahitanga; te aroha i mau ai. Ana ko te Kupu Whakaari nei; He Kura hoki ahau he wewete i tēnei Kupu Whakaari kia kite i te hōhonu o te tikanga ōna hai whakatamārama i tō Te Kōoti wawata hai kura i tana iwi Ringatū me tā te kaituhi whakaraupapa i ēnei kura ki roto i te whakairotanga i te Kuranui nei.
Ka rua kua tātaritia tēnei wehenga o te mōteatea nei kia rima ōna wāhanga hai taki i tēnei tuhinga epā ana ki te Kuranui nei a Ōpōtiki Mai Tawhiti. Tuatahi Te Pono ki runga rā, ka titiro ki te kaituhi nei me tōna whakatipuranga i ōna kaumātua me ō rātou kuranga i a ia kia tohenihorau ki tōna ao Māori. He kuranga ēnei hai maungāngākau, maungāhinengaro ki te whakaturuki i te Kuranui a Ōpōtiki Mai Tawhiti. Te ara mai o te tika, ko te whakatūtanga o te kapa haka nei a Ōpōtiki Mai Tawhiti te Kuranui,arā te whakapaparanga mai i te kapa i tōna tīmatatanga ki te wā tonu nei. Tukua mai ki raro nā te maungarongo; ko te whakapono tēnei wāhanga, ko te ū o Ōpōtiki Mai Tawhiti ki tēnei kura a Te Kooti Arikirangi. Te whana i tū ai nā te kotahitanga;ko te titiro ki te pouārahi me te whakapau kaha ki te tuitui i ngā whakaaro o te katoa, ko te ranga i te iwi, ko te pupuri i te iwi, i te kapa haka ki tōna, rautaki, whāinga ko te whakakotahitanga i te iwi i raro i te kaupapa o Ōpōtiki Mai Tawhiti. Te aroha i mau ai, ko te aroha ki te iwi, ko te aroha ki te kaupapa, ko te whakaū, whakapūmau i te moemoeā kia whakahokia mai te toheariki ki te iwi kia tū toherauariki a Te Whakatōhea i raro i te korowai o Ōpōtiki Mai Tawhiti.

text: Te Kuranui Ko te tūāpapa o tēnei kōrero Te Kuranui he titiro ki te tūāpapa o Ōpōtiki Mai Tawhiti kapa haka. He aha te take i whakatūngia ai tēnei Kuranui e karangatia ana ko Ōpōtiki Mai Tawhiti? Hai tāhūhū mō tēnei tuhinga raurūtia tēnei kupu whakaari a Te Kōoti Arikirangi; “He Kura hoki ahau”, me tēnei wehenga o te mōteatea nāna; Te Pono ki runga rā, te ara mai o te tika. Tukua mai ki raro nā te maungarongo; te whana i tū ai nā te kotahitanga; te aroha i mau ai. Ana ko te Kupu Whakaari nei; He Kura hoki ahau he wewete i tēnei Kupu Whakaari kia kite i te hōhonu o te tikanga ōna hai whakatamārama i tō Te Kōoti wawata hai kura i tana iwi Ringatū me tā te kaituhi whakaraupapa i ēnei kura ki roto i te whakairotanga i te Kuranui nei.
Ka rua kua tātaritia tēnei wehenga o te mōteatea nei kia rima ōna wāhanga hai taki i tēnei tuhinga epā ana ki te Kuranui nei a Ōpōtiki Mai Tawhiti. Tuatahi Te Pono ki runga rā, ka titiro ki te kaituhi nei me tōna whakatipuranga i ōna kaumātua me ō rātou kuranga i a ia kia tohenihorau ki tōna ao Māori. He kuranga ēnei hai maungāngākau, maungāhinengaro ki te whakaturuki i te Kuranui a Ōpōtiki Mai Tawhiti. Te ara mai o te tika, ko te whakatūtanga o te kapa haka nei a Ōpōtiki Mai Tawhiti te Kuranui,arā te whakapaparanga mai i te kapa i tōna tīmatatanga ki te wā tonu nei. Tukua mai ki raro nā te maungarongo; ko te whakapono tēnei wāhanga, ko te ū o Ōpōtiki Mai Tawhiti ki tēnei kura a Te Kooti Arikirangi. Te whana i tū ai nā te kotahitanga;ko te titiro ki te pouārahi me te whakapau kaha ki te tuitui i ngā whakaaro o te katoa, ko te ranga i te iwi, ko te pupuri i te iwi, i te kapa haka ki tōna, rautaki, whāinga ko te whakakotahitanga i te iwi i raro i te kaupapa o Ōpōtiki Mai Tawhiti. Te aroha i mau ai, ko te aroha ki te iwi, ko te aroha ki te kaupapa, ko te whakaū, whakapūmau i te moemoeā kia whakahokia mai te toheariki ki te iwi kia tū toherauariki a Te Whakatōhea i raro i te korowai o Ōpōtiki Mai Tawhiti.

year: 2014-09-27