title: The alleged absence of ubiquinone from elasmobranchs

authors: Daniel, Roy M.

subjects: Biology

abstract: It has recently been suggested (Diplock & Haslewood, 1964) that certain lower vertebrates such as elasmobranchs and crocodylians are lacking in ubiquinone. Also, in a study of the lesser-spotted dogfish (Scyliorhinus caniculus) (Class Elasmobranchii, Order Selachii) Diplock & Haslewood (1965) were unable to demonstrate the biosynthesisof ubiquinone. In view of the fact that in all other vertebrate species so far examined the presence of ubiquinone is well authenticated (Crane, 1965), including in such a closely related animal as the shark (Nazir & Magar, 1964), these results seemed somewhat surprising. However, in view of these findings it seemed that a study of the respiratory enzyme systems of these organisms might be worth while. As a preliminary to this work an investigation on the alleged absence of ubiquinone from elasmobranch tissues was carried out.

text: The alleged absence of ubiquinone from elasmobranchs It has recently been suggested (Diplock & Haslewood, 1964) that certain lower vertebrates such as elasmobranchs and crocodylians are lacking in ubiquinone. Also, in a study of the lesser-spotted dogfish (Scyliorhinus caniculus) (Class Elasmobranchii, Order Selachii) Diplock & Haslewood (1965) were unable to demonstrate the biosynthesisof ubiquinone. In view of the fact that in all other vertebrate species so far examined the presence of ubiquinone is well authenticated (Crane, 1965), including in such a closely related animal as the shark (Nazir & Magar, 1964), these results seemed somewhat surprising. However, in view of these findings it seemed that a study of the respiratory enzyme systems of these organisms might be worth while. As a preliminary to this work an investigation on the alleged absence of ubiquinone from elasmobranch tissues was carried out.

year: 1966

title: Response to letter ‘New Zealand’s shocking diabetes rates can be reduced—9 urgently needed actions’

authors: Pausé, Cat

subjects: New Zealand

abstract: We are writing in response to the letter published in the 12 August 2011 issue of the
New Zealand Medical Journal by Signal et al: http://journal.nzma.org.nz/journal/124-
1340/4822

text: Response to letter ‘New Zealand’s shocking diabetes rates can be reduced—9 urgently needed actions’ We are writing in response to the letter published in the 12 August 2011 issue of the
New Zealand Medical Journal by Signal et al: http://journal.nzma.org.nz/journal/124-
1340/4822

year: 2011-09

title: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?

authors: McLocklan, Sue

subjects: Maori student achievement

abstract: The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

text: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools? The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

year: 2013