title: Substituted phenylarsonic acids; structures and spectroscopy

authors: Lloyd, Nicholas C.

subjects: phenyl arsonic acid

abstract: Full NMR and ESI-MS spectra, and differential scanning calorimeter data are presented for 15 substituted phenylarsonic acids, including two new fluoro-substituted examples. X-ray crystal structure determinations of five examples (phenylarsonic acid and the 4-fluoro-, 4-fluoro-3-nitro-, 3-amino-4-hydroxy- and 3-amino-4-methoxy-substituted derivatives) were determined and the H-bonding crystal-packing patterns analysed.

text: Substituted phenylarsonic acids; structures and spectroscopy Full NMR and ESI-MS spectra, and differential scanning calorimeter data are presented for 15 substituted phenylarsonic acids, including two new fluoro-substituted examples. X-ray crystal structure determinations of five examples (phenylarsonic acid and the 4-fluoro-, 4-fluoro-3-nitro-, 3-amino-4-hydroxy- and 3-amino-4-methoxy-substituted derivatives) were determined and the H-bonding crystal-packing patterns analysed.

year: 2008

title: Gossypol's effects on ingestive behaviour in mice: The first step in a systematic process to define gossypol's suitability for use in murine pest management

authors: Churchill, Geoff

subjects: Gossypol

abstract: Gossypol, synthesised by the cotton plant, Gossypium, causes physiological and behavioural changes in mammals, suggesting it may be suitable for murine pest management. One of the most under-studied responses to gossypol, especially in the house mouse, Mus musculus, is its effect on ingestive behaviour, with some authors reporting anorexia and others observing no effect on energy metabolism. Importantly, there has been no systematic analysis of gossypol’s effect on food intake in mice. Therefore, the goal of this thesis was to provide the initial step in defining gossypol’s effect on feeding behaviour in mice by observing their responses after exposure to precise doses of gossypol delivered via injection. Mice underwent two injection intraperitoneal (IP) paradigms; acute and chronic (11 daily injections) exposures to 0 (vehicle), 10, 30, 100 and 300 mg/kg b.wt., and 0 (vehicle) and 100 mg/kg b.wt. respectively. The intakes of bland (chow) and palatable tastants were measured during the acute exposure. An increase in chow intake was observed at 1 and 3 hr post-exposure with 300 mg/kg b.wt. dose. An increase in glucose intake was also observed in mice injected with 100 mg/kg b.wt. at 1 and 12 hr post-exposure. Neither of these hyperphagia responses showed a complementary increase in body weight. During the chronic exposure, body weight and chow intake were measured throughout the injection period and on select days of the 40 day post-exposure period. While there was no difference in food intake and body weight during the gossypol exposure, on day 10 post-exposure, food intake had increased by 50% and was still elevated on day 40, but no differences in body weight were noted. To examine whether this increase in food intake was an effect of a long-term anxiogenic response associated with a likely post-exposure malaise, several anxiety assessment tests were performed, showing no change. This thesis shows that gossypol affects feeding behaviour in mice. Interestingly, no anorexigenic effect was observed, but in fact moderate hyperphagia without changes in body weight was shown in both acute and chronic paradigms. The data from this thesis can be built upon with future studies using oral administration to develop the understanding of this important aspect of gossypol and to more precisely determine gossypol’s suitability for enhancing murine pest management.

text: Gossypol's effects on ingestive behaviour in mice: The first step in a systematic process to define gossypol's suitability for use in murine pest management Gossypol, synthesised by the cotton plant, Gossypium, causes physiological and behavioural changes in mammals, suggesting it may be suitable for murine pest management. One of the most under-studied responses to gossypol, especially in the house mouse, Mus musculus, is its effect on ingestive behaviour, with some authors reporting anorexia and others observing no effect on energy metabolism. Importantly, there has been no systematic analysis of gossypol’s effect on food intake in mice. Therefore, the goal of this thesis was to provide the initial step in defining gossypol’s effect on feeding behaviour in mice by observing their responses after exposure to precise doses of gossypol delivered via injection. Mice underwent two injection intraperitoneal (IP) paradigms; acute and chronic (11 daily injections) exposures to 0 (vehicle), 10, 30, 100 and 300 mg/kg b.wt., and 0 (vehicle) and 100 mg/kg b.wt. respectively. The intakes of bland (chow) and palatable tastants were measured during the acute exposure. An increase in chow intake was observed at 1 and 3 hr post-exposure with 300 mg/kg b.wt. dose. An increase in glucose intake was also observed in mice injected with 100 mg/kg b.wt. at 1 and 12 hr post-exposure. Neither of these hyperphagia responses showed a complementary increase in body weight. During the chronic exposure, body weight and chow intake were measured throughout the injection period and on select days of the 40 day post-exposure period. While there was no difference in food intake and body weight during the gossypol exposure, on day 10 post-exposure, food intake had increased by 50% and was still elevated on day 40, but no differences in body weight were noted. To examine whether this increase in food intake was an effect of a long-term anxiogenic response associated with a likely post-exposure malaise, several anxiety assessment tests were performed, showing no change. This thesis shows that gossypol affects feeding behaviour in mice. Interestingly, no anorexigenic effect was observed, but in fact moderate hyperphagia without changes in body weight was shown in both acute and chronic paradigms. The data from this thesis can be built upon with future studies using oral administration to develop the understanding of this important aspect of gossypol and to more precisely determine gossypol’s suitability for enhancing murine pest management.

year: 2014

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020