title: Clostridium fervidus sp. nov., a New Chemoorganotrophic Acetogenic Thermophile

authors: Patel, B.K.C.

subjects: biology

abstract: Clostridium fervidus sp. nov. was isolated from a hot spring in New Zealand. The cells were strictly anaerobic, gram negative, sporeforming, and sluggishly motile rods (0.65 to 0.75 µ wide and 2 to 3 µm long). The spherical spores were subterminal to terminal and did not distend the sporangium. Lysis of the culture occurred at the onset of stationary phase. The deoxyribonucleic acid guanine-plus-cytosine content was 39 mol%. The temperature optimum was 68°C (range, > 37 and < 80°C), and the pH optimum was 7.0 to 7.5 (range, > 5.5 and < 9.0). Growth occurred on Trypticase peptone (BBL Microbiology Systems) or yeast extract. However, with the exception of serine, which could be catabolized as the sole carbon source, either peptone or yeast extract was essential for the fermentation of carbohydrates including glucose, maltose, mannose, xylan, starch, and pyruvate. Acetate was always the major fermentation end product. CO₂, H₂, and minor quantitites of valerate, butyrate, ethanol, and lactate were also produced. C. fervidus (type strain Rt4-B1T) has been deposited with the American Type Culture Collection (ATCC 43204).

text: Clostridium fervidus sp. nov., a New Chemoorganotrophic Acetogenic Thermophile Clostridium fervidus sp. nov. was isolated from a hot spring in New Zealand. The cells were strictly anaerobic, gram negative, sporeforming, and sluggishly motile rods (0.65 to 0.75 µ wide and 2 to 3 µm long). The spherical spores were subterminal to terminal and did not distend the sporangium. Lysis of the culture occurred at the onset of stationary phase. The deoxyribonucleic acid guanine-plus-cytosine content was 39 mol%. The temperature optimum was 68°C (range, > 37 and < 80°C), and the pH optimum was 7.0 to 7.5 (range, > 5.5 and < 9.0). Growth occurred on Trypticase peptone (BBL Microbiology Systems) or yeast extract. However, with the exception of serine, which could be catabolized as the sole carbon source, either peptone or yeast extract was essential for the fermentation of carbohydrates including glucose, maltose, mannose, xylan, starch, and pyruvate. Acetate was always the major fermentation end product. CO₂, H₂, and minor quantitites of valerate, butyrate, ethanol, and lactate were also produced. C. fervidus (type strain Rt4-B1T) has been deposited with the American Type Culture Collection (ATCC 43204).

year: 1987

title: Literacy research methodology that is up to the challenge

authors: Smyth, John

subjects: multi-facetedmethodology

abstract: This paper outlines the methodological dimensions of the secondary literacy research evaluation that is the focus of this special issue-the New Zealand-based Secondary Schools' Literacy Initiative (SSLI). We argue that these methodological dimensions are an example of the type of contextualised and critical research that might be usefully applied in exploring literacy across the curriculum in other national contexts. A particular concern addressed in the paper is the need to develop a contextualised, rich description of literacy practices in schools, while also addressing a wider policy climate, which is often preoccupied with issues of literacy achievement and, particularly, often-entrenched differential achievement for students across class and ethnicity lines. To achieve this, the researchers adopted a quasi-ethnographic, multi-locale, mixed-methods approach intended to enhance the robustness of the research design and the validity of the results.

text: Literacy research methodology that is up to the challenge This paper outlines the methodological dimensions of the secondary literacy research evaluation that is the focus of this special issue-the New Zealand-based Secondary Schools' Literacy Initiative (SSLI). We argue that these methodological dimensions are an example of the type of contextualised and critical research that might be usefully applied in exploring literacy across the curriculum in other national contexts. A particular concern addressed in the paper is the need to develop a contextualised, rich description of literacy practices in schools, while also addressing a wider policy climate, which is often preoccupied with issues of literacy achievement and, particularly, often-entrenched differential achievement for students across class and ethnicity lines. To achieve this, the researchers adopted a quasi-ethnographic, multi-locale, mixed-methods approach intended to enhance the robustness of the research design and the validity of the results.

year: 2007

title: Indigenizing outdoor play in New Zealand: A conversation analysis approach

authors: Bateman, Amanda

abstract: This chapter focuses on a single case analysis of one trip to a local bush reserve in New Zealand. The observations included in this chapter begin by exploring the way in which a promise to the Maori God Tane Mahuta is managed by the teachers and children at the beginning of the excursion. The promise made is part of the mundane, everyday activity engaged in by these children and teachers during their weekly visit to the bush reserve, where every child is required to recite a phrase that promises not to hurt the creatures, animals or plants of Tane Mahuta when they are playing in the forest. In the first of the video-recorded episodes, explicit reference to Tane Mahuta is initially oriented through one of the children reciting the promise, unprompted, at the beginning of the recording. The second observation reveals one of the teachers explaining to a child the rules of entering the forest: that you have to ask permission from Tane Mahuta before you enter. When a child does not want to say the promise, he is encouraged to do so collaboratively with the teacher before entering the forest. Only once the child has said the promise does he enter, demonstrating the importance of the verbal commitment and participation in the accountable action of promise-making by the participants prior to entering the forest.

text: Indigenizing outdoor play in New Zealand: A conversation analysis approach This chapter focuses on a single case analysis of one trip to a local bush reserve in New Zealand. The observations included in this chapter begin by exploring the way in which a promise to the Maori God Tane Mahuta is managed by the teachers and children at the beginning of the excursion. The promise made is part of the mundane, everyday activity engaged in by these children and teachers during their weekly visit to the bush reserve, where every child is required to recite a phrase that promises not to hurt the creatures, animals or plants of Tane Mahuta when they are playing in the forest. In the first of the video-recorded episodes, explicit reference to Tane Mahuta is initially oriented through one of the children reciting the promise, unprompted, at the beginning of the recording. The second observation reveals one of the teachers explaining to a child the rules of entering the forest: that you have to ask permission from Tane Mahuta before you enter. When a child does not want to say the promise, he is encouraged to do so collaboratively with the teacher before entering the forest. Only once the child has said the promise does he enter, demonstrating the importance of the verbal commitment and participation in the accountable action of promise-making by the participants prior to entering the forest.

year: 2017