title: The Epidemiology of Streptococcus equi subspecies equi in New Zealand in Relation to Vaccine Efficacy

authors: Zhang, Heng

subjects: S. equi

abstract: Strangles is caused by host restricted pathogen Streptococcus equi subspecies equi (S. equi) and is the most frequently diagnosed equine disease. This highly contiguous disease accounts for approximate 30% of recorded incidents of equine disease annually (Harrington, Sutcliffe, & Chanter, 2002). Strangles is characterized by abscessation of the lymph nodes of the head and neck. The severity of this disease varies largely depending on the immune status of the affected animal (Sweeney et al., 2005). Diagnosis of strangles can be complicated by the presence of other beta haemolytic streptococci, especially the closely related S. zooepidemicus. Moreover, the current method used to detect S. equi in the carriage state – via samples from the guttural pouches of apparently healthy horses after recovery from strangles - is not always practical. 

Currently there are two vaccines for strangles available in NZ. One is a non-encapsulated and attenuated strain of S. equi, Pinnacle® IN (Ford Dodge, USA), which is administered intranasally. Another is an inactivated bacterin, Equivac® S (Pfizer, NZ), used intramuscularly. However, the efficacy of these two vaccines to the three NZ S. equi strains is not clear. Also the level of induced antibodies with the sera of inoculated animals is unkown. 

In this study, an enzyme-linked immuno-sorbent assay (ELISA) and an indirect fluorescent-antibody assay (IFA) were developed to detect specific antibodies in sera from horses either infected with S. equi, or vaccinated with Pinnacle or Equivac S, or unvaccinated. Four peptides synthesized by GenScript (GenScript, USA) were used for the ELISA study. Of these, three peptides targeted the N-terminal variable regions of S. equi strains 99, 100 and the vaccine strain. The other was a PEPK repeats peptide, corresponding to a region present in the N-terminal region of the S. equi protein SzPSe. Both ELISA and IFA results showed that relatively high levels of antibodies were induced following vaccination or infection. Also, the induced antibodies demonstrated cross-reactivity to all three S. equi strains tested. ELISA for the PEPK peptide produced higher ODs than seen with the three SeM peptides, suggesting that there were more antibodies against PEPK peptide within the sera. The IFA results showed a difference in titre between pre-vaccinated horses and post-vaccinated horses; whilst the ELISA results did not. This may be due to serological reactivity between those four peptides and ‘natural antibodies’ induced by exposure to the closely related S. zooepidemicus. Further evidence in support of this result was seen in western blotting, which showed that ‘natural antibodies’ in serum from pre-vaccinated horses reacted serologically with proteins from S. equi. IFA was shown to be the better method for the diagnosis of strangles and for the study of the antibody responses after vaccination or infection.

ELISA and IFA results also showed that the observed antibody levels induced by Pinnacle and Equivac S were similar, indicating the comparable efficacy of these two vaccines. All of the vaccinated horses had high levels of pre-existing antibodies within their sera, even one year after vaccination. This may suggest that an increase in the interval of booster time could be acceptable. However, it is acknowledged that antibody titres do not necessarily equal protection from infection. Western blotting results indicated that a stronger immunity was formed after natural infection than seen in horses after. This is because after infection the entire immune system (both humoral and cell-mediated) will be stimulated.

text: The Epidemiology of Streptococcus equi subspecies equi in New Zealand in Relation to Vaccine Efficacy Strangles is caused by host restricted pathogen Streptococcus equi subspecies equi (S. equi) and is the most frequently diagnosed equine disease. This highly contiguous disease accounts for approximate 30% of recorded incidents of equine disease annually (Harrington, Sutcliffe, & Chanter, 2002). Strangles is characterized by abscessation of the lymph nodes of the head and neck. The severity of this disease varies largely depending on the immune status of the affected animal (Sweeney et al., 2005). Diagnosis of strangles can be complicated by the presence of other beta haemolytic streptococci, especially the closely related S. zooepidemicus. Moreover, the current method used to detect S. equi in the carriage state – via samples from the guttural pouches of apparently healthy horses after recovery from strangles - is not always practical. 

Currently there are two vaccines for strangles available in NZ. One is a non-encapsulated and attenuated strain of S. equi, Pinnacle® IN (Ford Dodge, USA), which is administered intranasally. Another is an inactivated bacterin, Equivac® S (Pfizer, NZ), used intramuscularly. However, the efficacy of these two vaccines to the three NZ S. equi strains is not clear. Also the level of induced antibodies with the sera of inoculated animals is unkown. 

In this study, an enzyme-linked immuno-sorbent assay (ELISA) and an indirect fluorescent-antibody assay (IFA) were developed to detect specific antibodies in sera from horses either infected with S. equi, or vaccinated with Pinnacle or Equivac S, or unvaccinated. Four peptides synthesized by GenScript (GenScript, USA) were used for the ELISA study. Of these, three peptides targeted the N-terminal variable regions of S. equi strains 99, 100 and the vaccine strain. The other was a PEPK repeats peptide, corresponding to a region present in the N-terminal region of the S. equi protein SzPSe. Both ELISA and IFA results showed that relatively high levels of antibodies were induced following vaccination or infection. Also, the induced antibodies demonstrated cross-reactivity to all three S. equi strains tested. ELISA for the PEPK peptide produced higher ODs than seen with the three SeM peptides, suggesting that there were more antibodies against PEPK peptide within the sera. The IFA results showed a difference in titre between pre-vaccinated horses and post-vaccinated horses; whilst the ELISA results did not. This may be due to serological reactivity between those four peptides and ‘natural antibodies’ induced by exposure to the closely related S. zooepidemicus. Further evidence in support of this result was seen in western blotting, which showed that ‘natural antibodies’ in serum from pre-vaccinated horses reacted serologically with proteins from S. equi. IFA was shown to be the better method for the diagnosis of strangles and for the study of the antibody responses after vaccination or infection.

ELISA and IFA results also showed that the observed antibody levels induced by Pinnacle and Equivac S were similar, indicating the comparable efficacy of these two vaccines. All of the vaccinated horses had high levels of pre-existing antibodies within their sera, even one year after vaccination. This may suggest that an increase in the interval of booster time could be acceptable. However, it is acknowledged that antibody titres do not necessarily equal protection from infection. Western blotting results indicated that a stronger immunity was formed after natural infection than seen in horses after. This is because after infection the entire immune system (both humoral and cell-mediated) will be stimulated.

year: 2013

title: Change Readiness Influences on Knowledge Management Processes: A Case of Three Professional Service Firms

authors: Rusly, Fariza Hanim

subjects: knowledge management

abstract: Introduction: The current dynamic market is characterised by stiff competition and ever-changing clients’ demand for better and innovative products and services. In this challenging environment, the need for developing and managing knowledge transcends the importance of accumulating physical capital. With an increasing awareness of the potential of knowledge as a competitive source for firms’ survival, there is an increased knowledge management initiatives and investments by firms. Nevertheless, literature highlights increasing failures of knowledge management initiatives, with reasons for the failure yet to be established conclusively. 
On the basis of the premise that implementation of the knowledge management process could induce changes in firms’ practices and culture, and employees’ beliefs and cognitive structure,  the current thesis addresses the issue from the change management perspective. The main idea that drives the research evolves from the understanding that failure in knowledge management initiatives could be rooted in the lack of readiness to change.   

Objective: The primary objective of this thesis is to understand how the change readiness construct shapes the various processes for managing knowledge in professional service firms. Change readiness in this thesis was conceptualised as a multidimensional and multilevel construct. This thesis contributes to the body of knowledge by explicating the way these change readiness elements shape knowledge management processes. The study setting within the professional service industry offers unique insights, which is less explored in the extant KM literature. 

Method: The study was conducted within the professional service firms’ context, on the basis that knowledge represents the main source for survival and competitiveness in this knowledge-intensive industry. This research is grounded in the interpretive paradigm and is studied from the constructivist epistemological lens. This qualitative research employed multiple case study design in three New Zealand professional service firms. Two firms are accounting establishments and one represents an engineering maintenance firm. Sixteen semi-structured interviews, conducted over the period of two months, involved the managerial and operational professionals in these participating firms. Data were analysed following the grounded theory analysis and findings presented using cross-cases analysis.

Results: This thesis contributes to the body of knowledge in the field of knowledge management (KM) by revealing the distinctive influences of multidimensional elements of the change readiness construct on the knowledge acquisition, knowledge application and knowledge sharing processes in the firms studied. 
The thesis proposes three dimensions of the change readiness construct, which are categorised as KM change understanding, KM change context and individual differences. The dimension of KM change understanding consists of change goal, change benefit, need for knowledge, perceived management support and collective commitment. The KM change context is comprised of learning, participation, communication and management support. Individual expertise and adaptability represent the individual differences dimension of the change readiness construct. 

Specifically, findings show that:
1)	Readiness for the knowledge acquisition process is largely shaped by the individual’s change readiness elements, including the understanding of the need for knowledge and perceived management support, and the individual’s capability of expertise and adaptability.  Learning and communication provides the essential contexts that shape the firm’s readiness for the knowledge acquisition process.
2)	Readiness for the knowledge application process is largely shaped by the individual’s change readiness elements, including the understanding of change goal, change benefit and perceived management support, and the individual’s capability of expertise and adaptability. Collective commitment shapes professionals’ understanding of knowledge application at the firm level. Learning and management support provides the essential contexts that shape the firm’s readiness for the knowledge application process.
3)	Readiness for the knowledge sharing process is largely shaped by the firm’s change readiness elements, consisting of professionals’ understanding of collective commitment, and the essential contexts of communication, participation and learning. Understanding of the need for knowledge and change benefit, as well as the professional’s expertise, shapes the individual’s readiness for the knowledge sharing process.
4)	The way these change readiness elements shapes the distinctive KM processes in the professional service firms studied vary due to the effects of firm archetypes, inter-profession differences, change nature, knowledge nature and the demographic characteristic. These factors moderates the interrelationships described in in 1), 2), and 3).

text: Change Readiness Influences on Knowledge Management Processes: A Case of Three Professional Service Firms Introduction: The current dynamic market is characterised by stiff competition and ever-changing clients’ demand for better and innovative products and services. In this challenging environment, the need for developing and managing knowledge transcends the importance of accumulating physical capital. With an increasing awareness of the potential of knowledge as a competitive source for firms’ survival, there is an increased knowledge management initiatives and investments by firms. Nevertheless, literature highlights increasing failures of knowledge management initiatives, with reasons for the failure yet to be established conclusively. 
On the basis of the premise that implementation of the knowledge management process could induce changes in firms’ practices and culture, and employees’ beliefs and cognitive structure,  the current thesis addresses the issue from the change management perspective. The main idea that drives the research evolves from the understanding that failure in knowledge management initiatives could be rooted in the lack of readiness to change.   

Objective: The primary objective of this thesis is to understand how the change readiness construct shapes the various processes for managing knowledge in professional service firms. Change readiness in this thesis was conceptualised as a multidimensional and multilevel construct. This thesis contributes to the body of knowledge by explicating the way these change readiness elements shape knowledge management processes. The study setting within the professional service industry offers unique insights, which is less explored in the extant KM literature. 

Method: The study was conducted within the professional service firms’ context, on the basis that knowledge represents the main source for survival and competitiveness in this knowledge-intensive industry. This research is grounded in the interpretive paradigm and is studied from the constructivist epistemological lens. This qualitative research employed multiple case study design in three New Zealand professional service firms. Two firms are accounting establishments and one represents an engineering maintenance firm. Sixteen semi-structured interviews, conducted over the period of two months, involved the managerial and operational professionals in these participating firms. Data were analysed following the grounded theory analysis and findings presented using cross-cases analysis.

Results: This thesis contributes to the body of knowledge in the field of knowledge management (KM) by revealing the distinctive influences of multidimensional elements of the change readiness construct on the knowledge acquisition, knowledge application and knowledge sharing processes in the firms studied. 
The thesis proposes three dimensions of the change readiness construct, which are categorised as KM change understanding, KM change context and individual differences. The dimension of KM change understanding consists of change goal, change benefit, need for knowledge, perceived management support and collective commitment. The KM change context is comprised of learning, participation, communication and management support. Individual expertise and adaptability represent the individual differences dimension of the change readiness construct. 

Specifically, findings show that:
1)	Readiness for the knowledge acquisition process is largely shaped by the individual’s change readiness elements, including the understanding of the need for knowledge and perceived management support, and the individual’s capability of expertise and adaptability.  Learning and communication provides the essential contexts that shape the firm’s readiness for the knowledge acquisition process.
2)	Readiness for the knowledge application process is largely shaped by the individual’s change readiness elements, including the understanding of change goal, change benefit and perceived management support, and the individual’s capability of expertise and adaptability. Collective commitment shapes professionals’ understanding of knowledge application at the firm level. Learning and management support provides the essential contexts that shape the firm’s readiness for the knowledge application process.
3)	Readiness for the knowledge sharing process is largely shaped by the firm’s change readiness elements, consisting of professionals’ understanding of collective commitment, and the essential contexts of communication, participation and learning. Understanding of the need for knowledge and change benefit, as well as the professional’s expertise, shapes the individual’s readiness for the knowledge sharing process.
4)	The way these change readiness elements shapes the distinctive KM processes in the professional service firms studied vary due to the effects of firm archetypes, inter-profession differences, change nature, knowledge nature and the demographic characteristic. These factors moderates the interrelationships described in in 1), 2), and 3).

year: 2014

title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013