title: Deriving bovine embryonic stem-like cells in defined conditions

authors: Muhammad Alahdal, Hadil

subjects: bovine

abstract: The first embryonic stem ES cell line was isolated from mouse in 1981 (Evans and Kaufman 1981; Martin1981). However, ESCs are only available in rodent species. Although research has been carried out on bovine embryos for more than two decades, there is no evidence of ESCs (Shanbo, Fang et al. 2009). Reasons for this are unknown developmental aspects associated with bovine embryology. Most attempts to culture bovine ES-like cells have been to isolate them from the ICM of day seven blastocysts, which have been generated by in vitro production (IVP). Here I report an alternative method to derive bES-like cells using dissociated blastomeres from early stages embryos (8 and 16-cell) and day 5 and 7 embryos. These bovine outgrowths were cultured in order to investigate which developmental stage associated with better blastomere attachment. Also, to examine their pluripotency, as it was hypothesised that early stages of development up to the blastocyst stage are pluripotent and that the naive state of bovine ESCs exist. In addition, instead of using animal material as feeder layers such as mouse embryonic fibroblasts (MEFs), which provides leukemic inhibitory factor (LIF) to maintain pluripotency, defined extra cellular matrixes (ECM) were used in order to derive bES-like cells in defined conditions, avoid contamination by reagents used in cell culture and to find the substrate associated with better attachment and proliferation. 2i media was applied to the development of bovine embryos in order to determine if the use of 2i media with different numbers of blastomeres would encourage bES-like cell development, proliferation and to introduce cell uniformity. Blastomeres were cultured singularly, and in groups in 96 well plates and in tissue culture plates in order to produce short term cell lines. Development rate, attachment and outgrowth production were measured, for example, the proportion of blastomeres attached and proliferated. Markers of ESCs, epiblast stem cells (epiESCs) and trophectoderm were investigated in produced bovine outgrowths in order to examine their pluripotency, and their karyotyping was examined. In this study, from the different developmental stages used, outgrowths were produced from all stages used, but the inner cell mass (ICM) was associated with better outgrowth production. Different ECMs promoted attachment, however, with variable efficiency, in which gelatin was associated with better attachment and proliferation. The use of 2i media resulted in attachment, but with poor proliferation. cDNA isolated from bovine outgrowths expressed some of pluripotency markers, but with a lack of uniformity. In addition, metaphase spreads from outgrowths showed an abnormal karyotype. From this study, we increased our understanding of the factors that enhance the derivation of bES-like cells such as the culture media and the substrates. In addition, we have gained more information on bovine gene expression in blastomere derived outgrowths.

text: Deriving bovine embryonic stem-like cells in defined conditions The first embryonic stem ES cell line was isolated from mouse in 1981 (Evans and Kaufman 1981; Martin1981). However, ESCs are only available in rodent species. Although research has been carried out on bovine embryos for more than two decades, there is no evidence of ESCs (Shanbo, Fang et al. 2009). Reasons for this are unknown developmental aspects associated with bovine embryology. Most attempts to culture bovine ES-like cells have been to isolate them from the ICM of day seven blastocysts, which have been generated by in vitro production (IVP). Here I report an alternative method to derive bES-like cells using dissociated blastomeres from early stages embryos (8 and 16-cell) and day 5 and 7 embryos. These bovine outgrowths were cultured in order to investigate which developmental stage associated with better blastomere attachment. Also, to examine their pluripotency, as it was hypothesised that early stages of development up to the blastocyst stage are pluripotent and that the naive state of bovine ESCs exist. In addition, instead of using animal material as feeder layers such as mouse embryonic fibroblasts (MEFs), which provides leukemic inhibitory factor (LIF) to maintain pluripotency, defined extra cellular matrixes (ECM) were used in order to derive bES-like cells in defined conditions, avoid contamination by reagents used in cell culture and to find the substrate associated with better attachment and proliferation. 2i media was applied to the development of bovine embryos in order to determine if the use of 2i media with different numbers of blastomeres would encourage bES-like cell development, proliferation and to introduce cell uniformity. Blastomeres were cultured singularly, and in groups in 96 well plates and in tissue culture plates in order to produce short term cell lines. Development rate, attachment and outgrowth production were measured, for example, the proportion of blastomeres attached and proliferated. Markers of ESCs, epiblast stem cells (epiESCs) and trophectoderm were investigated in produced bovine outgrowths in order to examine their pluripotency, and their karyotyping was examined. In this study, from the different developmental stages used, outgrowths were produced from all stages used, but the inner cell mass (ICM) was associated with better outgrowth production. Different ECMs promoted attachment, however, with variable efficiency, in which gelatin was associated with better attachment and proliferation. The use of 2i media resulted in attachment, but with poor proliferation. cDNA isolated from bovine outgrowths expressed some of pluripotency markers, but with a lack of uniformity. In addition, metaphase spreads from outgrowths showed an abnormal karyotype. From this study, we increased our understanding of the factors that enhance the derivation of bES-like cells such as the culture media and the substrates. In addition, we have gained more information on bovine gene expression in blastomere derived outgrowths.

year: 2011

title: Afterword: Emotional reason: Challenging cognitivism in education

authors: Peters, Michael A.

subjects: emotional reason

abstract: In 2004 R. W. Picard and nine colleagues at the MIT Media Lab published “Affective Learning – A Manifesto” that registered a challenge to cognitive theories recognizing the way that the computer as model and metaphor had tended to skew research on learning as a form of information processing by privileging the “cognitive” over the “affective.” The manifesto attempted to redress the imbalance to support an increasingly research-based “view of affect as complexly intertwined with cognition in guiding rational behaviour, memory retrieval, decision-making, creativity, and more” (Picard, 2004). They wanted to build new learning systems that used affect as a basis for new education and machine learning. They noted that “the extension of cognitive theory to explain and exploit the role of affect in learning is in its infancy.”

text: Afterword: Emotional reason: Challenging cognitivism in education In 2004 R. W. Picard and nine colleagues at the MIT Media Lab published “Affective Learning – A Manifesto” that registered a challenge to cognitive theories recognizing the way that the computer as model and metaphor had tended to skew research on learning as a form of information processing by privileging the “cognitive” over the “affective.” The manifesto attempted to redress the imbalance to support an increasingly research-based “view of affect as complexly intertwined with cognition in guiding rational behaviour, memory retrieval, decision-making, creativity, and more” (Picard, 2004). They wanted to build new learning systems that used affect as a basis for new education and machine learning. They noted that “the extension of cognitive theory to explain and exploit the role of affect in learning is in its infancy.”

year: 2015

title: An auto-ethnography: Decolonising educational leadership in Aotearoa /New Zealand

authors: Murfitt, Daniel

abstract: This auto-ethnography examines how I, as the principal in an English-medium state secondary school in Aotearoa/New Zealand, hence forth referred to as Aotearoa, collaborated to transform the school culture, leading to improved outcomes for indigenous Māori students. By examining the transcripts of interviews between myself and external researchers, the key strategies and behaviours of decolonising and transformative leadership that led the transformation of a school culture and system, begin to be revealed.
Imperative in addressing the long-term underachievement of Māori students as a result of colonisation is a framework for educational leaders to both challenge and transform a system, created through colonisation, that continues to underserve Māori students and whānau .
The findings provide examples and tested guidelines for leaders to work within transformative spaces, created through a decolonising leadership framework. It provides a model of effective leadership utilising deliberate acts of decolonisation alongside partnerships of mana ōrite  to transform negative systems and behaviours perpetuated by colonisation.

text: An auto-ethnography: Decolonising educational leadership in Aotearoa /New Zealand This auto-ethnography examines how I, as the principal in an English-medium state secondary school in Aotearoa/New Zealand, hence forth referred to as Aotearoa, collaborated to transform the school culture, leading to improved outcomes for indigenous Māori students. By examining the transcripts of interviews between myself and external researchers, the key strategies and behaviours of decolonising and transformative leadership that led the transformation of a school culture and system, begin to be revealed.
Imperative in addressing the long-term underachievement of Māori students as a result of colonisation is a framework for educational leaders to both challenge and transform a system, created through colonisation, that continues to underserve Māori students and whānau .
The findings provide examples and tested guidelines for leaders to work within transformative spaces, created through a decolonising leadership framework. It provides a model of effective leadership utilising deliberate acts of decolonisation alongside partnerships of mana ōrite  to transform negative systems and behaviours perpetuated by colonisation.

year: 2019