title: Strengthening belonging and identity of refugee and immigrant children through early childhood education

authors: Mitchell, Linda

abstract: This project explored the role of early childhood education (ECE) and pedagogical strategies in supporting a sense of belonging and identity for refugee and immigrant children and families in Aotearoa New Zealand. We used a design-based research methodology in four culturally diverse ECE settings to develop and trial theories and strategies about how ECE can deliberately encourage refugee and immigrant children to connect with their home countries, sustain their cultural identity, and simultaneously live within and contribute to Aotearoa New Zealand. We analysed the affordances of drawing, storytelling and play, and of teacher engagement with children, parents, and whānau, for constructing pathways to belonging in Aotearoa New Zealand. The research focus was on the potential of early childhood services to be sites for social justice for refugee and immigrant children and families, laying a foundation for a confident transition to a bicultural Aotearoa, additional to their own culture. Through the research, we wanted to develop practice strategies and theories of bicultural belonging and participatory democracy that can be strengthened through early childhood education.

text: Strengthening belonging and identity of refugee and immigrant children through early childhood education This project explored the role of early childhood education (ECE) and pedagogical strategies in supporting a sense of belonging and identity for refugee and immigrant children and families in Aotearoa New Zealand. We used a design-based research methodology in four culturally diverse ECE settings to develop and trial theories and strategies about how ECE can deliberately encourage refugee and immigrant children to connect with their home countries, sustain their cultural identity, and simultaneously live within and contribute to Aotearoa New Zealand. We analysed the affordances of drawing, storytelling and play, and of teacher engagement with children, parents, and whānau, for constructing pathways to belonging in Aotearoa New Zealand. The research focus was on the potential of early childhood services to be sites for social justice for refugee and immigrant children and families, laying a foundation for a confident transition to a bicultural Aotearoa, additional to their own culture. Through the research, we wanted to develop practice strategies and theories of bicultural belonging and participatory democracy that can be strengthened through early childhood education.

year: 2020

title: Biochemical characterization of an active pyrophosphate-dependent phosphofructokinase from Treponema pallidum

authors: Roberson, Russell S.

subjects: syphilis

abstract: An active pyrophosphate-dependent phosphofructokinase containing a six residue polyhistidine tag has been cloned from Treponema pallidum, and characterized biochemically. The phosphofructokinase has pH optima for activity of 8.0 for both the forward and reverse reactions. The apparent Km for pyrophosphate was 0.042 mM (Vmax of 141 U mg−1 protein) and for fructose-6-phosphate, 0.529 mM. The apparent Km for the reverse reaction for fructose-1,6-diphosphate was 0.267 mM (Vmax of 42.4 U mg−1 protein). The enzyme appears to be both a dimer and non-allosteric.

text: Biochemical characterization of an active pyrophosphate-dependent phosphofructokinase from Treponema pallidum An active pyrophosphate-dependent phosphofructokinase containing a six residue polyhistidine tag has been cloned from Treponema pallidum, and characterized biochemically. The phosphofructokinase has pH optima for activity of 8.0 for both the forward and reverse reactions. The apparent Km for pyrophosphate was 0.042 mM (Vmax of 141 U mg−1 protein) and for fructose-6-phosphate, 0.529 mM. The apparent Km for the reverse reaction for fructose-1,6-diphosphate was 0.267 mM (Vmax of 42.4 U mg−1 protein). The enzyme appears to be both a dimer and non-allosteric.

year: 2001

title: Lost in translation: western representations of Māori knowledge

authors: Mika, Carl Te Hira

abstract: We recently attended a conference at which a non-Māori presenter, drawing on a particular metaphor already established by Māori writers, related Māori natural world features to a research method. The presentation was useful because it highlighted several issues that call for our concern as Māori philosophers. In this article, we outline these concerns, which are: first, that a blunt response to such a presentation is not undertaken lightly from a Māori viewpoint; and, second, that the presenter’s talk exemplifies a wider problem of warping Māori concepts and labels to fit a Western philosophical approach. We call this latter problem ‘Translation’, because it involves moving the Māori world and its phenomena over into one that is palatable for policy and research. The aim of the article is not to single out the presenter, but rather to refer to his presentation in order to consider the prior issue of Translation. In cases where Translation occurs, a Māori critical philosophical stance is clearly needed, in order to both investigate the warping of Māori thought on which it relies, and review the place of Māori philosophy and philosophical response in the arena of educational research.

text: Lost in translation: western representations of Māori knowledge We recently attended a conference at which a non-Māori presenter, drawing on a particular metaphor already established by Māori writers, related Māori natural world features to a research method. The presentation was useful because it highlighted several issues that call for our concern as Māori philosophers. In this article, we outline these concerns, which are: first, that a blunt response to such a presentation is not undertaken lightly from a Māori viewpoint; and, second, that the presenter’s talk exemplifies a wider problem of warping Māori concepts and labels to fit a Western philosophical approach. We call this latter problem ‘Translation’, because it involves moving the Māori world and its phenomena over into one that is palatable for policy and research. The aim of the article is not to single out the presenter, but rather to refer to his presentation in order to consider the prior issue of Translation. In cases where Translation occurs, a Māori critical philosophical stance is clearly needed, in order to both investigate the warping of Māori thought on which it relies, and review the place of Māori philosophy and philosophical response in the arena of educational research.

year: 2017