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: Using vignettes as self-reflexivity in narrative research of problematised history pedagogy

authors: Hunter, Philippa Anne

subjects: New Zealand

abstract: This article focuses on the use of vignettes as an emergent dimension of narrative research writing. The author draws on doctoral research that problematised history curriculum and pedagogy with pre-service teachers in the context of secondary teacher education in New Zealand. Pedagogic crossings of history education sites, and negotiation of disciplinary boundaries were storied in the narrative research. A lived experience of curriculum continuity and change had shaped a critical pedagogy orientation in the author's theorising and practice. This featured a self-reflexivity of pedagogic identities including those of student, practitioner, and researcher. The narrative writing was conceptualised as a layered bricolage of academic socialisation, engagement with theory, and practitioner work. Accordingly, it proved unworkable to distance the author's lived experience and pedagogic identities from the narrative, for these lay at the heart of the research. Therefore, the styling of vignettes became a creative way to story self-reflexivity within academic writing. Vignettes were conceived as inside stories that recalled pedagogic voices and evoked themes of curriculum disturbance as transgression, and desire as re-imagined history curriculum.

text: Using vignettes as self-reflexivity in narrative research of problematised history pedagogy This article focuses on the use of vignettes as an emergent dimension of narrative research writing. The author draws on doctoral research that problematised history curriculum and pedagogy with pre-service teachers in the context of secondary teacher education in New Zealand. Pedagogic crossings of history education sites, and negotiation of disciplinary boundaries were storied in the narrative research. A lived experience of curriculum continuity and change had shaped a critical pedagogy orientation in the author's theorising and practice. This featured a self-reflexivity of pedagogic identities including those of student, practitioner, and researcher. The narrative writing was conceptualised as a layered bricolage of academic socialisation, engagement with theory, and practitioner work. Accordingly, it proved unworkable to distance the author's lived experience and pedagogic identities from the narrative, for these lay at the heart of the research. Therefore, the styling of vignettes became a creative way to story self-reflexivity within academic writing. Vignettes were conceived as inside stories that recalled pedagogic voices and evoked themes of curriculum disturbance as transgression, and desire as re-imagined history curriculum.

year: 2012

title: Population diversity in Aotearoa New Zealand: Insights from the CaDDANZ research programme

authors: Stone, Geoff

abstract: CaDDANZ was a New Zealand Government-funded project studying the impacts of growing population diversity in Aotearoa New Zealand. The project ran from 2014 to 2020 and was extended to March 2021 due to the effects of the global COVID-19 pandemic. Staffed by a multidisciplinary team of researchers, CaDDANZ aimed to identify changing demographics and the impacts of ethnic and demographic diversity on aspects of economic and social change. This report has synthesised a bundle of key insights that could only have surfaced through the reflection on the interplay between the research questions that the original bid set out to address. While we, as a project team, did not intend to produce transdisciplinary or even interdisciplinary work on migration, diversity or the diversity dividend, setting a goal to synthesise something from the project as a whole has produced this report. Using social cohesion as a sorting mechanism for the insights has meant this overview is selective and high level. Not all the projects can be read against a social cohesion or even social inclusion lens. In particular, many of the econometric outputs explicitly addressed aspects of diversity as an economic dividend and that work is not highlighted in the synthesis. 
Three broad themes are addressed 
1. Immigration and diversity – understanding population trends 
2. [Re] conceptualising ethno-demographic diversity in Aotearoa – Tangata whenua perspectives 
3. Diversity in context – in different settings and over time 
The report concludes with four high-level insights 
1. Immigration policy needs to re-examine its position in relation to Tiriti o Waitangi where any Crown partnership relationship is currently lacking. 
2. Despite social cohesion being a negotiated term, its use as a framing for the impacts of migration on both the host country and individual migrant lives is underpinned by its use in the Royal Commission of Inquiry into the terrorist attack on Christchurch mosques on 15 March 2019 and is preferable to the concept of a diversity dividend.1 
3. While ethnocultural diversity is the default for ‘diversity dividend’ research, the concept of the social organisation of difference has broader relevance to social justice-oriented policy development.2 
4. The use of wide range of different methodologies is vital for the production of wellevidenced, theory-informed strategies and policies.

text: Population diversity in Aotearoa New Zealand: Insights from the CaDDANZ research programme CaDDANZ was a New Zealand Government-funded project studying the impacts of growing population diversity in Aotearoa New Zealand. The project ran from 2014 to 2020 and was extended to March 2021 due to the effects of the global COVID-19 pandemic. Staffed by a multidisciplinary team of researchers, CaDDANZ aimed to identify changing demographics and the impacts of ethnic and demographic diversity on aspects of economic and social change. This report has synthesised a bundle of key insights that could only have surfaced through the reflection on the interplay between the research questions that the original bid set out to address. While we, as a project team, did not intend to produce transdisciplinary or even interdisciplinary work on migration, diversity or the diversity dividend, setting a goal to synthesise something from the project as a whole has produced this report. Using social cohesion as a sorting mechanism for the insights has meant this overview is selective and high level. Not all the projects can be read against a social cohesion or even social inclusion lens. In particular, many of the econometric outputs explicitly addressed aspects of diversity as an economic dividend and that work is not highlighted in the synthesis. 
Three broad themes are addressed 
1. Immigration and diversity – understanding population trends 
2. [Re] conceptualising ethno-demographic diversity in Aotearoa – Tangata whenua perspectives 
3. Diversity in context – in different settings and over time 
The report concludes with four high-level insights 
1. Immigration policy needs to re-examine its position in relation to Tiriti o Waitangi where any Crown partnership relationship is currently lacking. 
2. Despite social cohesion being a negotiated term, its use as a framing for the impacts of migration on both the host country and individual migrant lives is underpinned by its use in the Royal Commission of Inquiry into the terrorist attack on Christchurch mosques on 15 March 2019 and is preferable to the concept of a diversity dividend.1 
3. While ethnocultural diversity is the default for ‘diversity dividend’ research, the concept of the social organisation of difference has broader relevance to social justice-oriented policy development.2 
4. The use of wide range of different methodologies is vital for the production of wellevidenced, theory-informed strategies and policies.

year: 2021