title: Streptococcus equi subsp. zooepidemicus in New Zealand horses

authors: Patty, Olivia Anne

subjects: Streptococcus zooepidemicus

abstract: Streptococcus equi subsp. zooepidemicus (S. zooepidemicus) is an opportunistic commensal bacterium of the horse mucosa causing disease in susceptible populations.  This research sets out to enhance the understanding of S. zooepidemicus infections within the New Zealand horse population through strain-associated genomic and phenotypic characteristics.  Retrospectively, S. zooepidemicus is the second most frequently isolated bacterium in New Zealand horses, being mainly associated with respiratory and urogenital tract infections.  However, it also has the ability to colonise and or infect a diverse range of other anatomical regions of New Zealand horses.  S. zooepidemicus isolates were shown to be genetically diverse via strain typing using either the single polymorphic gene, szp or standard multilocus sequence typing (MLST). Both typing schemes were shown to lack the discriminatory power needed to completely separate the isolates which was resolved by employing core genome MLST.  Importantly, none of these typing methods could link a particular strain to disease status or anatomical region.  However, when disease occurred the number of colonising strains tended to reduce to just the infective strain, indicating bacterial competition and strain fitness advantages.  Factors available to S. zooepidemicus to colonise and persist in the horse include biofilm formation and cellular invasion with the majority of strains tested in vitro, able to form biofilms and all tested strains capable of invasion.  
Bioinformatic analysis showed that the pangenome of S. zooepidemicus is open, which demonstrates the ability of species to accessorise its genome enabling the species to diversify and exploit different hosts and environment.  An average of 45 new genes are discovered with the addition of each new genome.  Unfortunately, no single feature of the accessory genome analysed was able to differentiate the New Zealand horse S. zooepidemicus strains as commensals or pathogens or differentiate strains from respiratory disease or uterine infection.  As a result, this study defines S. zooepidemicus as an opportunistic pathogen that can reside in the healthy equine population and infect susceptible hosts and are not anatomically, geographically or host bound.

text: Streptococcus equi subsp. zooepidemicus in New Zealand horses Streptococcus equi subsp. zooepidemicus (S. zooepidemicus) is an opportunistic commensal bacterium of the horse mucosa causing disease in susceptible populations.  This research sets out to enhance the understanding of S. zooepidemicus infections within the New Zealand horse population through strain-associated genomic and phenotypic characteristics.  Retrospectively, S. zooepidemicus is the second most frequently isolated bacterium in New Zealand horses, being mainly associated with respiratory and urogenital tract infections.  However, it also has the ability to colonise and or infect a diverse range of other anatomical regions of New Zealand horses.  S. zooepidemicus isolates were shown to be genetically diverse via strain typing using either the single polymorphic gene, szp or standard multilocus sequence typing (MLST). Both typing schemes were shown to lack the discriminatory power needed to completely separate the isolates which was resolved by employing core genome MLST.  Importantly, none of these typing methods could link a particular strain to disease status or anatomical region.  However, when disease occurred the number of colonising strains tended to reduce to just the infective strain, indicating bacterial competition and strain fitness advantages.  Factors available to S. zooepidemicus to colonise and persist in the horse include biofilm formation and cellular invasion with the majority of strains tested in vitro, able to form biofilms and all tested strains capable of invasion.  
Bioinformatic analysis showed that the pangenome of S. zooepidemicus is open, which demonstrates the ability of species to accessorise its genome enabling the species to diversify and exploit different hosts and environment.  An average of 45 new genes are discovered with the addition of each new genome.  Unfortunately, no single feature of the accessory genome analysed was able to differentiate the New Zealand horse S. zooepidemicus strains as commensals or pathogens or differentiate strains from respiratory disease or uterine infection.  As a result, this study defines S. zooepidemicus as an opportunistic pathogen that can reside in the healthy equine population and infect susceptible hosts and are not anatomically, geographically or host bound.

year: 2020

title: Which fatigue scale should I use? A Rasch analysis of two fatigue scales in inflammatory conditions

authors: Bartholomew, Emerson J.

subjects: Fatigue

abstract: OBJECTIVES: This study aimed to assess the psychometric properties of two widely used fatigue scales in a sample of patients with inflammatory conditions. 
METHODS: Rasch analysis was used to examine scale reliability, item bias, unidimensionality and overall fit to the Rasch model. Sub-test methodology was utilised to attempt to improve model fit for the CFQ and BRAF-MDQ. 
RESULTS: Initial analysis displayed strong reliability (PSI=0.89 0.96), alongside a lack of item bias in both scales. However, evidence for unidimensionality was not found for either scale. Overall fit to the Rasch model was marginal for the CFQ, and misfitting for the BRAF-MDQ. Local dependency was observed, as well as significant item misfit for both scales. Sub-test modifications resulted in the best model fit for the BRAF-MDQ (χ2(16)=15.77, p=0.469) and the CFQ (χ2(25)=15.49, p=0.929). Modifications resulted in improved fit, reductions in measurement error, and the production of ordinal-to-interval conversion tables for both scales. Conversion tables apply the benefits of enhanced measurement accuracy, valid comparison of BRAF-MDQ and CFQ scores to other interval-level data, appropriate use in parametric statistics, and enhanced precision in clinical cut-off scores-without the need to change administration format. 
CONCLUSION: The BRAF-MDQ and CFQ are valid, reliable tools for fatigue assessment. Psychometric indices and content factors suggest the CFQ is suited to measuring general fatigue, particularly when response burden is a concern, while the BRAF-MDQ should be used in clinical presentations where other symptoms are severe and the impact of fatigue on daily living, emotional, and social well-being is of interest.

text: Which fatigue scale should I use? A Rasch analysis of two fatigue scales in inflammatory conditions OBJECTIVES: This study aimed to assess the psychometric properties of two widely used fatigue scales in a sample of patients with inflammatory conditions. 
METHODS: Rasch analysis was used to examine scale reliability, item bias, unidimensionality and overall fit to the Rasch model. Sub-test methodology was utilised to attempt to improve model fit for the CFQ and BRAF-MDQ. 
RESULTS: Initial analysis displayed strong reliability (PSI=0.89 0.96), alongside a lack of item bias in both scales. However, evidence for unidimensionality was not found for either scale. Overall fit to the Rasch model was marginal for the CFQ, and misfitting for the BRAF-MDQ. Local dependency was observed, as well as significant item misfit for both scales. Sub-test modifications resulted in the best model fit for the BRAF-MDQ (χ2(16)=15.77, p=0.469) and the CFQ (χ2(25)=15.49, p=0.929). Modifications resulted in improved fit, reductions in measurement error, and the production of ordinal-to-interval conversion tables for both scales. Conversion tables apply the benefits of enhanced measurement accuracy, valid comparison of BRAF-MDQ and CFQ scores to other interval-level data, appropriate use in parametric statistics, and enhanced precision in clinical cut-off scores-without the need to change administration format. 
CONCLUSION: The BRAF-MDQ and CFQ are valid, reliable tools for fatigue assessment. Psychometric indices and content factors suggest the CFQ is suited to measuring general fatigue, particularly when response burden is a concern, while the BRAF-MDQ should be used in clinical presentations where other symptoms are severe and the impact of fatigue on daily living, emotional, and social well-being is of interest.

year: 2023-12-09

title: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context

authors: Te Arihi, Kylie

subjects: English Reading Skills

abstract: One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

text: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

year: 2014