title: CoRes as tools for promoting pedagogical content knowledge  of novice science teachers

authors: Hume, Anne Christine

abstract: Expert science teachers possess a special blend of science content knowledge and pedagogical knowledge for teaching particular science topics to particular groups of students that is built up over time and experience. This form of professional knowledge, termed pedagogical content knowledge (PCK) by Shulman (1987), is topic-specific, unique to each science teacher, and can only be gained through teaching practice. The academic construct of PCK is a recognition that teaching is not simply the transmission of concepts and skills from teacher to students but, rather, a complex and problematic activity that requires many and varied ‘on the spot’ decisions and responses to students’ ongoing learning needs. Much has been written about the nature of PCK since Shulman first introduced the concept in 1987, and its elusive characteristics have led to much debate.

text: CoRes as tools for promoting pedagogical content knowledge  of novice science teachers Expert science teachers possess a special blend of science content knowledge and pedagogical knowledge for teaching particular science topics to particular groups of students that is built up over time and experience. This form of professional knowledge, termed pedagogical content knowledge (PCK) by Shulman (1987), is topic-specific, unique to each science teacher, and can only be gained through teaching practice. The academic construct of PCK is a recognition that teaching is not simply the transmission of concepts and skills from teacher to students but, rather, a complex and problematic activity that requires many and varied ‘on the spot’ decisions and responses to students’ ongoing learning needs. Much has been written about the nature of PCK since Shulman first introduced the concept in 1987, and its elusive characteristics have led to much debate.

year: 2010

title: Interactions of calcium and other metal ions with caldolysin, the thermostable proteinase from Thermus aquaticus strain T351.

authors: Khoo, T.C.

subjects: biology

abstract: Caldolysin, the extracellular proteinase from the extreme thermophile Thermus aquaticus strain T351, is stabilized by Ca2+. A variety of metal ions were able to substitute for Ca2+. Most were unable to confer as much stability as Ca2+, with the exception of the lanthanide ions, which increased the half-life at 95 degrees C from 1 h to more than 4 h. Results from a variety of separation methods indicated that caldolysin binds 6 Ca2+ ions/molecule of enzyme. The presence of non-linear Ca2+ titration plots, and the removal of 4 Ca2+ ions/molecule by treatment with a cationic ion-exchange gel suggested that caldolysin possesses at least two different types of Ca2+-binding sites, with different affinities. Average binding constants of the two types of binding sites were 2.8 X 10(4)M-1 (for the low-affinity sites) and 7.5 X 10(5) M-1 (for the high-affinity sites). The total Ca2+-binding free energy for caldolysin was shown to be greater than for either thermolysin or Bacillus subtilis neutral proteinase. It appears that the higher thermostability of caldolysin is due to the presence of 6 Ca2+ ions rather than 4 Ca2+ ions/molecule.

text: Interactions of calcium and other metal ions with caldolysin, the thermostable proteinase from Thermus aquaticus strain T351. Caldolysin, the extracellular proteinase from the extreme thermophile Thermus aquaticus strain T351, is stabilized by Ca2+. A variety of metal ions were able to substitute for Ca2+. Most were unable to confer as much stability as Ca2+, with the exception of the lanthanide ions, which increased the half-life at 95 degrees C from 1 h to more than 4 h. Results from a variety of separation methods indicated that caldolysin binds 6 Ca2+ ions/molecule of enzyme. The presence of non-linear Ca2+ titration plots, and the removal of 4 Ca2+ ions/molecule by treatment with a cationic ion-exchange gel suggested that caldolysin possesses at least two different types of Ca2+-binding sites, with different affinities. Average binding constants of the two types of binding sites were 2.8 X 10(4)M-1 (for the low-affinity sites) and 7.5 X 10(5) M-1 (for the high-affinity sites). The total Ca2+-binding free energy for caldolysin was shown to be greater than for either thermolysin or Bacillus subtilis neutral proteinase. It appears that the higher thermostability of caldolysin is due to the presence of 6 Ca2+ ions rather than 4 Ca2+ ions/molecule.

year: 1984

title: Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education?

authors: Hill, Richard Kenneth

subjects: Māori medium

abstract: Māori medium education provides a range of options for families wishing to educate their children through the indigenous language of Aotearoa New Zealand. Level 2 programmes with 51–80% Māori language instruction, can play an important role in supporting students and their Māori language development, yet little is known about these programmes. This project explored the experiences of whānau (families) and students of level 2 Māori medium programmes to gauge the contribution they make to the education of students. It found that this form of education attracts whānau with wide ranging aims and expectations, but offers highly satisfactory educational options for them. However, there are some tensions, particularly in regard to the part they play in lifting students’ Māori language skills. Ensuring graduates of level 2 programmes have a pathway to learn the Māori language beyond primary school was also a cause for concern.

text: Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education? Māori medium education provides a range of options for families wishing to educate their children through the indigenous language of Aotearoa New Zealand. Level 2 programmes with 51–80% Māori language instruction, can play an important role in supporting students and their Māori language development, yet little is known about these programmes. This project explored the experiences of whānau (families) and students of level 2 Māori medium programmes to gauge the contribution they make to the education of students. It found that this form of education attracts whānau with wide ranging aims and expectations, but offers highly satisfactory educational options for them. However, there are some tensions, particularly in regard to the part they play in lifting students’ Māori language skills. Ensuring graduates of level 2 programmes have a pathway to learn the Māori language beyond primary school was also a cause for concern.

year: 2017