title: Distribution of reverse gyrase in representative species of eubacteria and archaebacteria

authors: Collin, R.G.

subjects: archaebacterium

abstract: Reverse gyrase is a topoisomerase which positively supercoils closed circular plasmid DNA. Reverse gyrase activity is restricted to the thermoacidophilic group of archaebacteria. Thermophilic methanogens and eubacteria and all mesophilic organisms screened had no reverse gyrase activity. The result supports the deep phylogenetic divergence in archaebacterial evolution.

text: Distribution of reverse gyrase in representative species of eubacteria and archaebacteria Reverse gyrase is a topoisomerase which positively supercoils closed circular plasmid DNA. Reverse gyrase activity is restricted to the thermoacidophilic group of archaebacteria. Thermophilic methanogens and eubacteria and all mesophilic organisms screened had no reverse gyrase activity. The result supports the deep phylogenetic divergence in archaebacterial evolution.

year: 1988

title: Japanese gardens and plants in New Zealand, 1850-1950: Transculturation and transmission

authors: Beattie, James John

subjects: New Zealand

abstract: Oscar Wilde once wrote that ‘the whole of Japan is a pure invention’.1 This comment hints at the complex processes behind cultural transfer and transculturation between different areas of Asia and the West from the 1850s onwards.2 The development of gardening aesthetics in New Zealand from the mid-Victorian to Edwardian periods showcases just how inventive, complex and sometimes contradictory Western society’s cultural engagement with the rising Asian world power could be.

text: Japanese gardens and plants in New Zealand, 1850-1950: Transculturation and transmission Oscar Wilde once wrote that ‘the whole of Japan is a pure invention’.1 This comment hints at the complex processes behind cultural transfer and transculturation between different areas of Asia and the West from the 1850s onwards.2 The development of gardening aesthetics in New Zealand from the mid-Victorian to Edwardian periods showcases just how inventive, complex and sometimes contradictory Western society’s cultural engagement with the rising Asian world power could be.

year: 2008

title: Sylvia’s place: Ashton-Warner as New Zealand educational theorist.

authors: Middleton, Sue

subjects: educational theorist

abstract: Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

text: Sylvia’s place: Ashton-Warner as New Zealand educational theorist. Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

year: 2009