title: Epoxy-janthitrems, effects of temperature on in planta expression and their bioactivity against porina larvae

authors: Hennessy, Louise

subjects: Epoxy-janthitrem

abstract: Ryegrass infected with the endophyte AR37 is of significant value to New Zealand’s pastoral sector. It provides superior protection against a range of ryegrass pest insects, and added an estimated $42 million dollars to New Zealand’s economy between 2007 and 2011. Epoxy-janthitrem alkaloids, produced by AR37, are thought to provide this bioactivity, but limited experiments investigating this have been conducted to date. A porina larval bioassay was undertaken to investigate the bioactivity of epoxy-janthitrem I, the major epoxy-janthitrem compound expressed by AR37. The alkaloid was found to be a feeding deterrent at all three concentrations tested (1, 2.5 and 5 μg/g wet weight), with stronger deterrence observed at the two higher concentrations. Some evidence of toxicity of epoxy-janthitrem I was also identified; future work to resolve this is discussed.
Temperature and ryegrass cultivar are two factors known to affect the concentration of alkaloids in ryegrass. How these factors affect epoxy-janthitrem concentrations in AR37-infetced ryegrass has never before been examined. Perennial and Italian ryegrass were grown in high (20°C) and low (7°C) temperature controlled environment rooms for 10-12 weeks, ryegrass was then freeze dried, ground and incorporated in a semi-synthetic diet which was fed to porina larvae to examine how these variations in alkaloid concentration would affect larvae. AR37-infected ryegrass grown at high temperature was found to contain higher concentrations of epoxy-janthitrem, which when fed to porina larvae had a strong anti-feedant effect and reduced larval survival. In comparison, AR37-infected ryegrass grown at low temperature had a small anti-feedant effect on larvae and only when in perennial ryegrass. Epoxy-janthitrem concentrations were slightly affected by plant cultivar and concentrations were identified to be higher in the pseudostems when compared to the leaves of ryegrass plants.
Findings from this thesis improve on the understanding of the bioactivity of epoxy-janthitrem and explain reports from colder areas of the country, that AR37 is not able to adequately control porina populations. Further research should clarify the limitations of the AR37 endophyte in cooler regions by first identifying whether these results are replicated in the field and then by identifying the temperature ranges the AR37 endophyte may not be as effective in.

text: Epoxy-janthitrems, effects of temperature on in planta expression and their bioactivity against porina larvae Ryegrass infected with the endophyte AR37 is of significant value to New Zealand’s pastoral sector. It provides superior protection against a range of ryegrass pest insects, and added an estimated $42 million dollars to New Zealand’s economy between 2007 and 2011. Epoxy-janthitrem alkaloids, produced by AR37, are thought to provide this bioactivity, but limited experiments investigating this have been conducted to date. A porina larval bioassay was undertaken to investigate the bioactivity of epoxy-janthitrem I, the major epoxy-janthitrem compound expressed by AR37. The alkaloid was found to be a feeding deterrent at all three concentrations tested (1, 2.5 and 5 μg/g wet weight), with stronger deterrence observed at the two higher concentrations. Some evidence of toxicity of epoxy-janthitrem I was also identified; future work to resolve this is discussed.
Temperature and ryegrass cultivar are two factors known to affect the concentration of alkaloids in ryegrass. How these factors affect epoxy-janthitrem concentrations in AR37-infetced ryegrass has never before been examined. Perennial and Italian ryegrass were grown in high (20°C) and low (7°C) temperature controlled environment rooms for 10-12 weeks, ryegrass was then freeze dried, ground and incorporated in a semi-synthetic diet which was fed to porina larvae to examine how these variations in alkaloid concentration would affect larvae. AR37-infected ryegrass grown at high temperature was found to contain higher concentrations of epoxy-janthitrem, which when fed to porina larvae had a strong anti-feedant effect and reduced larval survival. In comparison, AR37-infected ryegrass grown at low temperature had a small anti-feedant effect on larvae and only when in perennial ryegrass. Epoxy-janthitrem concentrations were slightly affected by plant cultivar and concentrations were identified to be higher in the pseudostems when compared to the leaves of ryegrass plants.
Findings from this thesis improve on the understanding of the bioactivity of epoxy-janthitrem and explain reports from colder areas of the country, that AR37 is not able to adequately control porina populations. Further research should clarify the limitations of the AR37 endophyte in cooler regions by first identifying whether these results are replicated in the field and then by identifying the temperature ranges the AR37 endophyte may not be as effective in.

year: 2015

title: A Changing Perspective: leading and learning in new ways

authors: Woodward, Phillipa Jean

subjects: Adult Developmental Theory

abstract: Schools are learning places, tasked with providing rich, meaningful and diverse learning experiences for all of its’ learners.  Educational leaders are facing increasing challenges and demands to become more responsive to the fast changing world in which we live and work.  With the increasing complexity and unpredictability that surrounds us, as educators we need to respond in new ways to address the inequity and increasing disparity that exists for our learners. 

The traditional model of schooling that aimed to equip learners with the skills and knowledge to live in a predictable world are no longer fit for purpose, placing new demands on educators.  As leaders we need to consider how we are leading change and building the capability and capacity of ourselves, and others to cope with the increasing complexity and demands of education today.  This requires us to critically reflect on how we create the conditions and learning experiences for our colleagues with the ultimate aim to improve the quality of teaching and learning in our schools.

We need to consider how we can bring about deep and sustainable change in our practice that creates transformational shifts in our learning and leading.  This will require us to rethink about what we pay close attention to and how we shape our schools as authentic learning communities. 

The aim of this research was to explore what leadership practices could support the professional learning and growth of educators in these complex and unpredictable times, with the ultimate goal of improving outcomes for student learners. 

The focus for this research was to investigate whether leadership practices could be strengthened when the leader took in to consideration the adult developmental stages of the team members they were working with.  It was hoped that using the constructive developmental theory to inform leadership practices it may strengthened the learning experiences of the team and subsequently all of the teaching community in the school over time.  These leadership practices required the Key Leader to build their own knowledge of constructive developmental theory and consider how this strengthened their own leadership capacity and then how it could be used to inform the leaders practices in order to support the growth of the team the leader was working with. 

The findings indicated that when we begin to explore the theory of adult development it exposes a great deal more about how we learn, lead and can create conditions for transformation.  It highlighted the importance of deepening our understanding of the developmental diversity of those we lead and work with and responding appropriately to this diversity.   This requires us to ensure learning experiences are developmentally orientated, providing enough support but also challenge to create transformational shifts.

As indicated in these findings, as we gain greater insight in to our own developmental capacity and ways to grow we become far more at ease in working in the complex domain of the unknown unknowns.  We are able to view challenges in new ways, taking a more adaptive leadership approach to how we embrace and lead change. 

When we consider new ways to think, act and engage we have the potential to create places where learners can flourish amongst the uncertainty and complexity.

text: A Changing Perspective: leading and learning in new ways Schools are learning places, tasked with providing rich, meaningful and diverse learning experiences for all of its’ learners.  Educational leaders are facing increasing challenges and demands to become more responsive to the fast changing world in which we live and work.  With the increasing complexity and unpredictability that surrounds us, as educators we need to respond in new ways to address the inequity and increasing disparity that exists for our learners. 

The traditional model of schooling that aimed to equip learners with the skills and knowledge to live in a predictable world are no longer fit for purpose, placing new demands on educators.  As leaders we need to consider how we are leading change and building the capability and capacity of ourselves, and others to cope with the increasing complexity and demands of education today.  This requires us to critically reflect on how we create the conditions and learning experiences for our colleagues with the ultimate aim to improve the quality of teaching and learning in our schools.

We need to consider how we can bring about deep and sustainable change in our practice that creates transformational shifts in our learning and leading.  This will require us to rethink about what we pay close attention to and how we shape our schools as authentic learning communities. 

The aim of this research was to explore what leadership practices could support the professional learning and growth of educators in these complex and unpredictable times, with the ultimate goal of improving outcomes for student learners. 

The focus for this research was to investigate whether leadership practices could be strengthened when the leader took in to consideration the adult developmental stages of the team members they were working with.  It was hoped that using the constructive developmental theory to inform leadership practices it may strengthened the learning experiences of the team and subsequently all of the teaching community in the school over time.  These leadership practices required the Key Leader to build their own knowledge of constructive developmental theory and consider how this strengthened their own leadership capacity and then how it could be used to inform the leaders practices in order to support the growth of the team the leader was working with. 

The findings indicated that when we begin to explore the theory of adult development it exposes a great deal more about how we learn, lead and can create conditions for transformation.  It highlighted the importance of deepening our understanding of the developmental diversity of those we lead and work with and responding appropriately to this diversity.   This requires us to ensure learning experiences are developmentally orientated, providing enough support but also challenge to create transformational shifts.

As indicated in these findings, as we gain greater insight in to our own developmental capacity and ways to grow we become far more at ease in working in the complex domain of the unknown unknowns.  We are able to view challenges in new ways, taking a more adaptive leadership approach to how we embrace and lead change. 

When we consider new ways to think, act and engage we have the potential to create places where learners can flourish amongst the uncertainty and complexity.

year: 2016

title: Cultural justice, ethics and teaching

authors: Nairn, Ray

subjects: Maori

abstract: Te Tiriti o Waitangi provides both a basis for cultural justice in this society and an explication of the term; each of the articles identifying a significant aspect of cultural justice. First, there is the guarantee to the Maori signatories that the Crown would protect their independence - tino rangatiratanga, (also read as authority, autonomy or self-determination) [Article II]. In Article III Maori are promised that they will also have the “Rights and Privileges of British subjects”. Finally, in Article I, Maori cede to the Crown the right to govern, to make laws to protect all peoples from the evil consequences of lawlessness. The 1835 Declaration of Independence located legislative authority in the Wakaminenga (the gathered rangatira meeting in Congress); and in 1840, in the context of the Crown promises, Maori authorised the Crown to exercise that authority. For Maori Te Tiriti specifies cultural justice for interactions between Maori and settlers in the new society. Maori are guaranteed the right to self-determination (and the economic and social resources to make that practical) in their relations with New Zealand society. They are also entitled to the same opportunities as other citizens. The latter rights, embodied in local legislation and international covenants to which we are signatory, are not alternatives to the prior right of Maori people to their (cultural) autonomy. The exercise of legislative and organisational authority must be exercised in a manner consistent with the promises which clearly requires consultation and negotiation with Maori.

text: Cultural justice, ethics and teaching Te Tiriti o Waitangi provides both a basis for cultural justice in this society and an explication of the term; each of the articles identifying a significant aspect of cultural justice. First, there is the guarantee to the Maori signatories that the Crown would protect their independence - tino rangatiratanga, (also read as authority, autonomy or self-determination) [Article II]. In Article III Maori are promised that they will also have the “Rights and Privileges of British subjects”. Finally, in Article I, Maori cede to the Crown the right to govern, to make laws to protect all peoples from the evil consequences of lawlessness. The 1835 Declaration of Independence located legislative authority in the Wakaminenga (the gathered rangatira meeting in Congress); and in 1840, in the context of the Crown promises, Maori authorised the Crown to exercise that authority. For Maori Te Tiriti specifies cultural justice for interactions between Maori and settlers in the new society. Maori are guaranteed the right to self-determination (and the economic and social resources to make that practical) in their relations with New Zealand society. They are also entitled to the same opportunities as other citizens. The latter rights, embodied in local legislation and international covenants to which we are signatory, are not alternatives to the prior right of Maori people to their (cultural) autonomy. The exercise of legislative and organisational authority must be exercised in a manner consistent with the promises which clearly requires consultation and negotiation with Maori.

year: 1993