title: The Emergence of Islam in Late Antiquity: Allah and His People [Book Review]

authors: Drury, Abdullah

abstract: This article reviews the book 'The Emergence of Islam in Late Antiquity: Allah and His People', by Aziz Al-Azmch.

text: The Emergence of Islam in Late Antiquity: Allah and His People [Book Review] This article reviews the book 'The Emergence of Islam in Late Antiquity: Allah and His People', by Aziz Al-Azmch.

year: 2014-06

title: Geochemical, Spatial, and Temporal Drivers of Microbial Community Heterogeneity in the Meltwater Ponds of Antarctica

authors: Archer, Stephen David James

subjects: microbial

abstract: Antarctic meltwater ponds are an abundant, dynamic and sensitive yet poorly understood ecosystem. In this thesis, bacterial communities from surface waters, the water column and benthic zone in geochemically variable meltwater ponds in the Ross Sea Region of Antarctica were investigated. The primary objective of this research was to provide a detailed description of the community composition and to determine the temporal, geochemical and geomorphological drivers of community structure.
	A coordinated comparable analysis method was used for all samples so that, although separated into the previously mentioned zones, findings could be directly compared across studies. Bacterial community structure between samples was initially investigated by Automated Ribosomal Intergenic Spacer Analysis (ARISA) of the 16S rRNA gene which, combined with in-situ collected geochemistry data was used to identify trends requiring high throughput sequencing (454 pyrosequencing of the V5-V6 hypervariable region of the 16S rRNA gene) analysis coupled with nutrient and elemental data.
	A preliminary study in December 2009 compared the water columns of five geochemically distinct ponds. Communities between ponds were distinct, their structure driven primarily by pH and conductivity. One geochemically stratified pond formed distinct surface and bottom clusters with increasing diversity and changes to phyla structure with depth. 
	Temporal and geomorphological (Bratina Island and Miers Valley) drivers of variation in the microbial community structure between the surface waters of 41 ponds were examined. Conductivity was identified as the most significant driver across all ponds for the dominant cosmopolitan community, however trace elements were more significant drivers of community structure for the unique community (those sequences absent in at least one pond). Pronounced variation was identified between December and January samples and although the bacterial components of the community were similar between January 2012 and 2013 the community structure varied significantly. Despite different environments, communities from the Miers Valley were not well differentiated from Bratina Island, suggesting biological exchange between locations.
	The stratified water column of six Bratina Island and two Miers Valley ponds was investigated. Strongly geochemically stratified ponds exhibited a heterogeneous vertical community structure related to conductivity and dissolved oxygen. Variation in community structure was primarily driven by the abundance of a small number of cosmopolitan OTUs that changed with depth. Although the biological constituents were the same, minor variation in community structure was identified within Huey pond between years (2012 and 2013). Variation between Huey pond (Bratina Island) and Morepork pond (Miers Valley) was correlated with variation of iron and mercury concentration.
	Lastly the benthic zone of six ponds from Bratina Island and six from the Miers Valley was examined. The community structure was highly heterogeneous and diverse with 21 phyla identified. No distinction was identified between the two locations with the majority of pyrosequencing reads shared. Potassium, sodium and cobalt were identified as the most significant explanatory variables to the cosmopolitan community and aluminium, uranium and magnesium to the unique community.
	This study has granted an unprecedented understanding of the bacterial communities in the meltwater ponds of the Ross Sea Region. Geochemical inter pond heterogeneity is matched with an equally heterogeneous bacterial communities, primarily driven by conductivity. Although harboring a complex and diverse community the majority is comprised of a small number of shared OTUs across spatial and temporal scales.

text: Geochemical, Spatial, and Temporal Drivers of Microbial Community Heterogeneity in the Meltwater Ponds of Antarctica Antarctic meltwater ponds are an abundant, dynamic and sensitive yet poorly understood ecosystem. In this thesis, bacterial communities from surface waters, the water column and benthic zone in geochemically variable meltwater ponds in the Ross Sea Region of Antarctica were investigated. The primary objective of this research was to provide a detailed description of the community composition and to determine the temporal, geochemical and geomorphological drivers of community structure.
	A coordinated comparable analysis method was used for all samples so that, although separated into the previously mentioned zones, findings could be directly compared across studies. Bacterial community structure between samples was initially investigated by Automated Ribosomal Intergenic Spacer Analysis (ARISA) of the 16S rRNA gene which, combined with in-situ collected geochemistry data was used to identify trends requiring high throughput sequencing (454 pyrosequencing of the V5-V6 hypervariable region of the 16S rRNA gene) analysis coupled with nutrient and elemental data.
	A preliminary study in December 2009 compared the water columns of five geochemically distinct ponds. Communities between ponds were distinct, their structure driven primarily by pH and conductivity. One geochemically stratified pond formed distinct surface and bottom clusters with increasing diversity and changes to phyla structure with depth. 
	Temporal and geomorphological (Bratina Island and Miers Valley) drivers of variation in the microbial community structure between the surface waters of 41 ponds were examined. Conductivity was identified as the most significant driver across all ponds for the dominant cosmopolitan community, however trace elements were more significant drivers of community structure for the unique community (those sequences absent in at least one pond). Pronounced variation was identified between December and January samples and although the bacterial components of the community were similar between January 2012 and 2013 the community structure varied significantly. Despite different environments, communities from the Miers Valley were not well differentiated from Bratina Island, suggesting biological exchange between locations.
	The stratified water column of six Bratina Island and two Miers Valley ponds was investigated. Strongly geochemically stratified ponds exhibited a heterogeneous vertical community structure related to conductivity and dissolved oxygen. Variation in community structure was primarily driven by the abundance of a small number of cosmopolitan OTUs that changed with depth. Although the biological constituents were the same, minor variation in community structure was identified within Huey pond between years (2012 and 2013). Variation between Huey pond (Bratina Island) and Morepork pond (Miers Valley) was correlated with variation of iron and mercury concentration.
	Lastly the benthic zone of six ponds from Bratina Island and six from the Miers Valley was examined. The community structure was highly heterogeneous and diverse with 21 phyla identified. No distinction was identified between the two locations with the majority of pyrosequencing reads shared. Potassium, sodium and cobalt were identified as the most significant explanatory variables to the cosmopolitan community and aluminium, uranium and magnesium to the unique community.
	This study has granted an unprecedented understanding of the bacterial communities in the meltwater ponds of the Ross Sea Region. Geochemical inter pond heterogeneity is matched with an equally heterogeneous bacterial communities, primarily driven by conductivity. Although harboring a complex and diverse community the majority is comprised of a small number of shared OTUs across spatial and temporal scales.

year: 2015

title: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership.

authors: Kana, Pare

subjects: dramatization

abstract: Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

text: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership. Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

year: 2007