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: Education for power: English language in the workplace

authors: Hunter, Judy

abstract: Developed countries around the world are increasingly competing for highly skilled, educated immigrants. A case in point is Aotearoa New Zealand (NZ). The NZ Immigration Service actively encourages skilled migrants, and around the country there are numerous English language programmes focussing on English for employment. The dominant focus of these programmes is on migrants' acquisition of correct, appropriate language form, with some attention to intercultural communication. In the view of the authors, this focus is reductionist and provides inadequate preparation for communication in the workplace. This article considers ambiguity and power relations in positioning and interpreting migrant employees in the workplace. Two sets of data are drawn upon. First, a workplace ethnography in a 'migrant friendly' NZ engineering office reveals a management culture that exercises the power of the dominant Anglo-Saxon population to control and exclude a Japanese migrant engineer. Second, a published analysis of immigrant employees' interactions is revisited in order to interrogate the interpretation of workplace texts and underlying discourses of 'appropriate' workplace language. The analysis traces implications for both formal and informal education, and the discussion raises larger questions of social justice concerning migrants.

text: Education for power: English language in the workplace Developed countries around the world are increasingly competing for highly skilled, educated immigrants. A case in point is Aotearoa New Zealand (NZ). The NZ Immigration Service actively encourages skilled migrants, and around the country there are numerous English language programmes focussing on English for employment. The dominant focus of these programmes is on migrants' acquisition of correct, appropriate language form, with some attention to intercultural communication. In the view of the authors, this focus is reductionist and provides inadequate preparation for communication in the workplace. This article considers ambiguity and power relations in positioning and interpreting migrant employees in the workplace. Two sets of data are drawn upon. First, a workplace ethnography in a 'migrant friendly' NZ engineering office reveals a management culture that exercises the power of the dominant Anglo-Saxon population to control and exclude a Japanese migrant engineer. Second, a published analysis of immigrant employees' interactions is revisited in order to interrogate the interpretation of workplace texts and underlying discourses of 'appropriate' workplace language. The analysis traces implications for both formal and informal education, and the discussion raises larger questions of social justice concerning migrants.

year: 2014

title: Activating belonging: Towards a critcial ensemble pedagogy

authors: Brown, Gaenor

abstract: Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

text: Activating belonging: Towards a critcial ensemble pedagogy Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

year: 2025