title: MALDI-TOF mass spectrometry of Cyanobacteria: a global approach to the discovery of novel secondary metabolites

authors: Puddick, Jonathan

subjects: chemistry

abstract: Cyanobacteria (blue-green algae) are a group of ancient prokaryotic organisms dating back between three and four billion years.¹ They have been attributed with oxygenating the earth’s atmosphere² but, since the anthropogenic euthrophication of lakes, ponds and oceans, they have become synonymous with water hygiene issues.³ This is due to the alteration of the nutrient composition of their habitat to one which is optimal for growth (or blooms). Cyanobacterial blooms may simply cause foul tastes and odours,⁴ but they can also lead to the production of toxic secondary metabolites poisonous to humans and animals upon ingestion.⁵ NZ has yet to suffer a human fatality, but the deaths of several dogs in Wellington was attributed to homoanatoxin-a 1 (Chart 1) from a Phormidium species.⁶

text: MALDI-TOF mass spectrometry of Cyanobacteria: a global approach to the discovery of novel secondary metabolites Cyanobacteria (blue-green algae) are a group of ancient prokaryotic organisms dating back between three and four billion years.¹ They have been attributed with oxygenating the earth’s atmosphere² but, since the anthropogenic euthrophication of lakes, ponds and oceans, they have become synonymous with water hygiene issues.³ This is due to the alteration of the nutrient composition of their habitat to one which is optimal for growth (or blooms). Cyanobacterial blooms may simply cause foul tastes and odours,⁴ but they can also lead to the production of toxic secondary metabolites poisonous to humans and animals upon ingestion.⁵ NZ has yet to suffer a human fatality, but the deaths of several dogs in Wellington was attributed to homoanatoxin-a 1 (Chart 1) from a Phormidium species.⁶

year: 2008

title: Pupil commentary on assessment for learning

authors: Cowie, Bronwen

subjects: assessment for learning

abstract: This article draws on data generated through interviews with Years 7 to 10 pupils in New Zealand to propose that pupils experience assessment for learning as embedded in, and accomplished through, interactions with peers and teachers. Pupil commentary indicated they perceived assessment for learning as having cognitive, social relationship and affective purposes and consequences. Pupils used a range of criteria to assess their learning. Pupils with learning goals viewed assessment for learning as a joint teacher–pupil responsibility. They expressed a preference for teacher feedback in the form of suggestions because these maintained an active role for them in making sense of ideas. Pupils with performance goals intimated they viewed assessment as a teacher's sole responsibility. They preferred feedback on how to complete tasks. A lack of mutual trust and respect was said to lead pupils to limit the disclosure of their ideas. Overall, pupils intimated that they experience assessment for learning as a complex activity in which they are active and intentional participants.

text: Pupil commentary on assessment for learning This article draws on data generated through interviews with Years 7 to 10 pupils in New Zealand to propose that pupils experience assessment for learning as embedded in, and accomplished through, interactions with peers and teachers. Pupil commentary indicated they perceived assessment for learning as having cognitive, social relationship and affective purposes and consequences. Pupils used a range of criteria to assess their learning. Pupils with learning goals viewed assessment for learning as a joint teacher–pupil responsibility. They expressed a preference for teacher feedback in the form of suggestions because these maintained an active role for them in making sense of ideas. Pupils with performance goals intimated they viewed assessment as a teacher's sole responsibility. They preferred feedback on how to complete tasks. A lack of mutual trust and respect was said to lead pupils to limit the disclosure of their ideas. Overall, pupils intimated that they experience assessment for learning as a complex activity in which they are active and intentional participants.

year: 2005

title: Balancing openness with Indigenous data sovereignty: An opportunity to leave no one behind in the journey to sequence all of life

authors: Cartney, Ann M. Mc

abstract: The field of genomics has benefited greatly from its "openness" approach to data sharing. However, with the increasing volume of sequence information being created and stored and the growing number of international genomics efforts, the equity of openness is under question. The United Nations Convention of Biodiversity aims to develop and adopt a standard policy on access and benefit-sharing for sequence information across signatory parties. This standardization will have profound implications on genomics research, requiring a new definition of open data sharing. The redefinition of openness is not unwarranted, as its limitations have unintentionally introduced barriers of engagement to some, including Indigenous Peoples. This commentary provides an insight into the key challenges of openness faced by the researchers who aspire to protect and conserve global biodiversity, including Indigenous flora and fauna, and presents immediate, practical solutions that, if implemented, will equip the genomics community with both the diversity and inclusivity required to respectfully protect global biodiversity.

text: Balancing openness with Indigenous data sovereignty: An opportunity to leave no one behind in the journey to sequence all of life The field of genomics has benefited greatly from its "openness" approach to data sharing. However, with the increasing volume of sequence information being created and stored and the growing number of international genomics efforts, the equity of openness is under question. The United Nations Convention of Biodiversity aims to develop and adopt a standard policy on access and benefit-sharing for sequence information across signatory parties. This standardization will have profound implications on genomics research, requiring a new definition of open data sharing. The redefinition of openness is not unwarranted, as its limitations have unintentionally introduced barriers of engagement to some, including Indigenous Peoples. This commentary provides an insight into the key challenges of openness faced by the researchers who aspire to protect and conserve global biodiversity, including Indigenous flora and fauna, and presents immediate, practical solutions that, if implemented, will equip the genomics community with both the diversity and inclusivity required to respectfully protect global biodiversity.

year: 2022