title: A cell-associated oligo-1,6-alpha-glucosidase from an extremely thermophilic anaerobic bacterium, Thermoanaerobium Tok6-B1.

authors: Plant, Adrian R.

subjects: biology

abstract: Cell-associated oligo-1,6-alpha-glucosidase (EC 3.2.1.10) was isolated from Thermoanaerobium Tok6-B1 grown on starch-containing medium. Activity was purified 11.4-fold by salt precipitation, gel filtration, hydroxyapatite and anion-exchange chromatography. Molecular mass was determined as 30,000 by SDS/polyacrylamide-gel electrophoresis and 33,000 by analytical gel filtration. The probable order of specificity was p-nitrophenyl-alpha D-glucose greater than-isomaltose greater than-isomaltotriose greater than-panose greater than-nigerose and no activity was shown against malto-oligosaccharides, melezitose, melibiose, raffinose, cellobiose, sophorose, gentiobiose, lactose, pullulan, dextran or amylose. The optima for activity and stability were between pH 5.6 and 7.0 and the half-life at pH 6.5 was 1000 min at 70 degrees C and 20 min at 76 degrees C. Activity was stabilized by substrate, Mg2+, Mn2+ and Ca2+, but was destabilized by Zn2+ and EDTA. N-Ethylmaleimide, glucose and 1-O-methyl-alpha D-glucose were inhibitory but 1-O-methyl-beta D-glucose stimulated activity. The activation energy (Ea) was 109 kJ/mol.

text: A cell-associated oligo-1,6-alpha-glucosidase from an extremely thermophilic anaerobic bacterium, Thermoanaerobium Tok6-B1. Cell-associated oligo-1,6-alpha-glucosidase (EC 3.2.1.10) was isolated from Thermoanaerobium Tok6-B1 grown on starch-containing medium. Activity was purified 11.4-fold by salt precipitation, gel filtration, hydroxyapatite and anion-exchange chromatography. Molecular mass was determined as 30,000 by SDS/polyacrylamide-gel electrophoresis and 33,000 by analytical gel filtration. The probable order of specificity was p-nitrophenyl-alpha D-glucose greater than-isomaltose greater than-isomaltotriose greater than-panose greater than-nigerose and no activity was shown against malto-oligosaccharides, melezitose, melibiose, raffinose, cellobiose, sophorose, gentiobiose, lactose, pullulan, dextran or amylose. The optima for activity and stability were between pH 5.6 and 7.0 and the half-life at pH 6.5 was 1000 min at 70 degrees C and 20 min at 76 degrees C. Activity was stabilized by substrate, Mg2+, Mn2+ and Ca2+, but was destabilized by Zn2+ and EDTA. N-Ethylmaleimide, glucose and 1-O-methyl-alpha D-glucose were inhibitory but 1-O-methyl-beta D-glucose stimulated activity. The activation energy (Ea) was 109 kJ/mol.

year: 1988

title: Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms

authors: Hall, Sherilyn

subjects: holism

abstract: In today’s world, teachers in New Zealand primary schools struggle to meet the requirements of an over-full curriculum and pressure from politicians to raise student achievement. Despite a curriculum document that speaks of developing “lifelong learners who are confident, creative, connected, and actively involved” (MoE, 2007, p. 4), teachers are being compelled to return to traditional forms of teaching in an attempt to ensure that students are meeting required ‘standards’ in reading, writing and mathematics (MoE, 2013a).  
A common theme in current educational discussions is concerns around the ‘tail of underachievement’ (Hattie, 2011; Te One, 2011) that continues to plague classrooms despite on-going professional development and the introduction of National Standards (MoE, 2009a, 2009b).  This research, therefore, attempts to define a viable alternative to the status quo, holistic education, a teaching paradigm that has produced pockets of success, mainly outside mainstream education, over the last few centuries and which may hold promise for the 21st Century.
	Holism is not new.  It spans much of human history from early Greek philosophers in the West and traditional ways of thinking in many non-Western indigenous cultures through to the current day, although the term itself was not ‘coined’ until 1926 (Esfeld, 1998).  In recent years, holism has found some legitimacy in healthcare (McEvoy & Duffy, 2008), Western judicial systems (Takagi & Shank, 2004) and even education (R. Miller, 2006).  
Although holistic education has taken various forms throughout history, one overarching theme is that it is focused on the whole child – body, mind and spirit – and their relationships with others and the world around them (J. P. Miller, 2007).  The literature even suggests that holistic education is a matter of the heart – a paradigm or worldview that underpins everything the teacher does in light of this understanding (Mahmoudi, Jafari, Nasrabadi, & Liaghatdar, 2012) rather than a pedagogical style.  Thus, holistic teachers select from a toolbox of practices in order to find what is most appropriate for each learning situation and student.
Beginning with an analysis of research into holistic education, this thesis then considers the practises of some local teachers that appear to have holistic underpinnings, to discover how viable they are in practice, and what difference they make to the students and their learning.  Interviews with teachers and their students produced data was grouped into themes.  One overarching theme showed that connecting learning to the students’ lives, increased their motivation and engagement.  The development of strong relationships with students was another clear theme, and the knowledge teachers gained as a result, informed their teaching decisions.
Though holistic teaching is time consuming it is rewarding, and these teachers felt the rewards far outweighed the cost, a sense that was echoed in literature on the subject (Apple & Beane, 2007).  Furthermore, these teachers did not think of their practice as holistic, but clearly taught from the heart.  It is this sense of a change of ‘heart’ by teachers, rather than specific practices, which suggests that holistic education could be a viable vision for today’s primary school classrooms.

text: Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms In today’s world, teachers in New Zealand primary schools struggle to meet the requirements of an over-full curriculum and pressure from politicians to raise student achievement. Despite a curriculum document that speaks of developing “lifelong learners who are confident, creative, connected, and actively involved” (MoE, 2007, p. 4), teachers are being compelled to return to traditional forms of teaching in an attempt to ensure that students are meeting required ‘standards’ in reading, writing and mathematics (MoE, 2013a).  
A common theme in current educational discussions is concerns around the ‘tail of underachievement’ (Hattie, 2011; Te One, 2011) that continues to plague classrooms despite on-going professional development and the introduction of National Standards (MoE, 2009a, 2009b).  This research, therefore, attempts to define a viable alternative to the status quo, holistic education, a teaching paradigm that has produced pockets of success, mainly outside mainstream education, over the last few centuries and which may hold promise for the 21st Century.
	Holism is not new.  It spans much of human history from early Greek philosophers in the West and traditional ways of thinking in many non-Western indigenous cultures through to the current day, although the term itself was not ‘coined’ until 1926 (Esfeld, 1998).  In recent years, holism has found some legitimacy in healthcare (McEvoy & Duffy, 2008), Western judicial systems (Takagi & Shank, 2004) and even education (R. Miller, 2006).  
Although holistic education has taken various forms throughout history, one overarching theme is that it is focused on the whole child – body, mind and spirit – and their relationships with others and the world around them (J. P. Miller, 2007).  The literature even suggests that holistic education is a matter of the heart – a paradigm or worldview that underpins everything the teacher does in light of this understanding (Mahmoudi, Jafari, Nasrabadi, & Liaghatdar, 2012) rather than a pedagogical style.  Thus, holistic teachers select from a toolbox of practices in order to find what is most appropriate for each learning situation and student.
Beginning with an analysis of research into holistic education, this thesis then considers the practises of some local teachers that appear to have holistic underpinnings, to discover how viable they are in practice, and what difference they make to the students and their learning.  Interviews with teachers and their students produced data was grouped into themes.  One overarching theme showed that connecting learning to the students’ lives, increased their motivation and engagement.  The development of strong relationships with students was another clear theme, and the knowledge teachers gained as a result, informed their teaching decisions.
Though holistic teaching is time consuming it is rewarding, and these teachers felt the rewards far outweighed the cost, a sense that was echoed in literature on the subject (Apple & Beane, 2007).  Furthermore, these teachers did not think of their practice as holistic, but clearly taught from the heart.  It is this sense of a change of ‘heart’ by teachers, rather than specific practices, which suggests that holistic education could be a viable vision for today’s primary school classrooms.

year: 2014

title: Comparative fish abundance in the shallow Waikato lakes Whangape and Hakanoa

authors: Hicks, Brendan J.

abstract: The Waikato-Tainui College for Research and Development contracted the University of Waikato to conduct boat electrofishing estimates of the fish abundance in lakes Whangape and Hakanoa; both are shallow, riverine lakes in the lower Waikato River floodplain and are about 2,000 years old. Lake Whangape (latitude 37.46853°S, longitude 175.05120°W) is a large (1,450 ha), shallow (maximum depth 2.7 m) lake to the west of the Waikato River; Lake Hakanoa (latitude 37.55258°S, longitude 175.16859°W) is a 52-ha lake in suburban Huntly with a maximum depth of 2.5 m.
We fished 10 sites for 10 mins in both lakes Whangape and Lake Hakanoa; sites fished were 253-609 m long (1,012-2,436 m² in area) in Lake Whangape and 125-276 m long (500-1,104 m² in area) in Lake Hakanoa.
No submerged aquatic macrophytes were seen in either lake. Fishing was conducted close to the water's edge in Lake Hakanoa, but the shallow margins in Lake Whangape restricted fishing at most sites to 30-70 m from the shoreline. The shoreline was much more accessible in Lake Hakanoa, and was dominated by raupo (Typha orientalis) with willows (Salix spp.) in places. Submerged tree trunks and logs in Lake Hakanoa made navigation difficult in parts of the lake margins.
We caught a total of 118 fish in Lake Whangape, where shortfin eels (Anguilla australis) were the most abundant fish, and 594 fish in Lake Hakanoa, where gambusia (Gambusia affinis) the most abundant species. In Lake Whangape, shortfin eels comprised the greatest total biomass (12.4 kg), with koi carp (Cyprinus carpio) almost equally abundant (11.4 kg). In Lake Hakanoa, koi carp were most abundant (74.4 kg), followed by shortfin eels (22.1 kg).
Fish were unevenly spread among sites in Lake Whangape and koi carp were relatively sparsely among sites. In Lake Hakanoa, in contrast, fish were more evenly spread among sites, but with higher concentrations of catfish (Ameiurus nebulosus) and goldfish (Carassius auratus) at a few sites. Biomass of fish caught in each of the ten 10-min fishing shots reflected the numerical distributions, with some wide variations between sites. Fish densities were generally lower in Lake Whangape than in Lake Hakanoa; however, common smelt (Retropinna retropinna) and grey mullet (Mugil cephalus) occurred in Whangape but not in Hakanoa. Areal fish biomass was dominated by shortfin eels and koi carp in Lake Whangape, but koi carp dominated the fish biomass in Lake Hakanoa, despite the smaller number of carp than eels. This was because of the large mean weight of koi carp (about 1,000 g) compared to the smaller shortfin eels (mean weight about 200 g in both lakes).

text: Comparative fish abundance in the shallow Waikato lakes Whangape and Hakanoa The Waikato-Tainui College for Research and Development contracted the University of Waikato to conduct boat electrofishing estimates of the fish abundance in lakes Whangape and Hakanoa; both are shallow, riverine lakes in the lower Waikato River floodplain and are about 2,000 years old. Lake Whangape (latitude 37.46853°S, longitude 175.05120°W) is a large (1,450 ha), shallow (maximum depth 2.7 m) lake to the west of the Waikato River; Lake Hakanoa (latitude 37.55258°S, longitude 175.16859°W) is a 52-ha lake in suburban Huntly with a maximum depth of 2.5 m.
We fished 10 sites for 10 mins in both lakes Whangape and Lake Hakanoa; sites fished were 253-609 m long (1,012-2,436 m² in area) in Lake Whangape and 125-276 m long (500-1,104 m² in area) in Lake Hakanoa.
No submerged aquatic macrophytes were seen in either lake. Fishing was conducted close to the water's edge in Lake Hakanoa, but the shallow margins in Lake Whangape restricted fishing at most sites to 30-70 m from the shoreline. The shoreline was much more accessible in Lake Hakanoa, and was dominated by raupo (Typha orientalis) with willows (Salix spp.) in places. Submerged tree trunks and logs in Lake Hakanoa made navigation difficult in parts of the lake margins.
We caught a total of 118 fish in Lake Whangape, where shortfin eels (Anguilla australis) were the most abundant fish, and 594 fish in Lake Hakanoa, where gambusia (Gambusia affinis) the most abundant species. In Lake Whangape, shortfin eels comprised the greatest total biomass (12.4 kg), with koi carp (Cyprinus carpio) almost equally abundant (11.4 kg). In Lake Hakanoa, koi carp were most abundant (74.4 kg), followed by shortfin eels (22.1 kg).
Fish were unevenly spread among sites in Lake Whangape and koi carp were relatively sparsely among sites. In Lake Hakanoa, in contrast, fish were more evenly spread among sites, but with higher concentrations of catfish (Ameiurus nebulosus) and goldfish (Carassius auratus) at a few sites. Biomass of fish caught in each of the ten 10-min fishing shots reflected the numerical distributions, with some wide variations between sites. Fish densities were generally lower in Lake Whangape than in Lake Hakanoa; however, common smelt (Retropinna retropinna) and grey mullet (Mugil cephalus) occurred in Whangape but not in Hakanoa. Areal fish biomass was dominated by shortfin eels and koi carp in Lake Whangape, but koi carp dominated the fish biomass in Lake Hakanoa, despite the smaller number of carp than eels. This was because of the large mean weight of koi carp (about 1,000 g) compared to the smaller shortfin eels (mean weight about 200 g in both lakes).

year: 2016