Immobilisation of enzymes to Perloza cellulose resin : this thesis was presented in partial fulfilment of the requirements for the degree of Master of Science in Biochemistry at Massey University /

The studies reported in this thesis describe the use of Perloza™ beaded cellulose resin as a solid support for enzyme immobilisation via covalent binding. The aim of the project was to extend the uses for Perloza™ and to compare the use of well known solid support activation chemistries with a recently developed one for Perloza™. Preparations such as these have potential industrial uses. Three attachment chemistries were studied. The first activation employed 1,1-carbodiimidazole (CDI) then direct attachment of enzyme. The second again used CDI activation followed by attachment of a 6-aminocaproic acid spacer arm and then the enzyme. The final method used was attachment of a diol and subsequent oxidation to an aldehyde. The diol/aldehyde method had the advantage over the CDI methods of being based on aqueous chemistries. The two CDI based methods require extensive use of dry organic solvents. The enzymes investigated in this study were trypsin, chymotrypsin. α-amylase, horseradish peroxidase (HRPO) and alcohol dehydrogenase (ADH). Trypsin was immobilised successtully by all three chemistries. All preparations retained significant activity after immobilisation at room temperature as judged by the chromogenic substrate specific for trypsin N-α-benzoyl-DL-arginine-p-nitroanilide.HC1 (BAPNA). Measurable activity was retained in different studies from between 2 to 7 days at 60°C. The activity of immobilised trypsin with a synthetic peptide substrate was comparable to the activity of free trypsin with the same substrate. Chymotrypsin was also successfully immobilised using all three chemistries. Each preparation showed significant retention of activity after immobilisation as judged by the chromogentic substrate N-glutaryl-L.-phenylalanine-p-nitroanilide (GAPNA). Stabilisation to heating at 60°C was less successful than with trypsin but significant activity was still retained for between 3 and 6 hours. The activity of immobilised preparations with a peptide substrate was comparable to free chymotrypsin. α-Amylase, horseradish peroxidase and alcohol dehydrogenase were studied less extensively than trypsin and chymotrypsin. Nevertheless all three enzymes were successfully immobilised onto Perloza™-CDI-ACA and Perloza™-Diol/Aldehyde. Difficulty was encountered in achieving significant levels of any enzyme immobilisation to Perloza™-CDI for all three enzymes. Subsequent activity assays showed HRPO and α-amylase retained significant activity on all three resin preparations. ADH showed no measurable activity on Perloza™-CDI and very little activity on Perloza™- CDI-ACA and Perloza™-Diol/Aldehyde. Investigations have shown that enzymes can be immobilised on Perloza™ with retention of significant amounts of normal activity at room temperature and improved stability compared with free enzyme at high temperature. Comparisons of the CDI activations with the diol/aldeyde chemistry showed better performance by the latter in trypsin immobilisation and similar performance for chymotrypsin immobilisation. Horseradish peroxidase and ™-amylase were successfully immobilised using CDI/ACA and diol/aldehyde chemistries with the CDI/ACA giving higher initial specific activities than the diol/aldehyde preparation. Alcohol dehydrogenase was also successfully immobilised but gave no measurable activity

Social and emotional development of students with gifts and talents

Honoring the leadership of Dr. Joyce Van Tassel-Baska, this book includes major strands of work central to defining the field of gifted education and discusses relevant trends and issues that have shaped or will shape the field. This comprehensive resource outlines three major sections: conceptions in gifted education such as intelligence, creativity, and eminence; linkage of theory to practice through curriculum and instruction, professional development, and assessment; and the infrastructure of gifted education that relies on research, policy, and leadership directions within and outside the field. Showcasing contributions from leading senior scholars in gifted education, this book is sure to be an invaluable resource for policymakers, scholars, researchers, and practitioners who are interested in research-based practices to better serve gifted students.https://scholarworks.wm.edu/educationbookchapters/1018/thumbnail.jp

Challenging an Idea Whose Time Has Gone

In this response to Sternberg’s article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups

Clinical and Mental Health Issues in Counseling the Gifted Individual

Research over the past several decades has identified several unique characteristics and experiences of gifted individuals that have implications for counselors. This article describes internal and external factors that contribute to gifted individuals\u27 nonnormal lived experience and that may require counselors\u27 specific attention to work effectively with gifted clients on clinical and mental health issues. These factors are applied to 4 issues: unhealthy perfectionism, anxiety, depression, and suicidality

Maximizing potential: A school-based conception of psychosocial development

Optimal talent development can only occur when high ability students are willing to take opportunities for growth in a domain and are able to persist when presented with challenges that accompany performance or production at the highest levels. This paper proposes the use of Erikson’s theory of psychosocial development to provide a framework through which schools can pursue a parallel path of psychosocial supports to reinforce the development of talent in any domain. Ego strength can be fortified by an active program of professional development, curricula, and research based on Erikson’s psychosocial stage theory. In addition to the age-based components, ego strength can be promoted by activities that support the essential strengths of hope, will, purpose, skill, fidelity, and love

Social and Emotional Development of Gifted Students: Introducing the School-Based Psychosocial Curriculum Model

This column introduces the school-based psychosocial curriculum model. The model incorporates Erik Erikson’s theory of psychosocial development and applies it to a planned program of talent development

Peer relationships

The Handbook of School Counseling for Students With Gifts and Talents: Critical Issues for Programs and Services provides the definitive overview of research on the general knowledge that has been amassed regarding the psychology of gifted students, introducing the reader to the varied conceptions of giftedness, issues specific to gifted children, and various intervention methods. Additionally, this handbook describes programs designed to fulfill the need these children have for challenge. With chapters authored by leading experts in the field, The Handbook of School Counseling for Students With Gifts and Talents offers a place for professionals to turn for answers to a wide variety of questions about gifted children.https://scholarworks.wm.edu/educationbookchapters/1017/thumbnail.jp

An Analysis of Most Important Values Among Low-Income, High-Ability Middle School Students

Value orientations, based on Schwartz’s theory of human values, were collected from low-income, high-ability middle school students (N = 215; 87.4% Black, Hispanic, or Mixed) through a values affirmation activity in the 7th and again in the 8th grade. Students ranked “Being successful” highest in 7th grade, “Being safe and secure” highest in 8thgrade. Most important values in the Conservation and Self-Transcendent quadrants predominated and were most stable from 7th to 8th grade. Analysis of essays on their most important values identified the significance of Others in their lives, including the desire to be successful for others. Reflecting on their values led them to be Future Oriented in their thinking about the values that should guide them. Fear / Death Awareness was another significant theme, as students described their desire to be free from danger and to live a good life, short as it may be. As educators build supportive environments in schools for economically disadvantaged students, they can benefit from considering the importance of students’ values, which will be motivating factors in their engagement