DNA homology within the Rhizobiaceae : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Microbiology at Massey University

The relationship of rhizobia that nodulate Galega officinalis to the known species of Rhizobium and Bradyrhizobium was investigated. Similarly, the recently discovered fast­ growing soybean nodulating group of rhizobia was studied. Both groups were investigated using DNA:DNA hybridization as well as nodulation on legumes and phage-typing. The Galega nodulating rhizobia were found to form a distinct DNA homology group. The mean relative homology of 11 strains of Galega nodulating rhizobia with the reference strains gal 1 and gal NW 3, which effectively nodulate Galega officinalis, was significantly higher than the mean relative homology of other groups of rhizobia. The Galega rhizobia only nodulated Galega officinalis and formed a distinct phage-typing group in agreement with the DNA homology results. These rhizobia therefore appear to form a unique taxonomic group within the genus Rhizobium. The fast-growing soybean nodulating rhizobia formed a distinct DNA homology group with at least two subgroups. The mean relative homology of 11 of these strains with the reference strains USDA 208 and USDA 191 which nodulate Glycine max, was significantly higher than the mean relative homology of other groups of rhizobia. Low DNA homologies were found between the fast-growing soybean strains and Bradyrhizobium japonicum ATCC 10324. The fast-growing soybean nodulating rhizobia nodulated glycine max and formed ineffective nodules on Lotus pedunculatus. None of these strains were lysed by the bacteriophages used in the study, but as yet, no bacteriophage specific for this group of rhizobia has been isolated. The fast­ growing soybean nodulating rhizobia were concluded to be taxonomically distinct from other species of Rhizobium. The thermal stability of reassociated DNA duplexes was examined for both the Galega and fast-growing soybean rhizobia and further indicated the uniqueness of both groups. The use of colony hybridization as a means of identifying different strains of Rhizoiium was investigated and was found to be useful in distinguishing between genetically distinct rhizobia and to identify rhizobia within root nodules

Scarring and the statistics of tunnelling

We show that the statistics of tunnelling can be dramatically affected by scarring and derive distributions quantifying this effect. Strong deviations from the prediction of random matrix theory can be explained quantitatively by modifying the Gaussian distribution which describes wavefunction statistics. The modified distribution depends on classical parameters which are determined completely by linearised dynamics around a periodic orbit. This distribution generalises the scarring theory of Kaplan [Phys. Rev. Lett. {\bf 80}, 2582 (1998)] to describe the statistics of the components of the wavefunction in a complete basis, rather than overlaps with single Gaussian wavepackets. In particular it is shown that correlations in the components of the wavefunction are present, which can strongly influence tunnelling-rate statistics. The resulting distribution for tunnelling rates is tested successfully on a two-dimensional double-well potential.Comment: 20 pages, 4 figures, submitted to Ann. Phy

INSPECTING AND INFLUENCING THE MICROCOSM: A CASE STUDY OF INNER CITY HIGH SCHOOL SPACES IN BRISTOL

The last few years have seen greater interest in making schools anti-racist. The BLM resurgence of 2020, global EDI movements and increased mainstream presence of decolonial theorists have firmly positioned structural racism under the cultural microscope. It is an issue for all institutions in the UK to acknowledge and metabolise, but it is arguably most pressing for the education sector. School, after all, is a microcosm of wider society; an avenue through which cultural ideas and ideals can become internalised and anchored to a young person’s framing of the world

The development of a complementary financial capability index : a thesis presented in partial fulfilment of the requirements for the degree of Doctorate of Philosophy in Finance at Massey University, Manawatu, New Zealand

Achieving behaviour change only through improved financial knowledge levels is difficult when taking into account other factors which influence an individual’s decision-making such as psychological factors, financial attitudes, and socio-demographic influencers. A deeper understanding of the relationship between psychological factors and financial capability levels provides educators and policymakers valuable insights to generate progression. Psychological biases are often innate, meaning individuals are usually not aware of the influence they may have on financial decisions. Education programmes which educate individuals on psychological influences as well as improving financial knowledge may collectively generate confidence and self-efficacy in one’s decision-making abilities. Therefore, a better understanding of financial decision-making is a critical investment in the social capital of society both today and in the future. Financial capability is an important behavioural element which contributes to the development of financial wellbeing at the individual and household level, as well as improving economic stability. Consequently, financial capability remains high on the priority list for governments seeking to improve retirement wellbeing and reduce reliance on debt funding and government funded benefits, thereby improving financial stability. This research seeks to investigate the influence of psychological factors on financial decision-making, providing findings which confirm the relationship between psychological factors and financial capability levels. Within a New Zealand context, this thesis proposes a complementary financial capability index developed in support of the financial wellbeing conceptual model developed by Kempson and Poppe (2018) and to further strengthen existing behavioural finance models. The complementary financial capability index is developed using data from the Australia and New Zealand Banking Group, and particularly focuses on incorporating measures of time orientation, self-control, locus of control, impulsivity, social status, and action orientation. Results of this study confirm the statistical significance of psychological factors independent of financial behaviour when measuring financial capability levels. The robustness of the proposed complementary financial capability index is tested on two different datasets under variable conditions. Significant results in both applications highlight the sensitivity of the index to changes in data inputs, while also confirming the ability of the model to produce financial capability scores despite changes in data inputs. To further investigate the relationship between psychological factors and financial decision-making and to understand the factors which influence financial behaviour in practice, a mixed methods study was undertaken on fourteen participants. The collection of survey data enables further applicability testing of the complementary financial capability index while thematic analysis of the one-on-one interview transcripts results in six key behavioural finance themes which further support the research objectives addressed in this thesis and provides valuable practical insights supporting existing behavioural finance literature. This investigation confirms the significance of psychological factors on financial capability levels, over and above what may be captured by traditional factors such as financial knowledge and financial behaviour. The findings of this thesis inform policymakers and education providers on the elements of the financial decision-making process that can be targeted to generate progression in the financial capability levels and consequent financial wellbeing of New Zealanders

Display of antigens on polyester inclusions lowers the antigen concentration required for a bovine tuberculosis skin test

The tuberculin skin test is the primary screening test for the diagnosis of bovine tuberculosis (TB), and use of this test has been very valuable in the control of this disease in many countries. However, the test lacks specificity when cattle have been exposed to environmental mycobacteria or vaccinated with Mycobacterium bovis bacille Calmette-Guérin (BCG). Recent studies showed that the use of three or four recombinant mycobacterial proteins, including 6-kDa early secretory antigenic target (ESAT6), 10-kDa culture filtrate protein (CFP10), Rv3615c, and Rv3020c, or a peptide cocktail derived from those proteins, in the skin test greatly enhanced test specificity, with minimal loss of test sensitivity. The proteins are present in members of the pathogenic Mycobacterium tuberculosis complex but are absent in or not expressed by the majority of environmental mycobacteria and the BCG vaccine strain. To produce a low-cost skin test reagent, the proteins were displayed at high density on polyester beads through translational fusion to a polyhydroxyalkanoate synthase that mediates the formation of antigen-displaying inclusions in recombinant Escherichia coli. Display of the proteins on the polyester beads greatly increased their immunogenicity, allowing for the use of very low concentrations of proteins (0.1 to 3 μg of mycobacterial protein/inoculum) in the skin test. Polyester beads simultaneously displaying all four proteins were produced in a single fermentation process. The polyester beads displaying three or four mycobacterial proteins were shown to have high sensitivity for detection of M. bovis-infected cattle and induced minimal responses in animals exposed to environmental mycobacteria or vaccinated with BCG.Full Tex

Inclusion in the learning game: Applying considerations from cognitive neuroscience, educational psychology, and SLA to language learning activity and materials design

Considering the need for pedagogically effective learning activities and materials to support language learning, particularly within teacher-led instruction, it is curious that at present there is no overarching, research-based framework available to educators to draw from when designing and implementing such activities and materials. To address this gap, the authors of this paper have drawn from a host of relevant research pertaining to cognitive neuroscience, educational psychology, and second language acquisition to establish a framework for designing and implementing activities and learning materials capable of facilitating enhanced language learning outcomes within an inclusive classroom. Incorporating ten key considerations – attention and focus, desirable difficulty, depth of processing, deliberate practice, novelty and surprise, wakeful rest, visible learning, meaningful feedback, affective engagement, and strategic choice and use – this versatile framework not only provides teachers with necessary knowledge for designing language learning activities and materials in an engaging and efficacious manner but may also embolden them to do so