Plastid division in mallomonas (Synurophyceae, Heterokonta)

Laser scanning confocal microscopy and TEM were used to study the morphology of secondary plastids in algae of the genus Mallomonas (Synurophyceae). At interphase, Mallomonas splendens (G. S. West) Playfair, M. rasilis Dürrschm., M. striata Asmund, and M. adamas K. Harris et W. H. Bradley contained a single H-shaped plastid consisting of two large lobes connected by a narrow isthmus. Labeling of DNA revealed a necklace-like arrangement of plastid nucleoids at the periphery of the M. splendens plastid and a less-patterned array in M. rasilis. The TEM of M. splendens and M. rasilis showed an electron-dense belt surrounding the plastid isthmus in interphase cells; this putative plastid-dividing ring (PD ring) was adpressed to the inner pair of the four plastid membranes, suggesting that it is homologous to the PD ring of green and red plastids. The PD ring did not contain actin (indicated by lack of staining with phalloidin) and displayed filaments or tubules of 5–10 nm in diameter that may be homologous to the tubules described in red algal PD rings. Confocal microscopy of chl autofluorescence from M. splendens showed that the plastid isthmus was severed as mitosis began, giving rise to two single-lobed daughter plastids, which, as mitosis and cell division progressed, separated from one another and then each constricted to form the H-shaped plastids of daughter cells. Similar plastid division cycles were observed in M. rasilis and M. adamas; however, the plastid isthmus of M. striata was retained throughout most of cell division and was eventually severed by the cell cleavage furrow.

Presence of a mitochondrial-type 70-kDa heat shock protein in Trichomonas vaginalis suggests a very early mitochondrial endosymbiosis in eukaryotes

Molecular phylogenetic analyses, based mainly on ribosomal RNA, show that three amitochondriate protist lineages, diplomonads, microsporidia, and trichomonads, emerge consistently at the base of the eukaryotic tree before groups having mitochondria. This suggests that these groups could have diverged before the mitochondrial endosymbiosis. Nevertheless, since all these organisms live in anaerobic environments, the absence of mitochondria might be due to secondary loss, as demonstrated for the later emerging eukaryote Entamoeba histolytica. We have now isolated from Trichomonas vaginalis a gene encoding a chaperone protein (HSP70) that in other lineages is addressed to the mitochondrial compartment. The phylogenetic reconstruction unambiguously located this HSP70 within a large set of mitochondrial sequences, itself a sister-group of α-purple bacteria. In addition, the T. vaginalis protein exhibits the GDAWV sequence signature, so far exclusively found in mitochondrial HSP70 and in proteobacterial dnaK. Thus mitochondrial endosymbiosis could have occurred earlier than previously assumed. The trichomonad double membrane-bounded organelles, the hydrogenosomes, could have evolved from mitochondria.

The use of online counselling within an Australian secondary school setting: a practitioner’s viewpoint

This paper proposes that the provision of online counselling services for young people accessed through their local school website has the potential to assist students with mental health issues as well as increasing their help seeking behaviours. It stems from the work of the authors who trialled an online counselling service within one Australian secondary school. In Australia, online counselling with the adult population is now an accepted part of the provision of mental health services. Online provision of mental health information for young people is also well accepted. However, online counselling for young people is provided by only a few community organisations such as Kids Help Line within Australia. School based counselling services which are integral to most secondary schools in Australia, seem slow to provide this service in spite of initial interest and enthusiasm by individual school counsellors. This discussion is the product of reflection on the potential benefits of this trial with a consideration of relevant research of the issues raised. It highlights the need for further research into the use of computer mediated communication in the provision of counselling within a school setting.

Secondary teachers’ conceptions of teaching and learning

This paper presents a phenomenographic analysis of the conceptions of teaching and learning held by a sample of 16 secondary school teachers in two Australian schools. It provides descriptions of four categories, derived from pooled data, of the ways in which these teachers thought about teaching and about learning, their teaching strategies, and their focus on student or content. The categories for teaching and learning are described with each teacher allocated to the category most typical of their conceptions of teaching and of learning. The lack of congruence, in some cases, between the conceptions of teaching and of learning held by these teachers is discussed.

Transitioning students to work through authentic employment-based training in an Australian senior secondary VET program.

A common challenge among OECD countries has been the development of education and training pathways that accommodate student needs and interests at the upper secondary level (OECD, 2000). The introduction of trade-focussed Australian Technical Colleges (ATCs) has met with mixed response. The ATCs aim to create a supported transition from school to work through dual pathway programs enabling students to follow a trade career while completing their upper secondary studies. There has been little explicit examination of the effectiveness of such senior secondary school arrangements. Using one such Australian Technical College as a case-study, this paper investigates the perceptions of the employers and students who were associated with the college. Using mixed-methods consisting of quantitative perception surveys and focus interviews, the results of this study show that students and employers are very satisfied with the College and illustrate that students have made significant gains in relating their learning to the workplace and everyday life.