Centrosomes are composed of a centriolar core surrounded by a pericentriolar material (PCM) matrix that docks microtubule-nucleating γ-tubulin complexes. During mitotic entry, the PCM matrix increases in size and nucleating capacity in a process called centrosome maturation. Polo-like kinase 1 (PLK1) is recruited to centrosomes and phosphorylates PCM matrix proteins to drive their self-assembly, which leads to PCM expansion. Here, we show that in addition to controlling PCM expansion, PLK1 independently controls the generation of binding sites for γ-tubulin complexes on the PCM matrix. Selectively preventing the generation of PLK1-dependent γ-tubulin docking sites led to spindle defects and impaired chromosome segregation without affecting PCM expansion, highlighting the importance of phospho-regulated centrosomal γ-tubulin docking sites in spindle assembly. Inhibiting both γ-tubulin docking and PCM expansion by mutating substrate target sites recapitulated the effects of loss of centrosomal PLK1 on the ability of centrosomes to catalyze spindle assembly.

Using a sample of small, regional professional service firms, this paper investigates relationships between firm performance and aspects of strategic planning. Constructs measuring vision, mission, latent abilities, competitor orientation and market orientation are identified using exploratory factor analysis and respondents categorised as non‐planners, informal planners, formal planners and sophisticated planners. Multiple performance measures were used to assess the relationship between these factors and categories and firm performance. While no significant relationship between the performance measures and factors is identified, a significant relationship between net profit and informal planning emerges. These mixed results bring into question the value of the classical strategic planning process as a means of achieving a sustainable competitive advantage in the market analysed.

This paper describes the management practices of village poultry in Chibuto and the impact of the Newcastle disease vaccination program conducted between January 2005 and August 2008. A 51-question survey was conducted in 11 villages involved in the Newcastle disease vaccination program in Chibuto, Mozambique. The mean flock size was significantly higher in households that provided their chickens with feed (15.0) than chickens that only scavenged (8.7; P = 0.0001). The mean flock size was significantly higher in households with vaccinated chickens (16.9) than those with unvaccinated chickens (10.0; P = 0.0005). The average number of chicks hatched during the most recent brooding was significantly higher in households that fed their chickens (9.2) than chickens that only scavenge (6.9; P = 0.0335). The mean hatch rate was significantly higher in households with vaccinated chickens (0.8) than those with unvaccinated chickens (0.7; P = 0.0324). It was determined that unvaccinated chickens are approximately five times more at risk to die of Newcastle disease (odds ratio = 4.79). This study supported the efficacy of the I-2 Newcastle disease vaccine as shown by the increased average flock size and decreased incidence of chicken mortality due to Newcastle disease. The level of farmer involvement and ongoing commitment by community vaccinators suggest that the Chibuto vaccination program is likely to be sustainable in the medium- to long-term.

Accounting education has been criticised for ill-equipping graduates for professional employment, with calls for accounting students to acquire a broader range of skills. Working in teams is an important employability skill, yet students generally have negative perceptions of group work. This paper describes a different approach to group work, team-based learning (TBL). Students of introductory accounting courses were organised into permanent strategic teams and worked on multiple team activities. We examined their perceptions of TBL as a key pedagogical component of their learning activities. Compared to a control sample, our findings suggest that the TBL experience improved some attitudes, particularly among quantitatively inclined students. After experiencing TBL, students believed their teamwork abilities had improved, particularly those related to cultural diversity. Students generally believed that their ability in performing the roles of task leader, socio-emotional leader, and information provider improved significantly, as did their preferences for performing the two leadership roles.