title: Analysis of nucleosides and nucleotides in infant formula by liquid chromatography–tandem mass spectrometry

authors: Gill, Brendon D.

subjects: nucleotides

abstract: A method for the simultaneous analysis of nucleosides and nucleotides in infant formula using reversed-phase liquid chromatography–tandem mass spectrometry is described. This approach is advantageous for compliance testing of infant formula over other LC-MS methods in which only nucleotides or nucleosides are measured. Following sample dissolution, protein was removed by centrifugal ultrafiltration. Chromatographic analyses were performed using a C18 stationary phase and gradient elution of an ammonium acetate/bicarbonate buffer, mass spectrometric detection and quantitation by a stable isotope-labelled internal standard technique. A single laboratory validation was performed, with spike recoveries of 80.1–112.9 % and repeatability relative standard deviations of 1.9–7.2 %. Accuracy as bias was demonstrated against reference values for NIST1849a certified reference material. The method has been validated for the analysis of bovine milk-based, soy-based, caprine milk-based and hydrolysed milk protein-based infant formulae.

text: Analysis of nucleosides and nucleotides in infant formula by liquid chromatography–tandem mass spectrometry A method for the simultaneous analysis of nucleosides and nucleotides in infant formula using reversed-phase liquid chromatography–tandem mass spectrometry is described. This approach is advantageous for compliance testing of infant formula over other LC-MS methods in which only nucleotides or nucleosides are measured. Following sample dissolution, protein was removed by centrifugal ultrafiltration. Chromatographic analyses were performed using a C18 stationary phase and gradient elution of an ammonium acetate/bicarbonate buffer, mass spectrometric detection and quantitation by a stable isotope-labelled internal standard technique. A single laboratory validation was performed, with spike recoveries of 80.1–112.9 % and repeatability relative standard deviations of 1.9–7.2 %. Accuracy as bias was demonstrated against reference values for NIST1849a certified reference material. The method has been validated for the analysis of bovine milk-based, soy-based, caprine milk-based and hydrolysed milk protein-based infant formulae.

year: 2013

title: Employee fairness perceptions of performance appraisal: a Saint Lucian case study

authors: Narcisse, Sharon

subjects: fairness

abstract: This research identifies the essential factors which influence employees' fairness perceptions of their performance appraisals, and determines the applicability of these factors to the experiences of employees in a Saint Lucian public service organization. Fairness perceptions are of three main types. First, distributive justice refers to the perceived fairness of an actual appraisal rating. Second, procedural justice refers to the perceived fairness of procedures used to determine the appraisal rating. Third, interactional justice refers to the perceived fairness of the rater's interpersonal treatment of the ratee during the appraisal process. A qualitative case study method was used to gain a rich understanding of employee perceptions of the fairness of their performance appraisals. Data were obtained from both completed appraisal forms and interviews with 20 knowledgeable employees. All interviews were transcribed and assessed using a thematic analysis. Overall, results show that distributive, procedural, and interactional justice factors identified in the existing literature influence employee perceptions of fairness in their appraisals. Results suggest that employees also consider four additional justice factors, as yet not formally recognized in the justice literature, one distributive – the consistency in reward distribution – and three procedural – appraisal frequency, job relevant criteria, and rater and ratee training.

text: Employee fairness perceptions of performance appraisal: a Saint Lucian case study This research identifies the essential factors which influence employees' fairness perceptions of their performance appraisals, and determines the applicability of these factors to the experiences of employees in a Saint Lucian public service organization. Fairness perceptions are of three main types. First, distributive justice refers to the perceived fairness of an actual appraisal rating. Second, procedural justice refers to the perceived fairness of procedures used to determine the appraisal rating. Third, interactional justice refers to the perceived fairness of the rater's interpersonal treatment of the ratee during the appraisal process. A qualitative case study method was used to gain a rich understanding of employee perceptions of the fairness of their performance appraisals. Data were obtained from both completed appraisal forms and interviews with 20 knowledgeable employees. All interviews were transcribed and assessed using a thematic analysis. Overall, results show that distributive, procedural, and interactional justice factors identified in the existing literature influence employee perceptions of fairness in their appraisals. Results suggest that employees also consider four additional justice factors, as yet not formally recognized in the justice literature, one distributive – the consistency in reward distribution – and three procedural – appraisal frequency, job relevant criteria, and rater and ratee training.

year: 2008

title: Māori engagement with early childhood education in a low-socioeconomic area

authors: Nuri, Sinead

subjects: early childhood education

abstract: The early childhood education (ECE) options available to parents in New Zealand are many and varied. As a country New Zealand values ECE and has a high rate of engagement. However, despite a number of government initiatives targeting Māori and those from lower socio-economic areas Māori engagement remains low. This is widely acknowledged and the challenge is to not only find the reasons why but to also be responsive to the causes for low engagement.

Early learning services in New Zealand follow a curriculum that considers an holistic approach with the child at the centre of the learning. That curriculum is Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. The curriculum recognises the potential of children and the importance of belonging in developing the whole child. 

ECE in New Zealand is important for children who are aged zero to five. It is during these early years that children will begin to develop an understanding of the world around them. The environment that children live in is important to their development and it is generally considered that those from low socio-economic areas are less likely to succeed than those from higher socio-economic areas.

This thesis investigated Māori engagement in ECE from one low socio-economic area in New Zealand using an overarching Kaupapa Māori methodology. Semi-structured interviews were held with five participants from the low socio-economic area using a case study research design. My analysis found that there were many reasons behind the parents' decisions to send their children to ECE or not. It can be concluded that Māori engagement with ECE is dependent upon parents’ early life experiences and their cultural values.

text: Māori engagement with early childhood education in a low-socioeconomic area The early childhood education (ECE) options available to parents in New Zealand are many and varied. As a country New Zealand values ECE and has a high rate of engagement. However, despite a number of government initiatives targeting Māori and those from lower socio-economic areas Māori engagement remains low. This is widely acknowledged and the challenge is to not only find the reasons why but to also be responsive to the causes for low engagement.

Early learning services in New Zealand follow a curriculum that considers an holistic approach with the child at the centre of the learning. That curriculum is Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. The curriculum recognises the potential of children and the importance of belonging in developing the whole child. 

ECE in New Zealand is important for children who are aged zero to five. It is during these early years that children will begin to develop an understanding of the world around them. The environment that children live in is important to their development and it is generally considered that those from low socio-economic areas are less likely to succeed than those from higher socio-economic areas.

This thesis investigated Māori engagement in ECE from one low socio-economic area in New Zealand using an overarching Kaupapa Māori methodology. Semi-structured interviews were held with five participants from the low socio-economic area using a case study research design. My analysis found that there were many reasons behind the parents' decisions to send their children to ECE or not. It can be concluded that Māori engagement with ECE is dependent upon parents’ early life experiences and their cultural values.

year: 2024