title: Analysis of 5'-mononucleotides in infant formula and adult/pediatric nutritional formula by liquid chromatography: First action 2011.20

authors: Gill, Brendon D.

subjects: Anion exchange

abstract: A method for the routine determination of 5'-mononucleotides (uridine 5'-monophosphate, inosine 5'-monophosphate, adenosine 5'-monophosphate, guanosine 5'-monophosphate, and cytidine 5'-monophosphate) in infant formula and adult nutritionals is described. After sample dissolution and addition of internal standard, potential interferences were removed by anion-exchange SPE followed by HPLC-UV analysis. Single-laboratory validation performance parameters include recovery (92-101%) and repeatability (1.0-2.3% RSD). The method was approved for Official First Action status by an AOAC expert review panel

text: Analysis of 5'-mononucleotides in infant formula and adult/pediatric nutritional formula by liquid chromatography: First action 2011.20 A method for the routine determination of 5'-mononucleotides (uridine 5'-monophosphate, inosine 5'-monophosphate, adenosine 5'-monophosphate, guanosine 5'-monophosphate, and cytidine 5'-monophosphate) in infant formula and adult nutritionals is described. After sample dissolution and addition of internal standard, potential interferences were removed by anion-exchange SPE followed by HPLC-UV analysis. Single-laboratory validation performance parameters include recovery (92-101%) and repeatability (1.0-2.3% RSD). The method was approved for Official First Action status by an AOAC expert review panel

year: 2012

title: Senior high school student biology learning in interactive teaching

authors: Lu, Tan-Ni

subjects: a social constructivist view of learning

abstract: This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.

text: Senior high school student biology learning in interactive teaching This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.

year: 2010

title: Research reflections on making visible the experiences of Kāpō Māori during and after COVID-19

authors: Masters-Awatere, Bridgette

abstract: Introduction: 
This piece reflects on our research process when undertaking face-to-face interviews with tāngata kāpō (Māori people who are blind, deafblind, low vision or vision impaired). Particular attention is given to the access requirements of tāngata kāpō and the intersections of Māori and disability. These experiences are shared as learning opportunities for others who are undertaking research in ways that are mindful of Tiriti and disability obligations, and in the current COVID-19 environment.

text: Research reflections on making visible the experiences of Kāpō Māori during and after COVID-19 Introduction: 
This piece reflects on our research process when undertaking face-to-face interviews with tāngata kāpō (Māori people who are blind, deafblind, low vision or vision impaired). Particular attention is given to the access requirements of tāngata kāpō and the intersections of Māori and disability. These experiences are shared as learning opportunities for others who are undertaking research in ways that are mindful of Tiriti and disability obligations, and in the current COVID-19 environment.

year: 2021