title: The post-antibiotic effect of manuka honey on gastrointestinal pathogens

authors: Lin, Shih-Min (Sam)

subjects: biology

abstract: An increasing number of studies have shown that honey has substantial antimicrobial activity [1]. This has mostly been demonstrated by minimum inhibitory concentration (MIC) and minimum bactericidal concentration (MBC) tests in which microorganisms are exposed to a constant level of honey for a long period. However, the efficacy of honey taken orally would be greatly affected by dilution in large amounts of body fluids and water from food and drink as well as by a short period of contact with bacterial cells owing to rapid peristalsis in the gastrointestinal tract. We therefore investigated how long it would take manuka honey to eliminate microorganisms and whether or not honey has a post-antibiotic effect (PAE) similar to other common drugs.

text: The post-antibiotic effect of manuka honey on gastrointestinal pathogens An increasing number of studies have shown that honey has substantial antimicrobial activity [1]. This has mostly been demonstrated by minimum inhibitory concentration (MIC) and minimum bactericidal concentration (MBC) tests in which microorganisms are exposed to a constant level of honey for a long period. However, the efficacy of honey taken orally would be greatly affected by dilution in large amounts of body fluids and water from food and drink as well as by a short period of contact with bacterial cells owing to rapid peristalsis in the gastrointestinal tract. We therefore investigated how long it would take manuka honey to eliminate microorganisms and whether or not honey has a post-antibiotic effect (PAE) similar to other common drugs.

year: 2010

title: Professional development of ICT integration for secondary school teachers in Hong Kong: Towards a peer support enhanced model

authors: Lee, Theodore Tai Hoi

subjects: professional devleopment

abstract: Although information and communication technology (ICT) has gradually become a standard teaching technology in schools in many countries and regions like Hong Kong, the implementation of ICT in teaching and learning in schools still fails to meet high government and public expectations.  This study was an investigation into the potential of peer support to enhance professional development of ICT integration for secondary school teachers in Hong Kong.  

The study utilized peer support as a social approach to professional development and employed action research to examine the experiences of ten secondary school teachers who worked in five peer support groups for sixteen months.  A peer support model was introduced to the participants who then applied these principles in their own contexts.  Data on participants' reflections and evaluations of the peer support process was collected through individual interviews and peer-group conferences.  Each participant was interviewed at the beginning, middle and end of the research period and each peer group was interviewed at the end of the project.  By employing a grounded theory approach, themes related to the participants' experiences of peer support for ICT integration and the impact of peer support as a means of professional development were generated from the data. 
 
The study's findings indicate that the participants responded positively to peer support as a means of professional development.  Peer support was successful in: increasing professional interactions; broadening perspectives of ICT; increasing reflection; and providing personal and emotional support. 

From an analysis of the study's findings, in conjunction with a review of the appropriate literature, a teacher professional development model for ICT integration has been developed that may be helpful in furthering the goal of successful ICT integration.  This model focuses on the importance of intrinsic motivation rather than extrinsic incentives and is based on a developmental process in which individual teachers determine their own practice through peer support enhanced critical reflection that continually expands their personal context of ICT integration.

text: Professional development of ICT integration for secondary school teachers in Hong Kong: Towards a peer support enhanced model Although information and communication technology (ICT) has gradually become a standard teaching technology in schools in many countries and regions like Hong Kong, the implementation of ICT in teaching and learning in schools still fails to meet high government and public expectations.  This study was an investigation into the potential of peer support to enhance professional development of ICT integration for secondary school teachers in Hong Kong.  

The study utilized peer support as a social approach to professional development and employed action research to examine the experiences of ten secondary school teachers who worked in five peer support groups for sixteen months.  A peer support model was introduced to the participants who then applied these principles in their own contexts.  Data on participants' reflections and evaluations of the peer support process was collected through individual interviews and peer-group conferences.  Each participant was interviewed at the beginning, middle and end of the research period and each peer group was interviewed at the end of the project.  By employing a grounded theory approach, themes related to the participants' experiences of peer support for ICT integration and the impact of peer support as a means of professional development were generated from the data. 
 
The study's findings indicate that the participants responded positively to peer support as a means of professional development.  Peer support was successful in: increasing professional interactions; broadening perspectives of ICT; increasing reflection; and providing personal and emotional support. 

From an analysis of the study's findings, in conjunction with a review of the appropriate literature, a teacher professional development model for ICT integration has been developed that may be helpful in furthering the goal of successful ICT integration.  This model focuses on the importance of intrinsic motivation rather than extrinsic incentives and is based on a developmental process in which individual teachers determine their own practice through peer support enhanced critical reflection that continually expands their personal context of ICT integration.

year: 2007

title: Ngaa tongikura o te Kiingitanga - He tongi takapou nui, he kura takapou roa

authors: Paki, Nga wai hono i te po

subjects: Tongikura

abstract: Mai anoo, mai anoo i te waa o ngoo taatou tuupuna, ko te iere o te reo, ko te tangi o te kupu te waka kawe i ngaa whakaaro me ngaa kare aa-roto o oo taatou tuupuna. Inaa hoki raa te hoohonu o te whakaaro me te huhua o ngaa kura huna kua rarau ki ngaa kupu tuku iho o oo taatou tuupuna. I roto i a maatou, o Tainui waka, o Waikato iwi, o te Kiingitanga, ko ngaa tongikura te ritenga.

Kei teenei tuhinga te whakamaaramatanga, te whakamahukitanga o teenei taonga te tongikura. Ahakoa, inaa raa ngaa tini tongikura o te Kiingitanga kua tongikuratia ko taa teenei tuhinga whakapae he tuuhura i ngaa kura huna e whakapaetia nei, he oranga kei roto i ngaa tongikura hei painga moo te tangata. Noo te orokohanganga mai o te Kiingitanga tatuu iho raa ki teenei rangi tonu kei ngeenei tongikura ngaa kupu taurangi, ngaa tohutohu nui aa te raangai upoko ariki o te Kiingitanga ki ngaa iwi. I roto i te whakapaparanga o te Kiingitanga kua kitea taatou i te nui o te whakamahinga o ngaa tongikura hei aarahi, hei takitaki i a taatou a Tainui waka, i a Tainui tangata.

Kua haoria ake raa ko ngeetehi kohinga tongikura hei whewheratanga maaku i roto i teenei tuhinga e kite ai taatou i te mauri ora o ngaa tongikura ki roto i te iwi o Waikato, ki roto anoo hoki i ngaa iwi o te Kiingitanga. E haangai mai ana ngeenei tongikura ki te ora o te iwi, e purutia ana hoki hei kura waananga maa ngaa reanga whakatupuranga o te inamata, ki te anamata. Tiikina ake raa ko te kupu wairua, kia tuu te tongikura, ko te aakinga te mea nui, tau ki runga ki teenei tuhikura. Haere, tomokia mai te whare tongikura, he tongi takapou kura, he kura takapou roa.

text: Ngaa tongikura o te Kiingitanga - He tongi takapou nui, he kura takapou roa Mai anoo, mai anoo i te waa o ngoo taatou tuupuna, ko te iere o te reo, ko te tangi o te kupu te waka kawe i ngaa whakaaro me ngaa kare aa-roto o oo taatou tuupuna. Inaa hoki raa te hoohonu o te whakaaro me te huhua o ngaa kura huna kua rarau ki ngaa kupu tuku iho o oo taatou tuupuna. I roto i a maatou, o Tainui waka, o Waikato iwi, o te Kiingitanga, ko ngaa tongikura te ritenga.

Kei teenei tuhinga te whakamaaramatanga, te whakamahukitanga o teenei taonga te tongikura. Ahakoa, inaa raa ngaa tini tongikura o te Kiingitanga kua tongikuratia ko taa teenei tuhinga whakapae he tuuhura i ngaa kura huna e whakapaetia nei, he oranga kei roto i ngaa tongikura hei painga moo te tangata. Noo te orokohanganga mai o te Kiingitanga tatuu iho raa ki teenei rangi tonu kei ngeenei tongikura ngaa kupu taurangi, ngaa tohutohu nui aa te raangai upoko ariki o te Kiingitanga ki ngaa iwi. I roto i te whakapaparanga o te Kiingitanga kua kitea taatou i te nui o te whakamahinga o ngaa tongikura hei aarahi, hei takitaki i a taatou a Tainui waka, i a Tainui tangata.

Kua haoria ake raa ko ngeetehi kohinga tongikura hei whewheratanga maaku i roto i teenei tuhinga e kite ai taatou i te mauri ora o ngaa tongikura ki roto i te iwi o Waikato, ki roto anoo hoki i ngaa iwi o te Kiingitanga. E haangai mai ana ngeenei tongikura ki te ora o te iwi, e purutia ana hoki hei kura waananga maa ngaa reanga whakatupuranga o te inamata, ki te anamata. Tiikina ake raa ko te kupu wairua, kia tuu te tongikura, ko te aakinga te mea nui, tau ki runga ki teenei tuhikura. Haere, tomokia mai te whare tongikura, he tongi takapou kura, he kura takapou roa.

year: 2022