title: Moving critical management education to praxis: integrating professional services within the critical classroom

authors: Dyer, Suzetta

abstract: Purpose: This paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students. Design/methodology/approach: We detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content. Findings: Students found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis. Originality/value: Our experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.

text: Moving critical management education to praxis: integrating professional services within the critical classroom Purpose: This paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students. Design/methodology/approach: We detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content. Findings: Students found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis. Originality/value: Our experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.

year: 2021-04-26

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: He Paiaka Totara: Māori Psychologists Wānanga, report to Ngā Pae o te Māramatanga

authors: Waitoki, Waikaremoana

abstract: Sustainability for the growing number of Māori psychologists depends on a resilient system that reflects the centrality of Māori knowledge, tikanga, kawa and moemoea. Paiaka refers to whakapapa, identity, roots and connectedness. As Māori psychologists how we might use this term with Māori whānau and each other differs according to our own unique skills and abilities - our pūmanawa. (He Paiaka wānanga, August, 29, 2015).

text: He Paiaka Totara: Māori Psychologists Wānanga, report to Ngā Pae o te Māramatanga Sustainability for the growing number of Māori psychologists depends on a resilient system that reflects the centrality of Māori knowledge, tikanga, kawa and moemoea. Paiaka refers to whakapapa, identity, roots and connectedness. As Māori psychologists how we might use this term with Māori whānau and each other differs according to our own unique skills and abilities - our pūmanawa. (He Paiaka wānanga, August, 29, 2015).

year: 2016