title: Association of innate immune single-nucleotide polymorphisms with the electroencephalogram during desflurane general anaesthesia

authors: Mulholland, Claire Vignette

subjects: electroencephalogram

abstract: The electroencephalogram (EEG) records the electrical activity of the brain and enables effects of anaesthetic drugs on brain functioning to be monitored. Identification of genes contributing to EEG variability during anaesthesia is important to the clinical application of anaesthesia monitoring and may provide an avenue to identify molecular mechanisms underlying the generation and regulation of brain oscillations. Central immune signalling can impact neuronal activity in the brain and accumulating evidence suggests an important role for cytokines as neuronal modulators. We tested 21 single-nucleotide polymorphisms (SNPs) in immune-related genes for associations with three anaesthesia-induced EEG patterns; spindle amplitude, delta power and alpha power, during general anaesthesia with desflurane in 111 patients undergoing general, gynaecological or orthopaedic surgery. Wide inter-patient variability was observed for all EEG variables. MYD88 rs6853 (p = 6.7 × 10⁻⁴) and IL-1β rs1143627 in conjunction with rs6853 (p = 1.5 × 10⁻³) were associated with spindle amplitude, and IL-10 rs1800896 was associated with delta power (p = 1.3 × 10⁻²) suggesting involvement of cytokine signalling in modulation of EEG patterns during desflurane anaesthesia. BDNF rs6265 was associated with alpha power (p = 3.9 × 10⁻³), suggesting differences in neuronal plasticity might also influence EEG patterns during desflurane anaesthesia. This is the first study we are aware of that has investigated genetic polymorphisms that may influence the EEG during general anaesthesia.

text: Association of innate immune single-nucleotide polymorphisms with the electroencephalogram during desflurane general anaesthesia The electroencephalogram (EEG) records the electrical activity of the brain and enables effects of anaesthetic drugs on brain functioning to be monitored. Identification of genes contributing to EEG variability during anaesthesia is important to the clinical application of anaesthesia monitoring and may provide an avenue to identify molecular mechanisms underlying the generation and regulation of brain oscillations. Central immune signalling can impact neuronal activity in the brain and accumulating evidence suggests an important role for cytokines as neuronal modulators. We tested 21 single-nucleotide polymorphisms (SNPs) in immune-related genes for associations with three anaesthesia-induced EEG patterns; spindle amplitude, delta power and alpha power, during general anaesthesia with desflurane in 111 patients undergoing general, gynaecological or orthopaedic surgery. Wide inter-patient variability was observed for all EEG variables. MYD88 rs6853 (p = 6.7 × 10⁻⁴) and IL-1β rs1143627 in conjunction with rs6853 (p = 1.5 × 10⁻³) were associated with spindle amplitude, and IL-10 rs1800896 was associated with delta power (p = 1.3 × 10⁻²) suggesting involvement of cytokine signalling in modulation of EEG patterns during desflurane anaesthesia. BDNF rs6265 was associated with alpha power (p = 3.9 × 10⁻³), suggesting differences in neuronal plasticity might also influence EEG patterns during desflurane anaesthesia. This is the first study we are aware of that has investigated genetic polymorphisms that may influence the EEG during general anaesthesia.

year: 2013

title: The experiences, perceptions and expectations of teachers, students and parents of the Community High School Model in Solomon Islands: A Case Study

authors: Memua, James

subjects: Community High School

abstract: This study considers students’ educational needs in the Solomon Islands’ education system. In particular it explores the experiences, perceptions and expectations of teachers, students and parents of the Community High School model. While research has been done on some educational aspects of Community High Schools, none has been carried out amongst the teachers, students and parents. We therefore know very little about their experiences, perceptions and expectations of the Community High Schools in Solomon Islands. 
Research data were gathered using qualitative case study methods. Specifically, interviews were conducted with four teachers, three students, three parents and four Education Officers. The teachers and students were from an urban Community High School, and the parents had children enrolled at the school. Data gathered were analysed using a thematic analysis approach. The data gathering was conducted in the Solomon Islands in May 2010. 
The key findings revealed that a number of social justice issues impacted on the majority of students in Community High Schools. They include improved access to secondary education, unbalanced curriculum, teacher-centred teaching and learning practices, poor preparation of students for the future, limited resources, democratic school leadership practice, a mutual school community partnership and a strong School committee. Other key findings which related to the future aspiration encompass more Rural Training Centres, expansion of tertiary education, and inappropriate education policies in general. This study also found that while there is advocacy for Community High Schools to be more responsive to the needs of the majority of students, many of which are rural children, this is not happening. Moreover, while the participants preferred to contextualize school practice to cater for all students however current educational policy does not allow this to happen.

text: The experiences, perceptions and expectations of teachers, students and parents of the Community High School Model in Solomon Islands: A Case Study This study considers students’ educational needs in the Solomon Islands’ education system. In particular it explores the experiences, perceptions and expectations of teachers, students and parents of the Community High School model. While research has been done on some educational aspects of Community High Schools, none has been carried out amongst the teachers, students and parents. We therefore know very little about their experiences, perceptions and expectations of the Community High Schools in Solomon Islands. 
Research data were gathered using qualitative case study methods. Specifically, interviews were conducted with four teachers, three students, three parents and four Education Officers. The teachers and students were from an urban Community High School, and the parents had children enrolled at the school. Data gathered were analysed using a thematic analysis approach. The data gathering was conducted in the Solomon Islands in May 2010. 
The key findings revealed that a number of social justice issues impacted on the majority of students in Community High Schools. They include improved access to secondary education, unbalanced curriculum, teacher-centred teaching and learning practices, poor preparation of students for the future, limited resources, democratic school leadership practice, a mutual school community partnership and a strong School committee. Other key findings which related to the future aspiration encompass more Rural Training Centres, expansion of tertiary education, and inappropriate education policies in general. This study also found that while there is advocacy for Community High Schools to be more responsive to the needs of the majority of students, many of which are rural children, this is not happening. Moreover, while the participants preferred to contextualize school practice to cater for all students however current educational policy does not allow this to happen.

year: 2011

title: Defining indigenous trade: A working paper incorporating Māori and indigenous perspectives

authors: McLellan, Georgia

abstract: This working paper is part of a New Zealand Government–funded research project titled ‘Tauhokohoko: Enabling mana motuhake through Indigenous trade’ (Tauhokohoko), which was developed by the University of Waikato and Te Rōpū Taumata Charitable Trust (Te Taumata). The paper was prepared by the Tauhokohoko Research Aim 1.3 team and sets out a working definition of ‘Indigenous trade’.

The Tauhokohoko Research Aim 1.3 team acknowledges that the term ‘Indigenous’ can be problematic, since it collectivises the experiences of all Indigenous peoples. The project acknowledges the diverse realities of Indigenous peoples and strives to use the term in an inclusive way. Despite the existence of fraught relations between Indigenous peoples and postcolonial trade practices, Indigenous peoples have always had their own trade practices and relations grounded in Indigenous ways of being, knowing and doing. Within contemporary economies, Indigenous peoples are increasingly turning to international trade to meet their economic, social and cultural aspirations.

The Tauhokohoko Research Aim 1.3 team believes that Indigenous trade, when practiced in the right way, can be used as a tool for enhancing Indigenous self-determination and collective wellbeing. This paper outlines a tentative definition of ‘Indigenous trade’ for research purposes and provides grounded examples of Indigenous trade that fit within that tentative definition. The Tauhokohoko project is concerned primarily with the involvement of Indigenous peoples in international trade as a financial activity; however, the tentative definition encompasses financial, non financial, tangible and non-tangible forms of exchange. The paper ends by outlining the key literature that informs the working definition of ‘Indigenous trade’, including perspectives on the origins of international trade and Indigenous trade, international business and entrepreneurship, and Indigenous economies.

text: Defining indigenous trade: A working paper incorporating Māori and indigenous perspectives This working paper is part of a New Zealand Government–funded research project titled ‘Tauhokohoko: Enabling mana motuhake through Indigenous trade’ (Tauhokohoko), which was developed by the University of Waikato and Te Rōpū Taumata Charitable Trust (Te Taumata). The paper was prepared by the Tauhokohoko Research Aim 1.3 team and sets out a working definition of ‘Indigenous trade’.

The Tauhokohoko Research Aim 1.3 team acknowledges that the term ‘Indigenous’ can be problematic, since it collectivises the experiences of all Indigenous peoples. The project acknowledges the diverse realities of Indigenous peoples and strives to use the term in an inclusive way. Despite the existence of fraught relations between Indigenous peoples and postcolonial trade practices, Indigenous peoples have always had their own trade practices and relations grounded in Indigenous ways of being, knowing and doing. Within contemporary economies, Indigenous peoples are increasingly turning to international trade to meet their economic, social and cultural aspirations.

The Tauhokohoko Research Aim 1.3 team believes that Indigenous trade, when practiced in the right way, can be used as a tool for enhancing Indigenous self-determination and collective wellbeing. This paper outlines a tentative definition of ‘Indigenous trade’ for research purposes and provides grounded examples of Indigenous trade that fit within that tentative definition. The Tauhokohoko project is concerned primarily with the involvement of Indigenous peoples in international trade as a financial activity; however, the tentative definition encompasses financial, non financial, tangible and non-tangible forms of exchange. The paper ends by outlining the key literature that informs the working definition of ‘Indigenous trade’, including perspectives on the origins of international trade and Indigenous trade, international business and entrepreneurship, and Indigenous economies.

year: 2025-12-10