title: Is peer review in academic publishing still working?

authors: Jackson, Liz

subjects: Peer review

abstract: Peer review is central to academic publishing. Yet for many it is a mysterious and contentious practice, which can cause distress for both reviewers, and those whose work is reviewed. This paper, produced by the Editors’ Collective, examines the past and future of peer review in academic publishing. The first sections consider how peer review has been defined and practised in changing academic contexts, and its educational significance in the development of scholarship. The paper then explores major historical and contemporary issues around identity, diversity, anonymity, and the review process, and the related power of editors versus reviewers in academic publishing. Finally, the paper discusses the case of new scholars as reviewers engaging in neoliberal labour, before concluding with some brief recommendations based on our analysis.

text: Is peer review in academic publishing still working? Peer review is central to academic publishing. Yet for many it is a mysterious and contentious practice, which can cause distress for both reviewers, and those whose work is reviewed. This paper, produced by the Editors’ Collective, examines the past and future of peer review in academic publishing. The first sections consider how peer review has been defined and practised in changing academic contexts, and its educational significance in the development of scholarship. The paper then explores major historical and contemporary issues around identity, diversity, anonymity, and the review process, and the related power of editors versus reviewers in academic publishing. Finally, the paper discusses the case of new scholars as reviewers engaging in neoliberal labour, before concluding with some brief recommendations based on our analysis.

year: 2018

title: Postantibiotic effect of purified melittin from honeybee (Apis mellifera) venom against Escherichia coli and Staphylococcus aureus

authors: Han, Sangmi

subjects: bee venom

abstract: Since the ancient times, the antibacterial application of honeybee venom (BV) has been practised and persisted. We investigated the antibacterial activity of whole BV and purified melittin against Escherichia coli and Staphylococcus aureus by the minimum inhibitory concentrations (MICs) and the postantibiotic effects (PAEs). The in vitro PAEs of whole BV and isolated melittin were determined using E. coli and S. aureus. The PAEs of whole BV against E. coli and S. aureus were 0.15 h (1   MIC), 2.4 h (5   MIC), and 3.45 h (1   MIC), respectively. The PAEs of melittin against E. coli and S. aureus were 0.1 h (1   MIC), 3.2 h (5   MIC), and 4.35 h (1   MIC), respectively. These results suggest that whole BV and melittin will be developed as a novel antibacterial drug.

text: Postantibiotic effect of purified melittin from honeybee (Apis mellifera) venom against Escherichia coli and Staphylococcus aureus Since the ancient times, the antibacterial application of honeybee venom (BV) has been practised and persisted. We investigated the antibacterial activity of whole BV and purified melittin against Escherichia coli and Staphylococcus aureus by the minimum inhibitory concentrations (MICs) and the postantibiotic effects (PAEs). The in vitro PAEs of whole BV and isolated melittin were determined using E. coli and S. aureus. The PAEs of whole BV against E. coli and S. aureus were 0.15 h (1   MIC), 2.4 h (5   MIC), and 3.45 h (1   MIC), respectively. The PAEs of melittin against E. coli and S. aureus were 0.1 h (1   MIC), 3.2 h (5   MIC), and 4.35 h (1   MIC), respectively. These results suggest that whole BV and melittin will be developed as a novel antibacterial drug.

year: 2009

title: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school

authors: Takurua, Nātana

subjects: Maori

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009