title: Effect of abomasal prebiotic supplementation on sheep faecal microbiota

authors: Li, Y.

subjects: prebiotic

abstract: The effect of abomasal fructo-oligosaccharides supplementation on sheep faecal microbiota was investigated in a balanced, two Latin square, cross-over design experiment. Ten fistulated sheep were managed in five consecutive periods, with each of five treatments (an 'acidified saline' control or one of four prebiotic candidates chosen to represent different types of oligosaccharides: Arabinogalactan, Fibruline, Raftilose, or Yacon) administered to two sheep in each period. Seven grams of fructo-oligosaccharides were used daily for each animal. In each period, fresh faecal samples were collected before, during and after 'supplementation' for the analysis of bifidobacteria, lactobacilli, Escherichia coli, sulphite-reducing clostridia, total anaerobes, pH and dry matter. The treatments with Fibruline, Raftilose and Yacon increased the sheep faecal bifidobacteria after 9 days of daily dosing. Compared with the control, the Raftilose treatment caused the greatest increase by 2.128 log10 CFU/g of faeces (P<0.01), followed by the Yacon and Fibruline treatments, by 0.990 (P<0.05) and 0.925 log10 CFU/g of faeces (P=0.05), respectively. Both Raftilose and Yacon treatments increased the number of lactobacilli by 1.286 (P<0.05) and 1.138 log10 CFU/g of faeces (P<0.05) after 9 days of daily dosing. All tested fructo-oligosaccharides had no effect on sulphite-reducing clostridia and E. coli. There were no changes in sheep faecal pH or dry matter between the treatments. These data provide the first evidence that the bifidogenic effects of fructo-oligosaccharides, previously shown to be gained in the large intestine of monogastric animals, are also efficacious in the ruminant.

text: Effect of abomasal prebiotic supplementation on sheep faecal microbiota The effect of abomasal fructo-oligosaccharides supplementation on sheep faecal microbiota was investigated in a balanced, two Latin square, cross-over design experiment. Ten fistulated sheep were managed in five consecutive periods, with each of five treatments (an 'acidified saline' control or one of four prebiotic candidates chosen to represent different types of oligosaccharides: Arabinogalactan, Fibruline, Raftilose, or Yacon) administered to two sheep in each period. Seven grams of fructo-oligosaccharides were used daily for each animal. In each period, fresh faecal samples were collected before, during and after 'supplementation' for the analysis of bifidobacteria, lactobacilli, Escherichia coli, sulphite-reducing clostridia, total anaerobes, pH and dry matter. The treatments with Fibruline, Raftilose and Yacon increased the sheep faecal bifidobacteria after 9 days of daily dosing. Compared with the control, the Raftilose treatment caused the greatest increase by 2.128 log10 CFU/g of faeces (P<0.01), followed by the Yacon and Fibruline treatments, by 0.990 (P<0.05) and 0.925 log10 CFU/g of faeces (P=0.05), respectively. Both Raftilose and Yacon treatments increased the number of lactobacilli by 1.286 (P<0.05) and 1.138 log10 CFU/g of faeces (P<0.05) after 9 days of daily dosing. All tested fructo-oligosaccharides had no effect on sulphite-reducing clostridia and E. coli. There were no changes in sheep faecal pH or dry matter between the treatments. These data provide the first evidence that the bifidogenic effects of fructo-oligosaccharides, previously shown to be gained in the large intestine of monogastric animals, are also efficacious in the ruminant.

year: 2010

title: Exploring orientation cues in both digital and physical books

authors: Vanderschantz, Nicholas

subjects: computer science

abstract: Electronic books (eBooks) and eReaders are now a commonplace tool in the reading experience for many readers. Yet these have long received mixed reviews. Designing suitable interactions that support successful eReading experiences is a relevant task. This paper reports on an exploration of orientation cue designs for electronic books through consideration of design techniques implemented in both physical books (pBooks) and eBooks. We executed a case study of contemporary pBook and eBook orientation cue designs and report on the results of a heuristic evaluation with a small set of expert evaluators. Our findings identify the need for further investigation of the design of orientation cues for both pBooks and eBooks.

text: Exploring orientation cues in both digital and physical books Electronic books (eBooks) and eReaders are now a commonplace tool in the reading experience for many readers. Yet these have long received mixed reviews. Designing suitable interactions that support successful eReading experiences is a relevant task. This paper reports on an exploration of orientation cue designs for electronic books through consideration of design techniques implemented in both physical books (pBooks) and eBooks. We executed a case study of contemporary pBook and eBook orientation cue designs and report on the results of a heuristic evaluation with a small set of expert evaluators. Our findings identify the need for further investigation of the design of orientation cues for both pBooks and eBooks.

year: 2017

title: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers

authors: Gundersen, Mandy

abstract: Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

text: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

year: 2025