title: Creating community-based systems of good governance at grassroots level: A case of organisational strengthening and capacity building among indigenous women in Talievu Province, Fiji

authors: Nabalarua, Eci K.

subjects: Fiji community-based development

abstract: Encouraging sustainable community development is a critical aspect of the work of agencies and communities and involves, in the case of contrasting indigenous and non-indigenous value frameworks, a range of challenges. This case study, involving the first twelve months of a Fijian provincial women’s project, illustrates the nature of these challenges. From initial planning to implementation, the case demonstrates that the process of empowerment and skills building is possible in a context where the methodology is adapted to meet the needs of the target community. An important aspect of sustainability here is encouraging those accustomed to a culture of silence to articulate and record their aspirations, their needs and their objectives. Thus, traditional dependence upon an organizational history locked in human memory needed, in this case, to be supplemented by transparent, recorded systems of governance and the development of complementary functions in simple organisational frameworks. This case is an illustration of an indigenous experience which has much to offer in relation to ongoing indigenous development generally and much also to gain from the broader framework of indigenous development experiences elsewhere.

text: Creating community-based systems of good governance at grassroots level: A case of organisational strengthening and capacity building among indigenous women in Talievu Province, Fiji Encouraging sustainable community development is a critical aspect of the work of agencies and communities and involves, in the case of contrasting indigenous and non-indigenous value frameworks, a range of challenges. This case study, involving the first twelve months of a Fijian provincial women’s project, illustrates the nature of these challenges. From initial planning to implementation, the case demonstrates that the process of empowerment and skills building is possible in a context where the methodology is adapted to meet the needs of the target community. An important aspect of sustainability here is encouraging those accustomed to a culture of silence to articulate and record their aspirations, their needs and their objectives. Thus, traditional dependence upon an organizational history locked in human memory needed, in this case, to be supplemented by transparent, recorded systems of governance and the development of complementary functions in simple organisational frameworks. This case is an illustration of an indigenous experience which has much to offer in relation to ongoing indigenous development generally and much also to gain from the broader framework of indigenous development experiences elsewhere.

year: 2001-02

title: The role of existing knowledge in reading comprehension and conceptual change in science education

authors: Bell, Beverley

abstract: Recent research in science education has illustrated that students, prior to formal science teaching, have constructed for themselves interpretations of and explanations for many natural phenomena, and that these beliefs may persist despite up to five years of science tuition. The research has also demonstrated that these beliefs, which are part of a student’s existing knowledge, are an important factor in determining what learning, if any, will occur. This has led to the development of a view of learning in science as conceptual change, rather than concept acquisition, and as an active, constructive process rather than a passive, absorptive one. This view (and in particular the generative learning model) has been adopted in this study. 
A parallel development in reading research has also emphasised the role of existing knowledge in reading comprehension and a view of reading comprehension as the active construction of meaning.
The current research spanned both these two related fields of reading comprehension and conceptual change in science education and focused on the role of existing knowledge in both processes. In particular, it investigated the role of existing knowledge (for example, the everyday meaning of ‘animal’) of some 13-year-old students in comprehending a text about the scientific concept of animal, and in what ways this influenced conceptual change.
Three different methodologies were used - one in each of the three phases of the research programme. These were the qualitative interview techniques (the ‘spot-the-mistake’ and ‘reading-to-learn’ interviews) and quantitative survey measures.
The findings gave further support to a constructivist view of reading comprehension and conceptual change, and a strong interactionist view of reading comprehension was suggested, as existing knowledge not only contributed to the constructed meanings, but influenced what constructions were made.
The main finding was that existing knowledge was used not only to construct a meaning but to evaluate it in terms of whether to accept or reject the construction. Learning in science, therefore, involves not only the construction of the intended meaning, but accepting it as well. Learning difficulties may occur at either the construction or acceptance stage. The results suggested that in science education, students’ difficulties in accepting a scientific construction may be as great as, if not greater than, those in constructing the scientific conception itself.
The implications of the findings for teaching and learning, the curriculum, reading in science classrooms and textbook authors are discussed in the final chapter.

text: The role of existing knowledge in reading comprehension and conceptual change in science education Recent research in science education has illustrated that students, prior to formal science teaching, have constructed for themselves interpretations of and explanations for many natural phenomena, and that these beliefs may persist despite up to five years of science tuition. The research has also demonstrated that these beliefs, which are part of a student’s existing knowledge, are an important factor in determining what learning, if any, will occur. This has led to the development of a view of learning in science as conceptual change, rather than concept acquisition, and as an active, constructive process rather than a passive, absorptive one. This view (and in particular the generative learning model) has been adopted in this study. 
A parallel development in reading research has also emphasised the role of existing knowledge in reading comprehension and a view of reading comprehension as the active construction of meaning.
The current research spanned both these two related fields of reading comprehension and conceptual change in science education and focused on the role of existing knowledge in both processes. In particular, it investigated the role of existing knowledge (for example, the everyday meaning of ‘animal’) of some 13-year-old students in comprehending a text about the scientific concept of animal, and in what ways this influenced conceptual change.
Three different methodologies were used - one in each of the three phases of the research programme. These were the qualitative interview techniques (the ‘spot-the-mistake’ and ‘reading-to-learn’ interviews) and quantitative survey measures.
The findings gave further support to a constructivist view of reading comprehension and conceptual change, and a strong interactionist view of reading comprehension was suggested, as existing knowledge not only contributed to the constructed meanings, but influenced what constructions were made.
The main finding was that existing knowledge was used not only to construct a meaning but to evaluate it in terms of whether to accept or reject the construction. Learning in science, therefore, involves not only the construction of the intended meaning, but accepting it as well. Learning difficulties may occur at either the construction or acceptance stage. The results suggested that in science education, students’ difficulties in accepting a scientific construction may be as great as, if not greater than, those in constructing the scientific conception itself.
The implications of the findings for teaching and learning, the curriculum, reading in science classrooms and textbook authors are discussed in the final chapter.

year: 1984

title: In vitro cell culture to study microglial inflammation

authors: Newland, Julia

subjects: CNs

abstract: Inflammation of the central nervous system (CNS) characterised by release of cytokines such as tumour necrosis factor-alpha (TNF-a) and interleukin-1 (IL-1) is an event that is often detrimental to neuronal cells and is thought to contribute to the neuronal loss observed during neurodegeneration.
One objective of this study was to investigate the potential anti-inflammatory properties of kawakawa leaf extracts using in vitro model cell systems. Kawakawa leaf extracts anti-inflammatory properties have anecdotally been documented in traditional Maori medicinal practices (Rangoa). However, before this aspect could be carried out, experiments were undertaken to investigate the effects the kawakawa leaf extracts had on the growth rates of two mammalian cell lines (HeLa and THP-1 cells).
Interestingly, the growth assays showed that the extracts to have both a stimulatory and inhibitory effect on cell growth. Toxicity of cells can be categorised as either necrotic or apoptotic cell death. In this study, HeLa cells and THP-1 cells were incubated under standard growth conditions with various concentrations (10 to 100ug/ml) of Kawakawa leave extracts prepared at room temperature or 60OC.
Growth data as seen in figures 2 and 3 typically have a long lag phase before they start to reach exponential growth between days 4 and 5. The extract having the largest stimulatory effect on HeLa cells as shown by figure 6 was 25 ug/ml at 60OC and the largest inhibitory effect seen on HeLa cells was seen at 50 ug/ml RT shown by figure 6. The extract which has the largest stimulatory effect on THP-1 cells is 25 ug/ml 60OC as shown by figure 11 whereas the extract producing the largest inhibitory effect is 25 ug/ml RT.

Apoptotic and necrotic cell death mechanisms were examined by using in vitro biochemistry techniques. Assessments were largely made based on biochemical changes of HeLa cells and THP-1 cells post treatment of Kawakawa leave extracts.
Measurement of lactate dehydrogenase (LDH assays) in the growth media of cells that were shown to be growth inhibited during exposure to Kawakawa extracts indicated that the growth inhibition resulting from exposure to the extracts was not due to necrotic cell death processes. (ie that cells maintained their membrane integrity) When compared to the control, a lower amount of cytosolic LDH was seen in THP-1 cell lines. However, HeLa cell lines produced a high level of cytosolic LDH which may be due to mycoplasma contamination. On average, Kawakawa concentrations at 12.5ug/ml and 25ug/ml yielded less lysed cells percentage across both cell lines.
The demonstrated cell growth inhibition was unlikely to be due to necrosis and because of this it was decided to see if cell death was caused by mitochondrial processes that would further support apoptotic cell death. The biochemical assay MTT indirectly measures mitochondrial dehydrogenase activity in the presence of kawakawa leave extracts.
The MTT data illustrated mitochondrial impairment where HeLa cells exposed to Kawakawa 60OC concentrations 6.25 ug/ml and 12.5 ug/ml had the lowest average mitochondrial activity. THP-1 cells exposed to Kawakawa 60OC concentrations 12.5 ug/ml and 50 ug/ml had the lowest average mitochondrial activity.
The main results of this study include, the treatment of HeLa and THP-1 cells with kawakawa extracts demonstrated that cytotoxicity was not due to necrosis. The most interesting finding of this study is when kawakawa extracts inhibit cell growth there is no increase in LDH. This is suggestive that the cellular membrane remains intact when exposed to the extract.

text: In vitro cell culture to study microglial inflammation Inflammation of the central nervous system (CNS) characterised by release of cytokines such as tumour necrosis factor-alpha (TNF-a) and interleukin-1 (IL-1) is an event that is often detrimental to neuronal cells and is thought to contribute to the neuronal loss observed during neurodegeneration.
One objective of this study was to investigate the potential anti-inflammatory properties of kawakawa leaf extracts using in vitro model cell systems. Kawakawa leaf extracts anti-inflammatory properties have anecdotally been documented in traditional Maori medicinal practices (Rangoa). However, before this aspect could be carried out, experiments were undertaken to investigate the effects the kawakawa leaf extracts had on the growth rates of two mammalian cell lines (HeLa and THP-1 cells).
Interestingly, the growth assays showed that the extracts to have both a stimulatory and inhibitory effect on cell growth. Toxicity of cells can be categorised as either necrotic or apoptotic cell death. In this study, HeLa cells and THP-1 cells were incubated under standard growth conditions with various concentrations (10 to 100ug/ml) of Kawakawa leave extracts prepared at room temperature or 60OC.
Growth data as seen in figures 2 and 3 typically have a long lag phase before they start to reach exponential growth between days 4 and 5. The extract having the largest stimulatory effect on HeLa cells as shown by figure 6 was 25 ug/ml at 60OC and the largest inhibitory effect seen on HeLa cells was seen at 50 ug/ml RT shown by figure 6. The extract which has the largest stimulatory effect on THP-1 cells is 25 ug/ml 60OC as shown by figure 11 whereas the extract producing the largest inhibitory effect is 25 ug/ml RT.

Apoptotic and necrotic cell death mechanisms were examined by using in vitro biochemistry techniques. Assessments were largely made based on biochemical changes of HeLa cells and THP-1 cells post treatment of Kawakawa leave extracts.
Measurement of lactate dehydrogenase (LDH assays) in the growth media of cells that were shown to be growth inhibited during exposure to Kawakawa extracts indicated that the growth inhibition resulting from exposure to the extracts was not due to necrotic cell death processes. (ie that cells maintained their membrane integrity) When compared to the control, a lower amount of cytosolic LDH was seen in THP-1 cell lines. However, HeLa cell lines produced a high level of cytosolic LDH which may be due to mycoplasma contamination. On average, Kawakawa concentrations at 12.5ug/ml and 25ug/ml yielded less lysed cells percentage across both cell lines.
The demonstrated cell growth inhibition was unlikely to be due to necrosis and because of this it was decided to see if cell death was caused by mitochondrial processes that would further support apoptotic cell death. The biochemical assay MTT indirectly measures mitochondrial dehydrogenase activity in the presence of kawakawa leave extracts.
The MTT data illustrated mitochondrial impairment where HeLa cells exposed to Kawakawa 60OC concentrations 6.25 ug/ml and 12.5 ug/ml had the lowest average mitochondrial activity. THP-1 cells exposed to Kawakawa 60OC concentrations 12.5 ug/ml and 50 ug/ml had the lowest average mitochondrial activity.
The main results of this study include, the treatment of HeLa and THP-1 cells with kawakawa extracts demonstrated that cytotoxicity was not due to necrosis. The most interesting finding of this study is when kawakawa extracts inhibit cell growth there is no increase in LDH. This is suggestive that the cellular membrane remains intact when exposed to the extract.

year: 2016