title: Debridement of wounds with honey

authors: Molan, Peter C.

subjects: honey

abstract: Honey has been used as a debriding agent since ancient times. Its debriding properties have been rediscovered in more recent times, with various case reports published in the latter decades of the 20th century describing its effectiveness in cleaning up wounds. More recently its effectiveness has been compared with that of modern debriding agents, and honey has been found to work more rapidly than all except larval therapy. A randomised controlled trial demonstrated significantly better debriding with honey than with hydrogel. Other trials have shown that honey is a good alternative to surgical debridement for the treatment of necrotising fasciitis in the genital region. Seven case series and ten single case studies have also been published in which the effectiveness of honey in debriding wounds was reported. A prophylactic action of honey has also been reported, where in a randomised controlled trials comparing honey with silver sulfadiazine for the treatment of burns there was no eschar formed with honey but there was eschar formed in the cases treated with silver sulfadiazine. A similar finding has been reported in an animal model, where adjacent experimental wounds were kept clean with honey-soaked gauze but formed thick dense scabs where treated with saline-soaked gauze. The mechanism of action of honey is as yet unknown, but appears to be by way of stimulating autolytic debridement. Additional advantages using honey rather than other moist debridement are that its antibacterial action prevents bacterial growth from being encouraged, and its osmolarity prevents maceration of periwound skin.

text: Debridement of wounds with honey Honey has been used as a debriding agent since ancient times. Its debriding properties have been rediscovered in more recent times, with various case reports published in the latter decades of the 20th century describing its effectiveness in cleaning up wounds. More recently its effectiveness has been compared with that of modern debriding agents, and honey has been found to work more rapidly than all except larval therapy. A randomised controlled trial demonstrated significantly better debriding with honey than with hydrogel. Other trials have shown that honey is a good alternative to surgical debridement for the treatment of necrotising fasciitis in the genital region. Seven case series and ten single case studies have also been published in which the effectiveness of honey in debriding wounds was reported. A prophylactic action of honey has also been reported, where in a randomised controlled trials comparing honey with silver sulfadiazine for the treatment of burns there was no eschar formed with honey but there was eschar formed in the cases treated with silver sulfadiazine. A similar finding has been reported in an animal model, where adjacent experimental wounds were kept clean with honey-soaked gauze but formed thick dense scabs where treated with saline-soaked gauze. The mechanism of action of honey is as yet unknown, but appears to be by way of stimulating autolytic debridement. Additional advantages using honey rather than other moist debridement are that its antibacterial action prevents bacterial growth from being encouraged, and its osmolarity prevents maceration of periwound skin.

year: 2009

title: Assisting teachers’ understanding of student learning in technology

authors: Fox-Turnbull, Wendy

subjects: Technology PCK

abstract: This article describes a study undertaken in New Zealand, England and Sweden and is based on the use of a tool developed by the researcher as a professional development and teaching tool in technology education for teachers of students between four and six years of age. The aim of the research was to investigate teachers’ views of the effectiveness of the tool designed to deepening their understandings of technology content and pedagogi- cal content knowledge. The tool, technology observations and conversation framework (TOCF) was designed to guide teachers’ interactions with and observations of young chil- dren when learning technology with the aim of developing teacher insight into their own understanding of technology and how students learn technology. The tool was developed using the building of learning power theory to facilitate the identification of key disposi- tions and attitudes within four aspects of learning and across five pre-determined behav- iours relevant to technology education. Qualitative research methods were used to inves- tigate teachers’ interaction with the TOCF by observing their use of it, and interviewing them about their perceived developed understanding of technology content knowledge and pedagogical content knowledge (PCK). The initial purpose of the framework, presented to the teachers prior to teaching, was to guide interactions with students to assist this develop- ment and subsequently assist their ability to teach technology effectively and give specific feedback to students in technology education. The study found that teachers felt that they gained a deeper understanding of technology education and their understanding of stu- dents’ learning in technology also developed. This article presents the final framework and teachers’ views on how they were assisted by the framework. The study offers an interna- tional perspective on ways to broaden and deepen students’ understanding in technological literacy through the development of teacher content knowledge and PCK and contributes significantly to the field of formative assessment in technology education.

text: Assisting teachers’ understanding of student learning in technology This article describes a study undertaken in New Zealand, England and Sweden and is based on the use of a tool developed by the researcher as a professional development and teaching tool in technology education for teachers of students between four and six years of age. The aim of the research was to investigate teachers’ views of the effectiveness of the tool designed to deepening their understandings of technology content and pedagogi- cal content knowledge. The tool, technology observations and conversation framework (TOCF) was designed to guide teachers’ interactions with and observations of young chil- dren when learning technology with the aim of developing teacher insight into their own understanding of technology and how students learn technology. The tool was developed using the building of learning power theory to facilitate the identification of key disposi- tions and attitudes within four aspects of learning and across five pre-determined behav- iours relevant to technology education. Qualitative research methods were used to inves- tigate teachers’ interaction with the TOCF by observing their use of it, and interviewing them about their perceived developed understanding of technology content knowledge and pedagogical content knowledge (PCK). The initial purpose of the framework, presented to the teachers prior to teaching, was to guide interactions with students to assist this develop- ment and subsequently assist their ability to teach technology effectively and give specific feedback to students in technology education. The study found that teachers felt that they gained a deeper understanding of technology education and their understanding of stu- dents’ learning in technology also developed. This article presents the final framework and teachers’ views on how they were assisted by the framework. The study offers an interna- tional perspective on ways to broaden and deepen students’ understanding in technological literacy through the development of teacher content knowledge and PCK and contributes significantly to the field of formative assessment in technology education.

year: 2018

title: Accelerating success and promoting equity through the ako (note 1): Critical contexts for change

authors: Berryman, Mere

abstract: Achieving equity and excellence for all young people remains the major challenge of education systems across the world. This paper contends that equity and excellence for students currently underserved by our system needs transformative school reform. In response, we outline the ako: critical contexts for change. This model has been applied across five dimensions for transformative reform within Kia Eke Panuku (Note 2). This paper focuses on how this model can be understood and applied alongside curriculum implementation. We draw evidence from wider research of the impact on improving student achievement when individual aspects of the ako: critical contexts for change have been applied. We have found that when all three contexts are applied simultaneously and spread throughout the school, pedagogical reform can be accelerated, even for those students most underserved.

text: Accelerating success and promoting equity through the ako (note 1): Critical contexts for change Achieving equity and excellence for all young people remains the major challenge of education systems across the world. This paper contends that equity and excellence for students currently underserved by our system needs transformative school reform. In response, we outline the ako: critical contexts for change. This model has been applied across five dimensions for transformative reform within Kia Eke Panuku (Note 2). This paper focuses on how this model can be understood and applied alongside curriculum implementation. We draw evidence from wider research of the impact on improving student achievement when individual aspects of the ako: critical contexts for change have been applied. We have found that when all three contexts are applied simultaneously and spread throughout the school, pedagogical reform can be accelerated, even for those students most underserved.

year: 2017