title: Current honey research at the University of Waikato

authors: Molan, Peter C.

subjects: biology

abstract: To put what has become a very large part of our research into context, I briefly outline the history of the chance finding by a PhD student at the University of Dresden in 2005 that few samples of manuka honey examined in a survey of foodstuffs contained an exceptionally high level of MGO, which lead to the proposal in 2006 that MGO, is the antibacterial component of manuka honey.  It was the bringing of this to the attention of the world by Manuka Health in July 2007 that led to six of our research group having to work very hard for the past year on gaining an understanding of how MGO forms in manuka honey, seeking scientific substance can be safely consumed when it is in manuka honey, and that when in contact with wound tissues at the high levels at which it occurs in undiluted honey, it does not interfere with the healing process.

text: Current honey research at the University of Waikato To put what has become a very large part of our research into context, I briefly outline the history of the chance finding by a PhD student at the University of Dresden in 2005 that few samples of manuka honey examined in a survey of foodstuffs contained an exceptionally high level of MGO, which lead to the proposal in 2006 that MGO, is the antibacterial component of manuka honey.  It was the bringing of this to the attention of the world by Manuka Health in July 2007 that led to six of our research group having to work very hard for the past year on gaining an understanding of how MGO forms in manuka honey, seeking scientific substance can be safely consumed when it is in manuka honey, and that when in contact with wound tissues at the high levels at which it occurs in undiluted honey, it does not interfere with the healing process.

year: 2008

title: Articulations of Ableism in Sport and Physical Activity

authors: Townsend, Robert C.

abstract: Disabled people continue to experience ableism in sport and physical activity in many forms. Operating as a form of privilege, ableism encompasses a complex and enduring network of beliefs, processes, and practices that place value on nondisabled embodiment and shape our collective understandings of the self, our bodies, and our relationships, and how we perceive, and are perceived by, others. However, the breadth of ableist tendencies, attitudes, and practices prevalent within sport and physical activity are not clearly articulated. This study draws on data generated from eight focus group interviews with 50 participants from across the sport and active recreation sector in Aotearoa New Zealand to paint a fuller picture of how able-bodied privilege operates. Working back-and-forth between theory and data, we expand empirically on the concept of ableism in sport and physical activity, exploring covert and overt articulations of ableism expressed by sports practitioners, while locating them within a broader framework of able-bodied privilege and power. In so doing, we provide a sensitizing framework to identify different forms of ableism present in sport: from neoliberal, institutional, and enlightened attitudes through to benevolent, apologetic, aversive, and abject responses to disability. In illustrating these contemporary manifestations of ableism, we hope to develop a shared language for both understanding and challenging ableism in sport.

text: Articulations of Ableism in Sport and Physical Activity Disabled people continue to experience ableism in sport and physical activity in many forms. Operating as a form of privilege, ableism encompasses a complex and enduring network of beliefs, processes, and practices that place value on nondisabled embodiment and shape our collective understandings of the self, our bodies, and our relationships, and how we perceive, and are perceived by, others. However, the breadth of ableist tendencies, attitudes, and practices prevalent within sport and physical activity are not clearly articulated. This study draws on data generated from eight focus group interviews with 50 participants from across the sport and active recreation sector in Aotearoa New Zealand to paint a fuller picture of how able-bodied privilege operates. Working back-and-forth between theory and data, we expand empirically on the concept of ableism in sport and physical activity, exploring covert and overt articulations of ableism expressed by sports practitioners, while locating them within a broader framework of able-bodied privilege and power. In so doing, we provide a sensitizing framework to identify different forms of ableism present in sport: from neoliberal, institutional, and enlightened attitudes through to benevolent, apologetic, aversive, and abject responses to disability. In illustrating these contemporary manifestations of ableism, we hope to develop a shared language for both understanding and challenging ableism in sport.

year: 2025

title: Education leaders can reduce educational disparities

authors: Bishop, Russell

subjects: education

abstract: This chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the understanding that the key to change is teacher action supported by responsive structural reform (Elmore 2004). In our earlier work (Bishop et al. 2003, 2007) we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school and system-wide levels.

text: Education leaders can reduce educational disparities This chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the understanding that the key to change is teacher action supported by responsive structural reform (Elmore 2004). In our earlier work (Bishop et al. 2003, 2007) we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school and system-wide levels.

year: 2011