title: Using synchrotron FTIR spectroscopy to determine secondary structure changes and distribution in thermoplastic protein

authors: Bier, James Michael

subjects: Extrusion

abstract: Blood meal is a high protein, low value by-product of the meat processing industry that can be converted into a thermoplastic material by extrusion with a combination of a surfactant, urea, a reducing agent, water, and plasticiser. Changes in protein structure after each processing step (mixing with additives, extrusion, injection molding, and conditioning) were explored using synchrotron FTIR microspectroscopy. Blood meal particles were found to have higher β-sheet content around the perimeter with a randomly structured core. α-Helices were either located near the core or were evenly distributed throughout the particle. Structural rearrangement consistent with consolidation into a thermoplastic was seen after extrusion with processing additives, resulting in reduced α-helices and increased β-sheets. Including triethylene glycol as a plasticiser reduced α-helices and β-sheets in all processing steps. At all processing stages, regions with increased β-sheets could be identified suggesting blood meal-based thermoplastics should be considered as a semicrystalline polymer where clusters of crystalline regions are distributed throughout the disordered material.

text: Using synchrotron FTIR spectroscopy to determine secondary structure changes and distribution in thermoplastic protein Blood meal is a high protein, low value by-product of the meat processing industry that can be converted into a thermoplastic material by extrusion with a combination of a surfactant, urea, a reducing agent, water, and plasticiser. Changes in protein structure after each processing step (mixing with additives, extrusion, injection molding, and conditioning) were explored using synchrotron FTIR microspectroscopy. Blood meal particles were found to have higher β-sheet content around the perimeter with a randomly structured core. α-Helices were either located near the core or were evenly distributed throughout the particle. Structural rearrangement consistent with consolidation into a thermoplastic was seen after extrusion with processing additives, resulting in reduced α-helices and increased β-sheets. Including triethylene glycol as a plasticiser reduced α-helices and β-sheets in all processing steps. At all processing stages, regions with increased β-sheets could be identified suggesting blood meal-based thermoplastics should be considered as a semicrystalline polymer where clusters of crystalline regions are distributed throughout the disordered material.

year: 2013

title: Meanings of 'the Outdoors': Shaping outdoor education in Aotearoa New Zealand

authors: Straker, Jo

subjects: Outdoor Education

abstract: Abstract
The issue of human-nature relationships has become increasingly important given the environmental issues affecting the world. Thus, education which can encourage students to positively engage and connect with the world around them is vital. Outdoor education offers one way to help build relationships, but only if outdoor educators have an understanding and appreciation of the ways 'the outdoors' influences their pedagogy. Over the years, growing emphasis on adventure activities, social and personal development, and experiential learning styles, has subsumed the role of 'the outdoors' within outdoor education.
Using an interpretive narrative framework, this research focuses on 'the outdoors' as a defining feature of outdoor education.  A series of three semi-structured interviews with 11 outdoor educators provided opportunities to explore meanings of the outdoors and how those meanings influenced their understandings and practices of outdoor education. An inductive analysis of the interviews identified five primary themes; locations, activities, living simply, emotional responses, and relationships, and these were used to unpack the participants' beliefs and experiences of 'the outdoors' and outdoor education. In order to retain the richness and complexity of the meanings the participants shared, the findings are presented in a variety of formats including vignettes and poetic text. 
The findings are multi-layered, something that reflected the dynamic nature of 'the outdoors' and the ensuing opportunities offered for creative and critical thinking. There was also evidence that the participants were vigilant about adopting a multi-dimensional approach to outdoor education. This required integrating pragmatic pro-environmental actions, experiential opportunities, challenge activities, spontaneous learning moments, and quiet time into many of their sessions. In so doing, they ensured experiences for their students were holistic, meaningful, and engaging, as well as promoting a respectful relationship with 'the outdoors'. Some of these practices were constrained at times by the expectations of current secondary school educational orthodoxies, especially those relating to assessing pre-determined outcomes. Nonetheless, there was an unreserved belief that outdoor education has an increasingly distinct and important role to play in the school curriculum. How this will be enacted depends on the challenges and opportunities that rise and fall with changing social, political, and economic agendas.

text: Meanings of 'the Outdoors': Shaping outdoor education in Aotearoa New Zealand Abstract
The issue of human-nature relationships has become increasingly important given the environmental issues affecting the world. Thus, education which can encourage students to positively engage and connect with the world around them is vital. Outdoor education offers one way to help build relationships, but only if outdoor educators have an understanding and appreciation of the ways 'the outdoors' influences their pedagogy. Over the years, growing emphasis on adventure activities, social and personal development, and experiential learning styles, has subsumed the role of 'the outdoors' within outdoor education.
Using an interpretive narrative framework, this research focuses on 'the outdoors' as a defining feature of outdoor education.  A series of three semi-structured interviews with 11 outdoor educators provided opportunities to explore meanings of the outdoors and how those meanings influenced their understandings and practices of outdoor education. An inductive analysis of the interviews identified five primary themes; locations, activities, living simply, emotional responses, and relationships, and these were used to unpack the participants' beliefs and experiences of 'the outdoors' and outdoor education. In order to retain the richness and complexity of the meanings the participants shared, the findings are presented in a variety of formats including vignettes and poetic text. 
The findings are multi-layered, something that reflected the dynamic nature of 'the outdoors' and the ensuing opportunities offered for creative and critical thinking. There was also evidence that the participants were vigilant about adopting a multi-dimensional approach to outdoor education. This required integrating pragmatic pro-environmental actions, experiential opportunities, challenge activities, spontaneous learning moments, and quiet time into many of their sessions. In so doing, they ensured experiences for their students were holistic, meaningful, and engaging, as well as promoting a respectful relationship with 'the outdoors'. Some of these practices were constrained at times by the expectations of current secondary school educational orthodoxies, especially those relating to assessing pre-determined outcomes. Nonetheless, there was an unreserved belief that outdoor education has an increasingly distinct and important role to play in the school curriculum. How this will be enacted depends on the challenges and opportunities that rise and fall with changing social, political, and economic agendas.

year: 2014

title: Kai hea te mana o te reo Māori?

authors: Temara, Pou

subjects: Waiata

abstract: Kai roto i tēnei waiata a Te Matua Tangata e kī ana, he mātauranga ake te ruru rāua ko te heihei i te tangata. E taea ana e te ruru rāua ko te heihei te wehewehe i ngā hāora o te pō, i te mea ko te pō te wā rērere o te ruru, ko te pō te wā e tangi ai tōna reo. He mea hanga te ruru mō te pō. Ko tā te heihei he nehu atu i te pō, he whakaō, he karanga i te awatea ki te ao. Kua eke mai te tuarā nui o awatea, kua oho te ao, kua hoki te ruru ki tōna puta, kua ketuketu ko te heihei. Ka pō, kua hoki ko te heihei ki tōna taumatua, kua oho ko te ruru.

text: Kai hea te mana o te reo Māori? Kai roto i tēnei waiata a Te Matua Tangata e kī ana, he mātauranga ake te ruru rāua ko te heihei i te tangata. E taea ana e te ruru rāua ko te heihei te wehewehe i ngā hāora o te pō, i te mea ko te pō te wā rērere o te ruru, ko te pō te wā e tangi ai tōna reo. He mea hanga te ruru mō te pō. Ko tā te heihei he nehu atu i te pō, he whakaō, he karanga i te awatea ki te ao. Kua eke mai te tuarā nui o awatea, kua oho te ao, kua hoki te ruru ki tōna puta, kua ketuketu ko te heihei. Ka pō, kua hoki ko te heihei ki tōna taumatua, kua oho ko te ruru.

year: 2011