title: Possibility of Rendering Koi Carp

authors: Viswam, Jayadev

subjects: Rendering

abstract: Koi carp, one of the most invasive fresh water fish, is a pest in New Zealand waterways. Pest management plays a vital role in protecting the natural environment and efforts are being made to eradicate koi carp. The aim of this study was to identify possible uses for koi carp that will help offset eradiation costs. An extensive literature search to identify feasible products that could be made from koi carp showed that producing fish meal and fish oil had potential. The commercial processes are well established and these processes were relatively simple and economic. The high protein meal and fish oil produced could be used as ingredient in formulated animal, pet and fish feeds. It is proposed that whole fish are processed, eliminating the need to clean, gut and fillet the fish. A series of experiments were done out in the laboratory to simulate the two common commercial rendering systems – wet rendering and dry rendering. Minced whole koi carp caught in Lake Waikere were heat treated for various temperatures and processing times to cook the protein. The resultant meal was then dried. High temperature processing under pressure and solvent extraction (to remove the maximum amount of oil) were also simulated. A dried meal could be obtained by continuously heating and stirring minced fish for 3 h to an endpoint temperature of 132°C. Free oil could be obtained by pressing or centrifuging the dried material. The final meal yield was 25-27% of the original wet fish weight. It had a composition of approximately 25% protein, 8-9% lipid and 2.2% minerals, based on a meal moisture content of 6% . The oil yield was only 1.5% (wet rendering) and 5.2% (dry rendering) of the original fish weight, indicating that koi carp are not a suitable source for oil. Pressure processing produced similar yields as wet rendering process. It is recommended that further work is done to determine the effect of seasonal variations in koi carp on meal yields and composition. Research should also be done to determine whether the acceptability of the meal in formulated animal of fish feeds. Lastly, an economic analysis on processing koi carp collected from eradication programmes should be done.

text: Possibility of Rendering Koi Carp Koi carp, one of the most invasive fresh water fish, is a pest in New Zealand waterways. Pest management plays a vital role in protecting the natural environment and efforts are being made to eradicate koi carp. The aim of this study was to identify possible uses for koi carp that will help offset eradiation costs. An extensive literature search to identify feasible products that could be made from koi carp showed that producing fish meal and fish oil had potential. The commercial processes are well established and these processes were relatively simple and economic. The high protein meal and fish oil produced could be used as ingredient in formulated animal, pet and fish feeds. It is proposed that whole fish are processed, eliminating the need to clean, gut and fillet the fish. A series of experiments were done out in the laboratory to simulate the two common commercial rendering systems – wet rendering and dry rendering. Minced whole koi carp caught in Lake Waikere were heat treated for various temperatures and processing times to cook the protein. The resultant meal was then dried. High temperature processing under pressure and solvent extraction (to remove the maximum amount of oil) were also simulated. A dried meal could be obtained by continuously heating and stirring minced fish for 3 h to an endpoint temperature of 132°C. Free oil could be obtained by pressing or centrifuging the dried material. The final meal yield was 25-27% of the original wet fish weight. It had a composition of approximately 25% protein, 8-9% lipid and 2.2% minerals, based on a meal moisture content of 6% . The oil yield was only 1.5% (wet rendering) and 5.2% (dry rendering) of the original fish weight, indicating that koi carp are not a suitable source for oil. Pressure processing produced similar yields as wet rendering process. It is recommended that further work is done to determine the effect of seasonal variations in koi carp on meal yields and composition. Research should also be done to determine whether the acceptability of the meal in formulated animal of fish feeds. Lastly, an economic analysis on processing koi carp collected from eradication programmes should be done.

year: 2010

title: Prestige in form VII: A comparative field study

authors: Boyd, Ellie MacDonald

abstract: Form VII is a unique phenomenon in the school system since it is the final year for students who have successfully passed all the formal requirements of the secondary education system. Form VII students have qualified for University Entrance but elect to continue their studies for an additional year at school. They are the senior students of the high school.
The Form VII year is also a year of transition. From about the age of five they have been subject to the supervision of teachers acting in loco parentis but since Form VII students will move on, at the end of the year, and most will become university students, this final year is one where they must add to their maturity and must develop their ability to study independently. Consequently, the nature of the relationship between these students and their teachers and school administrators changes from what it was earlier. Their relationship with the many high school students who are their juniors, also changes. 
The larger the secondary school, the more likely it is that these senior students who are now classified by the school as a unit, Form VII, will have been brought together from a variety of different working groups. At the Form VI level, a student's selection of academic subjects and his past academic record, usually determine the group in which he will study. There may be many sixth forms; some emphasizing Science and Mathematics, others Commerce or Foreign Languages or Social Studies, while others, again, may be General.

text: Prestige in form VII: A comparative field study Form VII is a unique phenomenon in the school system since it is the final year for students who have successfully passed all the formal requirements of the secondary education system. Form VII students have qualified for University Entrance but elect to continue their studies for an additional year at school. They are the senior students of the high school.
The Form VII year is also a year of transition. From about the age of five they have been subject to the supervision of teachers acting in loco parentis but since Form VII students will move on, at the end of the year, and most will become university students, this final year is one where they must add to their maturity and must develop their ability to study independently. Consequently, the nature of the relationship between these students and their teachers and school administrators changes from what it was earlier. Their relationship with the many high school students who are their juniors, also changes. 
The larger the secondary school, the more likely it is that these senior students who are now classified by the school as a unit, Form VII, will have been brought together from a variety of different working groups. At the Form VI level, a student's selection of academic subjects and his past academic record, usually determine the group in which he will study. There may be many sixth forms; some emphasizing Science and Mathematics, others Commerce or Foreign Languages or Social Studies, while others, again, may be General.

year: 1973

title: Words on walls: The linguistic landscape of Kirikiriroa primary school classrooms

authors: Burnette, Jessie

abstract: Language contact between te reo Māori and English has resulted in one of the central features of New Zealand English (NZE): the integration of loanwords from the Indigenous, donor language, te reo Māori, into a dominant Lingua Franca (Hay et al., 2008). Previous works have analysed the presence and presentation of these loanwords across a number of mediums. Our study, however, examines data directed at a previously unexamined demographic: primary school-aged children.

We aim to establish which loanwords children are regularly exposed to, and thus examine a most relevant domain: the classroom. Considering the linguistic landscape of classrooms (schoolscapes) offers insight into the language use that occurs within them. Further, the classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscapes research has highlighted not only their pedagogical importance, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012), making these particularly valuable spaces to study.

This study presents a schoolscape investigation of nine Waikato classrooms by analysing loanwords arising in educational artefacts directed at primary-aged children (7-11) in an English-medium school setting. We make the following contributions: (1) a systematic schoolscape method for analysing contact-induced language phenomena; (2) quantitative and qualitative analyses of loanwords identified in our data; (3) a detailed taxonomic expansion of te reo Māori loanword categories (semantic and syntactic) in present day NZE.

In this talk, we ask the following questions:

RQ1) What type of te reo Māori (loan)words are children regularly exposed to through schoolscapes in A/NZ?

RQ2) What is their distribution across schools/classrooms/years?

We find that, in the classes examined, children encounter both high levels of exposure to te reo Māori (loan)words and high levels of variation in the types of words present. On average, children encounter one te reo Māori token for every ten English tokens. As in previously identified trends (Macalister, 2006b), most loanwords found are nouns belonging to semantic categories pertaining to the environment, place names and social culture items. However, we also identify prominently occurring words and word types that have not previously been identified in corpora. We show that, within classrooms, children regularly encounter a landscape richer in te reo Māori (loan)words than previously seen, but also one characterised by substantial variation.

text: Words on walls: The linguistic landscape of Kirikiriroa primary school classrooms Language contact between te reo Māori and English has resulted in one of the central features of New Zealand English (NZE): the integration of loanwords from the Indigenous, donor language, te reo Māori, into a dominant Lingua Franca (Hay et al., 2008). Previous works have analysed the presence and presentation of these loanwords across a number of mediums. Our study, however, examines data directed at a previously unexamined demographic: primary school-aged children.

We aim to establish which loanwords children are regularly exposed to, and thus examine a most relevant domain: the classroom. Considering the linguistic landscape of classrooms (schoolscapes) offers insight into the language use that occurs within them. Further, the classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscapes research has highlighted not only their pedagogical importance, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012), making these particularly valuable spaces to study.

This study presents a schoolscape investigation of nine Waikato classrooms by analysing loanwords arising in educational artefacts directed at primary-aged children (7-11) in an English-medium school setting. We make the following contributions: (1) a systematic schoolscape method for analysing contact-induced language phenomena; (2) quantitative and qualitative analyses of loanwords identified in our data; (3) a detailed taxonomic expansion of te reo Māori loanword categories (semantic and syntactic) in present day NZE.

In this talk, we ask the following questions:

RQ1) What type of te reo Māori (loan)words are children regularly exposed to through schoolscapes in A/NZ?

RQ2) What is their distribution across schools/classrooms/years?

We find that, in the classes examined, children encounter both high levels of exposure to te reo Māori (loan)words and high levels of variation in the types of words present. On average, children encounter one te reo Māori token for every ten English tokens. As in previously identified trends (Macalister, 2006b), most loanwords found are nouns belonging to semantic categories pertaining to the environment, place names and social culture items. However, we also identify prominently occurring words and word types that have not previously been identified in corpora. We show that, within classrooms, children regularly encounter a landscape richer in te reo Māori (loan)words than previously seen, but also one characterised by substantial variation.

year: 2024