title: Odorous compounds in bioplastics derived from bloodmeal

authors: Verbeek, Casparus Johan R.

subjects: protein

abstract: During the processing of bloodmeal-based thermoplastics (BMT), volatile compounds are released which are odorous and unpleasant. Literature searches revealed that blood components are thermally unstable under oxidising conditions and the presence of iron in bloodmeal (BM) may catalyse the formation of various odorous compounds. The objective of this work was to establish an odour profile for BM as well as BMT prior to extrusion and to determine the effect of oxidative treatment on the resulting odour profile. A comparison of the volatile compounds arising from using BM with those arising from using red blood cells (RB) was carried out using headspace-solid phase micro-extraction–gas chromatography–mass spectrometry (HS-SPME–GC/MS). A total of 23 compounds were identified, 4 of which were products of putrefaction also identified in RB subjected to putrefactive degradation; these were phenol, 4-methyl phenol, indole and methyl indole. In addition, several aldehydes and ketones were identified in BM and RB and may result from thermal, microbiological or auto-oxidative deterioration of the lipids and proteins present in blood during BM manufacture. Oxidative treatment of BM removed some of the compounds that were generated by putrefaction and thermal degradation. Treatment led to an improvement in the perceived odour type and intensity of BM, however, upon conversion to BMT the perceived odour became significantly worse. This malodour was able to be mitigated by the addition of 10–20 wt% activated carbon or greater than 20 wt% natural zeolite, however some malodour reoccurred after storage.

text: Odorous compounds in bioplastics derived from bloodmeal During the processing of bloodmeal-based thermoplastics (BMT), volatile compounds are released which are odorous and unpleasant. Literature searches revealed that blood components are thermally unstable under oxidising conditions and the presence of iron in bloodmeal (BM) may catalyse the formation of various odorous compounds. The objective of this work was to establish an odour profile for BM as well as BMT prior to extrusion and to determine the effect of oxidative treatment on the resulting odour profile. A comparison of the volatile compounds arising from using BM with those arising from using red blood cells (RB) was carried out using headspace-solid phase micro-extraction–gas chromatography–mass spectrometry (HS-SPME–GC/MS). A total of 23 compounds were identified, 4 of which were products of putrefaction also identified in RB subjected to putrefactive degradation; these were phenol, 4-methyl phenol, indole and methyl indole. In addition, several aldehydes and ketones were identified in BM and RB and may result from thermal, microbiological or auto-oxidative deterioration of the lipids and proteins present in blood during BM manufacture. Oxidative treatment of BM removed some of the compounds that were generated by putrefaction and thermal degradation. Treatment led to an improvement in the perceived odour type and intensity of BM, however, upon conversion to BMT the perceived odour became significantly worse. This malodour was able to be mitigated by the addition of 10–20 wt% activated carbon or greater than 20 wt% natural zeolite, however some malodour reoccurred after storage.

year: 2011

title: Students' perceptual change of professional ethics after engaging in work-integrated learning

authors: Zegwaard, Karsten E.

abstract: When students undertake work placements, they become immersed in a relevant community of practice, where they are required to meet the social demands to perform within the norms of this community. These expected norms are shaped by several community aspects, such as cultural beliefs, ethical considerations, and moral positions. The workplace experiences are also where students start to shape and understand their own identity as a professional and their professional morality and ethics. With increasing industry demands for work-ready graduates (Archer & Davison, 2008; Lomax-Smith, Watson, & Webster, 2011), there needs to be consideration that ‘work-readiness’ includes professional identity and professional ethics. Identity development is strongly related to how a student engages with professional work-life (Reid, Dahlgren, Peticz, & Dahlgren, 2008). Perhaps not surprising then that increasingly values education, enhancing ethical knowledge and conduct, and professional identity development are being seen as important facets of student development (Campbell & Zegwaard, 2011a; Herkert, 2000; Keown, Parker, & Tiakiwai, 2005; Trede, Macklin, & Bridges, 2011). However, students engaged in undergraduate studies, tend to hold narrow conceptualisations of professionalism (Grace & Trede, 2011). The literature argues that to have effective development of professional ethical awareness and practice, then explicit emphasis must be placed in the curriculum on the learning and development of professional identity and professional ethics (Campbell & Zegwaard, 2011b; Trede, 2012).

text: Students' perceptual change of professional ethics after engaging in work-integrated learning When students undertake work placements, they become immersed in a relevant community of practice, where they are required to meet the social demands to perform within the norms of this community. These expected norms are shaped by several community aspects, such as cultural beliefs, ethical considerations, and moral positions. The workplace experiences are also where students start to shape and understand their own identity as a professional and their professional morality and ethics. With increasing industry demands for work-ready graduates (Archer & Davison, 2008; Lomax-Smith, Watson, & Webster, 2011), there needs to be consideration that ‘work-readiness’ includes professional identity and professional ethics. Identity development is strongly related to how a student engages with professional work-life (Reid, Dahlgren, Peticz, & Dahlgren, 2008). Perhaps not surprising then that increasingly values education, enhancing ethical knowledge and conduct, and professional identity development are being seen as important facets of student development (Campbell & Zegwaard, 2011a; Herkert, 2000; Keown, Parker, & Tiakiwai, 2005; Trede, Macklin, & Bridges, 2011). However, students engaged in undergraduate studies, tend to hold narrow conceptualisations of professionalism (Grace & Trede, 2011). The literature argues that to have effective development of professional ethical awareness and practice, then explicit emphasis must be placed in the curriculum on the learning and development of professional identity and professional ethics (Campbell & Zegwaard, 2011b; Trede, 2012).

year: 2014

title: William Nicholls, Hera Te Whakaawa, and their children

authors: Hart, Philip

abstract: Two years after arriving in New Zealand in 1840, William Nicholls married Hera Te Whakaawa, who had an illustrious whakapapa. For the rest of his life he lived as a Pakeha Maori, trading and farming on land owned by his wife. Like other Pakeha, he was excited by the discoveries of gold, and was involved in a minor way with the Coromandel and Thames goldfields and at Te Aroha, near where he was living, where he and one of his sons did some prospecting. The penultimate Pakeha Maori to die in the Te Aroha district, he was a well-respected member of the community.
Nicholls ensured that his children were well educated, and in most cases they did well in Pakeha society and made ‘good’ marriages: the daughters to Pakeha and the sons to Maori. The lives of three of his children are summarized; the others are dealt with in other papers.

text: William Nicholls, Hera Te Whakaawa, and their children Two years after arriving in New Zealand in 1840, William Nicholls married Hera Te Whakaawa, who had an illustrious whakapapa. For the rest of his life he lived as a Pakeha Maori, trading and farming on land owned by his wife. Like other Pakeha, he was excited by the discoveries of gold, and was involved in a minor way with the Coromandel and Thames goldfields and at Te Aroha, near where he was living, where he and one of his sons did some prospecting. The penultimate Pakeha Maori to die in the Te Aroha district, he was a well-respected member of the community.
Nicholls ensured that his children were well educated, and in most cases they did well in Pakeha society and made ‘good’ marriages: the daughters to Pakeha and the sons to Maori. The lives of three of his children are summarized; the others are dealt with in other papers.

year: 2016