title: ICTs for whose development?  A critical analysis of the discourses surrounding an ICT for Development Initiative for a group of microenterprise entrepreneurs operating in the Jamaican tourism industry: Towards the development of methodologies and analytical tools for understanding and explaining the ICT for Development Phenomenon

authors: Waller, Lloyd George

subjects: Lloyd George Waller

abstract: This is an interdiscliplinary qualitative study which uses an exploratory research design and builds on Fariclough's Critical Discourse Analysis methodology to analyze the discourses surrounding an Information and Communication Technology (ICT) for livelihood development project in Jamaica, introduced by the United Nations Development Programme - the Jamaica Sustainable Development Networking Programme (JSDNP). The primary objective of this project is to provide the poor in Jamaican communities with access to, and training in ICTs.  In this research, I specifically focus on the discourses surrounding the JSDNP Cybercentre Project for a group of microenterprise entrepreneurs in the Jamaican tourism industry to access the epistemological assumptions of this project. 
From the data collected it was found that at one level, the JSDNP Cybercentre Project encouraged specific ways of acting and organizing congruent with the configurations, processes and structures of corporate firms of industrialized countries, by representing the achievement of livelihood expansion through the use of specific ICTs in a particular way which excluded other discourses. The particular ways of acting and organizing promoted by the Cybercentre encouraged the use of non-indigenous technologies, undervalued indigenous technologies and excluded the indigenization of non-indigenous technologies.  
These discourses were incompatible with the operational and structural configurations of trans-temporal poor entrepretrepreneurs interviewed and were more favourable to the non-poor and spatio-temporal ones. One of the wider implications of the discourse therefore was that they play a fundamental role in perpetuating entrenched inequalities through the preservation of social practices, along with their associated systems and structures.  
It was also found that these modalities limited the operational processes of all microenterprise entrepreneurs who were exposed to the Cybercentre Project. These entrepreneurs have limited control over the configuration of non-indigenous technologies; their technological and creative capabilities are restricted; their ability to indigenize non-indigenous technologies impaired; and they are highly dependent on non-indigenous technologies (which themselves have a number of limitations).

text: ICTs for whose development?  A critical analysis of the discourses surrounding an ICT for Development Initiative for a group of microenterprise entrepreneurs operating in the Jamaican tourism industry: Towards the development of methodologies and analytical tools for understanding and explaining the ICT for Development Phenomenon This is an interdiscliplinary qualitative study which uses an exploratory research design and builds on Fariclough's Critical Discourse Analysis methodology to analyze the discourses surrounding an Information and Communication Technology (ICT) for livelihood development project in Jamaica, introduced by the United Nations Development Programme - the Jamaica Sustainable Development Networking Programme (JSDNP). The primary objective of this project is to provide the poor in Jamaican communities with access to, and training in ICTs.  In this research, I specifically focus on the discourses surrounding the JSDNP Cybercentre Project for a group of microenterprise entrepreneurs in the Jamaican tourism industry to access the epistemological assumptions of this project. 
From the data collected it was found that at one level, the JSDNP Cybercentre Project encouraged specific ways of acting and organizing congruent with the configurations, processes and structures of corporate firms of industrialized countries, by representing the achievement of livelihood expansion through the use of specific ICTs in a particular way which excluded other discourses. The particular ways of acting and organizing promoted by the Cybercentre encouraged the use of non-indigenous technologies, undervalued indigenous technologies and excluded the indigenization of non-indigenous technologies.  
These discourses were incompatible with the operational and structural configurations of trans-temporal poor entrepretrepreneurs interviewed and were more favourable to the non-poor and spatio-temporal ones. One of the wider implications of the discourse therefore was that they play a fundamental role in perpetuating entrenched inequalities through the preservation of social practices, along with their associated systems and structures.  
It was also found that these modalities limited the operational processes of all microenterprise entrepreneurs who were exposed to the Cybercentre Project. These entrepreneurs have limited control over the configuration of non-indigenous technologies; their technological and creative capabilities are restricted; their ability to indigenize non-indigenous technologies impaired; and they are highly dependent on non-indigenous technologies (which themselves have a number of limitations).

year: 2006

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: What is the role of English transition in Māori-medium education?

authors: Hill, Richard Kenneth

subjects: Māori-medium

abstract: The place of English language instruction in Māori-medium programmes is a controversial issue. Many Māori-medium schools either exclude it from their curriculum, or pay lip service to it. However, English language instruction is an important element for all Māori-medium schools to consider, as its role will affect the extent to which the students achieve the aim of becoming biliterate. Unfortunately though, how to support the English language growth of Māori-medium students remains an as yet unresolved and under-researched issue. It is this theme that this research seeks to investigate. This Doctoral thesis reports on a multiple case study research project that investigated the English transition programmes of three Māori-medium schools including: a wharekura, a kura kaupapa Māori and a bilingual school. The research implemented a Kaupapa Māori framework and used interviews, classroom observations, and language assessments to explore the subject. The central aim of this project was to examine how these schools arrange their English transition programmes, what issues they face, and how they negotiate them. This research found that the teaching of English in Māori-medium education is an area in which Māori-medium schools have little support, and often struggle to negotiate. Despite this, some programmes offer good quality instruction that contributes to their students achieving high levels of literacy development. This study concluded that there is a relationship between the English transition programme design, and the students’ literacy (English and Māori) development. The higher quality programmes included greater quantities of English instruction, the staff was informed about bilingual education principles and they nurtured closer relationships with their student. Overall, this research found that English language instruction can play a part in Māori-medium education in a way that does not need to detract from the school focus on the learning of te reo Māori. The layout of this thesis is as follows. Chapter One explores the history of research into bilingualism before discussing some of the theoretical models that apply to this research project. Chapter Two explains some of the structural considerations concerning bilingual programmes, and the characteristics of Māori-medium education in the New Zealand context. Chapter Three examines New Zealand research into Māori-medium education with a particular focus on three areas: general teaching practices, research about student assessment, and research about English transition. Chapter Four discusses the methodological decisions that I made when approaching this research and the research tools I chose for the data collection process. Chapters Five, Six and Seven each presents a single case study of an English transition programme in a Māori-medium school. They provide descriptions of the programmes and explore the perspectives of the key participants, including staff and students. An analysis of Year 8 student literacy outcomes are provided followed by a discussion of the predominant findings that emerge. Chapter Eight is the discussion chapter where the key results from all three case studies will be discussed. This is followed by the concluding chapter (Chapter Nine), which discusses the educational implications of this research.

text: What is the role of English transition in Māori-medium education? The place of English language instruction in Māori-medium programmes is a controversial issue. Many Māori-medium schools either exclude it from their curriculum, or pay lip service to it. However, English language instruction is an important element for all Māori-medium schools to consider, as its role will affect the extent to which the students achieve the aim of becoming biliterate. Unfortunately though, how to support the English language growth of Māori-medium students remains an as yet unresolved and under-researched issue. It is this theme that this research seeks to investigate. This Doctoral thesis reports on a multiple case study research project that investigated the English transition programmes of three Māori-medium schools including: a wharekura, a kura kaupapa Māori and a bilingual school. The research implemented a Kaupapa Māori framework and used interviews, classroom observations, and language assessments to explore the subject. The central aim of this project was to examine how these schools arrange their English transition programmes, what issues they face, and how they negotiate them. This research found that the teaching of English in Māori-medium education is an area in which Māori-medium schools have little support, and often struggle to negotiate. Despite this, some programmes offer good quality instruction that contributes to their students achieving high levels of literacy development. This study concluded that there is a relationship between the English transition programme design, and the students’ literacy (English and Māori) development. The higher quality programmes included greater quantities of English instruction, the staff was informed about bilingual education principles and they nurtured closer relationships with their student. Overall, this research found that English language instruction can play a part in Māori-medium education in a way that does not need to detract from the school focus on the learning of te reo Māori. The layout of this thesis is as follows. Chapter One explores the history of research into bilingualism before discussing some of the theoretical models that apply to this research project. Chapter Two explains some of the structural considerations concerning bilingual programmes, and the characteristics of Māori-medium education in the New Zealand context. Chapter Three examines New Zealand research into Māori-medium education with a particular focus on three areas: general teaching practices, research about student assessment, and research about English transition. Chapter Four discusses the methodological decisions that I made when approaching this research and the research tools I chose for the data collection process. Chapters Five, Six and Seven each presents a single case study of an English transition programme in a Māori-medium school. They provide descriptions of the programmes and explore the perspectives of the key participants, including staff and students. An analysis of Year 8 student literacy outcomes are provided followed by a discussion of the predominant findings that emerge. Chapter Eight is the discussion chapter where the key results from all three case studies will be discussed. This is followed by the concluding chapter (Chapter Nine), which discusses the educational implications of this research.

year: 2010