title: An evaluation of Te Rau Puawai workforce 100: Stakeholder perspectives

authors: Nikora, Linda Waimarie

subjects: Maori students

abstract: To evaluate the Te Rau Puawai programme, the Ministry of Health commissioned the
Maori and Psychology Research Unit of the University of Waikato in July 2001. The
overall aim of the evaluation was to provide the Ministry with a clearer understanding
of the programme including: the perceived critical success factors, the barriers if any
regarding Te Rau Puawai, the impact of the programme, the extent to which the
programme may be transferable, gaps in the programme, and suggested
improvements.
There are a number of stakeholders who do not have a direct role in the provision of
Te Rau Puawai. These people are not involved in the day to day running of Te Rau
Puawai (as do, for example, the coordinator, support team or academic mentors),
nevertheless they play an important role, contributing in a variety of ways to the
programme.

text: An evaluation of Te Rau Puawai workforce 100: Stakeholder perspectives To evaluate the Te Rau Puawai programme, the Ministry of Health commissioned the
Maori and Psychology Research Unit of the University of Waikato in July 2001. The
overall aim of the evaluation was to provide the Ministry with a clearer understanding
of the programme including: the perceived critical success factors, the barriers if any
regarding Te Rau Puawai, the impact of the programme, the extent to which the
programme may be transferable, gaps in the programme, and suggested
improvements.
There are a number of stakeholders who do not have a direct role in the provision of
Te Rau Puawai. These people are not involved in the day to day running of Te Rau
Puawai (as do, for example, the coordinator, support team or academic mentors),
nevertheless they play an important role, contributing in a variety of ways to the
programme.

year: 2002-05-01

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020

title: Hydrolysed protein as a renewable plasticiser for renewable materials

authors: Suratkar, Tanvi

subjects: renewable

abstract: Novatein Thermoplastic (NTP) is a bloodmeal based plastic developed by the University of Waikato by mixing bloodmeal (by-product of slaughterhouses) with water, sodium dodecyl sulfate, sodium sulfite and urea, and plasticiser so it can be extruded and injection moulded. The aim of this research was to produce a low molecular weight bloodmeal with low salt content to replace tri-ethylene glycol as a plasticiser for NTP.

Bloodmeal was hydrolysed using alcalase, enzyme mixture of chymotrypsin and trypsin, and papain which was later ultrafiltered to obtain low molecular weight peptides of 5 -12 kDa. All the three enzymes provided low degree of hydrolysis while chymotrypsin/trypsin provided high yield of 65% followed by alcalase with 45% yield and papain with 23% yield. The amount of enzyme, bloodmeal concentration and pH governed the rate of hydrolysis. By ultrafiltering the hydrolysate, a low salt content was achieved.

Large scale hydrolysis was carried out to produce hydrolysate for addition in NTP as a substitute for triethylene glycol. The hydrolysate was ultrafiltered to produce peptides of low molecular weight (less than 10 kDa) in permeate and retentate. Extrusion of mixtures with hydrolysate produced extrudates with lower specific mechanical energy than standard NTP, and the extrudate had a good appearance visually.  Tensile strength, impact strength, secant modulus, energy at break, and glass transition temperature, and thermal stability generally decreased with increasing the amount of hydrolysate added. A similar trend was observed for its impact strength but overall, the impact strength improved.

text: Hydrolysed protein as a renewable plasticiser for renewable materials Novatein Thermoplastic (NTP) is a bloodmeal based plastic developed by the University of Waikato by mixing bloodmeal (by-product of slaughterhouses) with water, sodium dodecyl sulfate, sodium sulfite and urea, and plasticiser so it can be extruded and injection moulded. The aim of this research was to produce a low molecular weight bloodmeal with low salt content to replace tri-ethylene glycol as a plasticiser for NTP.

Bloodmeal was hydrolysed using alcalase, enzyme mixture of chymotrypsin and trypsin, and papain which was later ultrafiltered to obtain low molecular weight peptides of 5 -12 kDa. All the three enzymes provided low degree of hydrolysis while chymotrypsin/trypsin provided high yield of 65% followed by alcalase with 45% yield and papain with 23% yield. The amount of enzyme, bloodmeal concentration and pH governed the rate of hydrolysis. By ultrafiltering the hydrolysate, a low salt content was achieved.

Large scale hydrolysis was carried out to produce hydrolysate for addition in NTP as a substitute for triethylene glycol. The hydrolysate was ultrafiltered to produce peptides of low molecular weight (less than 10 kDa) in permeate and retentate. Extrusion of mixtures with hydrolysate produced extrudates with lower specific mechanical energy than standard NTP, and the extrudate had a good appearance visually.  Tensile strength, impact strength, secant modulus, energy at break, and glass transition temperature, and thermal stability generally decreased with increasing the amount of hydrolysate added. A similar trend was observed for its impact strength but overall, the impact strength improved.

year: 2016