title: Extraction of amaranth starch from an aqueous medium using microfiltration: Membrane fouling and cleaning

authors: Middlewood, Paul Gregory

subjects: amaranth starch

abstract: A Millipore ProFlux M12 Tangential Filtration System, fitted with a 1000 kDa regenerated cellulose membrane has been used to separate starch granules from starch milk produced by the Al-Hakkak process. However, membrane fouling was observed, and significant difficulties in cleaning the membrane were encountered. This paper describes the multi-step cleaning cycle that was developed to adequately clean the membrane between runs. Key cleaning steps were: a cold water rinse to remove loosely bound material, a protease wash to remove protein, a sodium hydroxide wash to “pre-treat” any remaining starch granules, an amylase wash to degrade the starch granules, and a final sodium hydroxide wash to remove residues from the previous step. It is expected that this cleaning method will be applicable to any membrane materials that have been fouled by the feed stream, or similar feed streams to that used in this research as it uses conditions suitable for regenerated cellulose, which is the least tolerable membrane material as far as chemical resistance and temperature are concerned.

text: Extraction of amaranth starch from an aqueous medium using microfiltration: Membrane fouling and cleaning A Millipore ProFlux M12 Tangential Filtration System, fitted with a 1000 kDa regenerated cellulose membrane has been used to separate starch granules from starch milk produced by the Al-Hakkak process. However, membrane fouling was observed, and significant difficulties in cleaning the membrane were encountered. This paper describes the multi-step cleaning cycle that was developed to adequately clean the membrane between runs. Key cleaning steps were: a cold water rinse to remove loosely bound material, a protease wash to remove protein, a sodium hydroxide wash to “pre-treat” any remaining starch granules, an amylase wash to degrade the starch granules, and a final sodium hydroxide wash to remove residues from the previous step. It is expected that this cleaning method will be applicable to any membrane materials that have been fouled by the feed stream, or similar feed streams to that used in this research as it uses conditions suitable for regenerated cellulose, which is the least tolerable membrane material as far as chemical resistance and temperature are concerned.

year: 2012

title: Synergistic literacies: Fostering critical and technological literacies in teaching legal research methods at the University of Waikato

authors: Havemann, Paul

abstract: Nowadays, new law courses are not approved unless both the "needs analysis" is convincing and the "consumer demand" is certain. Needs and demands today are driven by new pressures for technological literacy accelerated by globalisation and the current revolution in information and communication technologies (ICTs). The popular logic is that new global "knowledge economies" need "knowledge workers" or "wired workers" to labour in the new e-markets for goods and services and to use the burgeoning number and high quality of electronic information databases now essential to legal research. Students are acutely aware of these developments as well as of the highly competitive nature of the contemporary labour market for law graduates. Consequently, students are demanding more "how to" research skills training.
This article puts in context the reasons why, at the University of Waikato, we regard creating synergy between critical and technological literacy as essential for teaching and learning law-in-context research methods, and then describes the curriculum we designed for a legal research methods course in order to trial this approach.
From the start we have been clear that the new course was not just to be a "how to" course, and that we would be concentrating on critical literacy as much as technological literacy. For us, critical literacy is fundamental because it relates to the way in which one analyses the world, a process described as "becoming aware of the underlying structure of conceptions".1 This awareness includes the politics in the architectures that constitute the Internet and the assembly of information accessible on it.
We designed our curriculum for critical literacy around five types of analysis. Our shorthand for this is to call these "the five 'Cs'". Our five interrelated categories for analysis focus on:
 Change - in society, economy and culture
 Concepts - legal and sociological concepts and analytical frameworks
 Critique (and standpoint or perspective) 
 Comparisons (and Contrasts) 
 Contexts.
We argue that, at a minimum, these are the conceptual tools necessary to critique and engage the operation of the law in the context of society, noting especially inequalities and injustices. Throughout the course students are encouraged to harness technological literacy to each dimension of their analysis.
This article consists of two main parts. The first part ("Context and Assumptions") explores in some depth the reasons for the need to teach critical literacy alongside technological literacy. The second part ("The Legal Research Methods Course") describes our efforts to promote the synergy between critical and technological literacies in the context of a fourth year optional course, Legal Research Methods 2000, at the University of Waikato School of Law.

text: Synergistic literacies: Fostering critical and technological literacies in teaching legal research methods at the University of Waikato Nowadays, new law courses are not approved unless both the "needs analysis" is convincing and the "consumer demand" is certain. Needs and demands today are driven by new pressures for technological literacy accelerated by globalisation and the current revolution in information and communication technologies (ICTs). The popular logic is that new global "knowledge economies" need "knowledge workers" or "wired workers" to labour in the new e-markets for goods and services and to use the burgeoning number and high quality of electronic information databases now essential to legal research. Students are acutely aware of these developments as well as of the highly competitive nature of the contemporary labour market for law graduates. Consequently, students are demanding more "how to" research skills training.
This article puts in context the reasons why, at the University of Waikato, we regard creating synergy between critical and technological literacy as essential for teaching and learning law-in-context research methods, and then describes the curriculum we designed for a legal research methods course in order to trial this approach.
From the start we have been clear that the new course was not just to be a "how to" course, and that we would be concentrating on critical literacy as much as technological literacy. For us, critical literacy is fundamental because it relates to the way in which one analyses the world, a process described as "becoming aware of the underlying structure of conceptions".1 This awareness includes the politics in the architectures that constitute the Internet and the assembly of information accessible on it.
We designed our curriculum for critical literacy around five types of analysis. Our shorthand for this is to call these "the five 'Cs'". Our five interrelated categories for analysis focus on:
 Change - in society, economy and culture
 Concepts - legal and sociological concepts and analytical frameworks
 Critique (and standpoint or perspective) 
 Comparisons (and Contrasts) 
 Contexts.
We argue that, at a minimum, these are the conceptual tools necessary to critique and engage the operation of the law in the context of society, noting especially inequalities and injustices. Throughout the course students are encouraged to harness technological literacy to each dimension of their analysis.
This article consists of two main parts. The first part ("Context and Assumptions") explores in some depth the reasons for the need to teach critical literacy alongside technological literacy. The second part ("The Legal Research Methods Course") describes our efforts to promote the synergy between critical and technological literacies in the context of a fourth year optional course, Legal Research Methods 2000, at the University of Waikato School of Law.

year: 2002-01-01

title: Historical translocations by Maori may explain the distribution and genetic structure of a threatened surf clam in Aotearoa (New Zealand)

authors: Ross, Philip M.

subjects: Science & Technology

abstract: The population genetic structure of toheroa (Paphies ventricosa), an Aotearoa (New Zealand) endemic surf clam, was assessed to determine levels of inter-population connectivity and test hypotheses regarding life history, habitat distribution and connectivity in coastal vs. estuarine taxa. Ninety-eight toheroa from populations across the length of New Zealand were sequenced for the mitochondrial cytochrome c oxidase I gene with analyses suggesting a population genetic structure unique among New Zealand marine invertebrates. Toheroa genetic diversity was high in Te Ika-a Māui (the North Island of New Zealand) but completely lacking in the south of Te Waipounamu (the South Island), an indication of recent isolation. Changes in habitat availability, long distance dispersal events or translocation of toheroa to southern New Zealand by Māori could explain the observed geographic distribution of toheroa and their genetic diversity. Given that early-Māori and their ancestors, were adept at food cultivation and relocation, the toheroa translocation hypothesis is plausible and may explain the disjointed modern distribution of this species. Translocation would also explain the limited success in restoring what may in some cases be ecologically isolated populations located outside their natural distributions and preferred niches.

text: Historical translocations by Maori may explain the distribution and genetic structure of a threatened surf clam in Aotearoa (New Zealand) The population genetic structure of toheroa (Paphies ventricosa), an Aotearoa (New Zealand) endemic surf clam, was assessed to determine levels of inter-population connectivity and test hypotheses regarding life history, habitat distribution and connectivity in coastal vs. estuarine taxa. Ninety-eight toheroa from populations across the length of New Zealand were sequenced for the mitochondrial cytochrome c oxidase I gene with analyses suggesting a population genetic structure unique among New Zealand marine invertebrates. Toheroa genetic diversity was high in Te Ika-a Māui (the North Island of New Zealand) but completely lacking in the south of Te Waipounamu (the South Island), an indication of recent isolation. Changes in habitat availability, long distance dispersal events or translocation of toheroa to southern New Zealand by Māori could explain the observed geographic distribution of toheroa and their genetic diversity. Given that early-Māori and their ancestors, were adept at food cultivation and relocation, the toheroa translocation hypothesis is plausible and may explain the disjointed modern distribution of this species. Translocation would also explain the limited success in restoring what may in some cases be ecologically isolated populations located outside their natural distributions and preferred niches.

year: 2018