title: Processing time and binder effect on the quality of restructured rolls from hot-boned beef

authors: Farouk, M. M.

subjects: Beef

abstract: The effects of time postmortem and binders on the quality of raw and cooked restructured beef rolls were determined. The use of prerigor meat (1–5 h postmortem) or Activa resulted in higher bind strength for both raw and cooked rolls than the use of postrigor meat (25 h postmortem) or alginate, respectively. Use of prerigor meat or alginate gave a higher cook yield compared to postrigor meat or Activa binder, respectively. Raw slices of product made with Activa were lighter in color, redder and more yellow (higher Hunter L*, a* and b* values) than products made with alginate. Binder had no effect on aerobic plate counts. Raw slices of Activa bound product had better color and overall appearance than product made with alginate; however, cooked rolls made with alginate were more tender and friable and had better overall eating quality, than Activa bound rolls.

text: Processing time and binder effect on the quality of restructured rolls from hot-boned beef The effects of time postmortem and binders on the quality of raw and cooked restructured beef rolls were determined. The use of prerigor meat (1–5 h postmortem) or Activa resulted in higher bind strength for both raw and cooked rolls than the use of postrigor meat (25 h postmortem) or alginate, respectively. Use of prerigor meat or alginate gave a higher cook yield compared to postrigor meat or Activa binder, respectively. Raw slices of product made with Activa were lighter in color, redder and more yellow (higher Hunter L*, a* and b* values) than products made with alginate. Binder had no effect on aerobic plate counts. Raw slices of Activa bound product had better color and overall appearance than product made with alginate; however, cooked rolls made with alginate were more tender and friable and had better overall eating quality, than Activa bound rolls.

year: 2005

title: The distributional impact of KiwiSaver incentives

authors: Gibson, John

subjects: distributive impact

abstract: New Zealand’s approach to retirement incomes profoundly changed with the recent introduction of KiwiSaver and its associated tax incentives. Previous policy reduced lifetime inequality but KiwiSaver and its tax incentives will increase future inequality and lead to diverging living standards for the elderly. In this paper we evaluate the distributional effects of these tax incentives. Using data from a nationwide survey conducted by the authors, we estimate the value of the equivalent income transfer provided to individuals by the tax incentives for KiwiSaver participation. Concentration curves and inequality decompositions are used to compare the distributive impact of these tax incentives with those for New Zealand Superannuation. Estimates are reported for both initial and lifetime impacts, with the greatest effect on inequality apparent in the lifetime impacts.

text: The distributional impact of KiwiSaver incentives New Zealand’s approach to retirement incomes profoundly changed with the recent introduction of KiwiSaver and its associated tax incentives. Previous policy reduced lifetime inequality but KiwiSaver and its tax incentives will increase future inequality and lead to diverging living standards for the elderly. In this paper we evaluate the distributional effects of these tax incentives. Using data from a nationwide survey conducted by the authors, we estimate the value of the equivalent income transfer provided to individuals by the tax incentives for KiwiSaver participation. Concentration curves and inequality decompositions are used to compare the distributive impact of these tax incentives with those for New Zealand Superannuation. Estimates are reported for both initial and lifetime impacts, with the greatest effect on inequality apparent in the lifetime impacts.

year: 2008-03

title: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design

authors: Johnson, Diane

subjects: Māori language teaching

abstract: A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

text: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

year: 2005