title: The Effect of Aqueous Urea on the Processing, Structure and Properties of CGM

authors: Pickering, Kim L.

subjects: corn gluten meal

abstract: Corn gluten meal (CGM) is potentially a cost-effective raw material for producing a bioderivable thermoplastic. However, CGM disintegrates to a powder subsequent to processing with polar plasticisers, such as water. The hypothesis of this study was that aqueous urea could be used to denature protein within CGM and therefore encourage protein–protein interactions leading to consolidated bioplastics when using water as a plasticiser. To assess this, the effects of aqueous urea on structure and properties of CGM with particular focus on storage were assessed. Processing of CGM with aqueous urea produced consolidated materials. FTIR analysis showed secondary structure was modified during processing, leading to increased amounts of α-helices and random coils and reduction of the amount of intermolecular β-sheets and turns. Above 6 wt% free water, the plasticising efficiency of water in processed CGM increased as the amount of denatured proteins increased. Below 6 wt% free water, protein secondary structure did not have a significant influence on thermal and flexural properties. It was found that storage environment and urea concentration influenced the rate of drying, however, the final water content was constant relative to CGM, and not urea. The materials were resistant to cracking at urea concentrations above 8 M, provided the mass loss during storage did not exceed 15 wt%.

text: The Effect of Aqueous Urea on the Processing, Structure and Properties of CGM Corn gluten meal (CGM) is potentially a cost-effective raw material for producing a bioderivable thermoplastic. However, CGM disintegrates to a powder subsequent to processing with polar plasticisers, such as water. The hypothesis of this study was that aqueous urea could be used to denature protein within CGM and therefore encourage protein–protein interactions leading to consolidated bioplastics when using water as a plasticiser. To assess this, the effects of aqueous urea on structure and properties of CGM with particular focus on storage were assessed. Processing of CGM with aqueous urea produced consolidated materials. FTIR analysis showed secondary structure was modified during processing, leading to increased amounts of α-helices and random coils and reduction of the amount of intermolecular β-sheets and turns. Above 6 wt% free water, the plasticising efficiency of water in processed CGM increased as the amount of denatured proteins increased. Below 6 wt% free water, protein secondary structure did not have a significant influence on thermal and flexural properties. It was found that storage environment and urea concentration influenced the rate of drying, however, the final water content was constant relative to CGM, and not urea. The materials were resistant to cracking at urea concentrations above 8 M, provided the mass loss during storage did not exceed 15 wt%.

year: 2012-06

title: Landing error scoring system: The effect of head turned position and dual tasking

authors: Anderson, Blake

subjects: sport

abstract: Sport has many mental and physical health benefits. However, with overall participation in sport 
increasing, sport-related issues and injuries are also increasing. Anterior cruciate ligament (ACL) 
injuries are common knee injuries in athletes and the general population, often occurring through non
contact mechanisms. The Landing Error Scoring System (LESS) is a screening task used to identify 
athletes at higher risk of non-contact ACL and musculoskeletal injuries, where higher scores indicate 
poorer landing mechanics and greater risk of injury. Although the LESS is reliable, its predictive value 
is debated and it has been criticised for lacking validity in a sporting context. Previous studies have 
adapted LESS protocols in attempts to increase sport specificity, with changing head position or 
completing a dual task potentially suitable for this purpose as linked with ACL injury situations in 
sports. This thesis contains two experimental chapters. 
In the first experiment, 35 participants (22 males, 13 females) performed the LESS in two conditions 
allocated in a random order. In the control condition, participants jumped horizontally with both legs 
from a 30-cm high box to half their body height, landed with both feet, and jumped vertically as high 
as possible in one motion. In the head turned condition, participants performed the same double-leg 
jump landing movement while maintaining eye contact with an ‘X’ marked on a wall to their right, in 
line with the landing area. Participants performed three trials in each condition. Group mean LESS 
scores were significantly greater (P = 0.027) in the head turned (mean errors = 6.8 ± 1.5) than the 
control (mean errors = 6.4 ± 1.4) condition, with the mean difference of 0.4 errors being of small 
magnitude (Cohen’s d = 0.27 [0.51, 0.03]). No significant difference was found in the odds of being 
categorised at risk between conditions (P = 0.625, odds ratio = 3.00 [0.312, 28.8] based on a 5-error 
threshold. On an individual level, 28 participants were at risk in both conditions, although 13 had a 
meaningful increase in LESS score of one or more in the head turned condition. Average jump heights 
were significantly lower in the head turned condition, with the mean difference of 2.1 cm being of small 
magnitude (Cohen’s d = 0.20 [0.07,0.34]). Overall, performing the LESS with a head turned position 
appeared to increase the complexity and sport specificity of the task. Future research is required to 
determine the ability of the LESS to predict ACL injuries with a head turned condition as this aspect 
was not assessed. 
In the second experiment, an element of cognitive challenge was incorporated to the LESS in attempt 
to recreate the complex athlete-environment relationship of sports. In experiment two, 41 participants 
(20 males, 19 females, 2 others) performed the LESS in two conditions allocated in a random order. 
The control condition was the same as in the first experiment. In the tone counting condition, 
participants completed the same double-leg jump landing movement while mentally counting a random 
series of high-pitched and low-pitched tones, known as a tone counting task. Group mean LESS scores 
were not significantly different between tone counting (mean errors = 6.0 ± 1.3) and control (mean 
errors = 6.2 ± 1.5) conditions. Average jump heights were significantly lower in the tone counting than 
the control condition, with the mean difference of -4.2 cm being of small magnitude (Cohen’s d = 0.48 
[0.30, 0.66]). No significant difference was found in the odds of being categorised at risk between 
conditions (P = 1.000, odds ratio = 1.00 [0.20, 4.95]) based on a 5-error threshold. Overall, performing 
the LESS with a secondary tone counting task significantly decreased jump heights with a small effect 
size, corroborating an increased cognitive load during testing that impaired jump performance. 
However, LESS scores were not meaningfully influenced. 
Overall, introducing a head turned position to the LESS task increased LESS errors significantly, and 
introducing a tone counting task or head turned position decreased jump heights. Although future 
research is required to determine the ability of the LESS to predict ACL injuries with these dual tasking 
conditions, this Thesis demonstrates that the complexity and sport specificity of the LESS task can be 
increased by introducing dual tasking requirements.

text: Landing error scoring system: The effect of head turned position and dual tasking Sport has many mental and physical health benefits. However, with overall participation in sport 
increasing, sport-related issues and injuries are also increasing. Anterior cruciate ligament (ACL) 
injuries are common knee injuries in athletes and the general population, often occurring through non
contact mechanisms. The Landing Error Scoring System (LESS) is a screening task used to identify 
athletes at higher risk of non-contact ACL and musculoskeletal injuries, where higher scores indicate 
poorer landing mechanics and greater risk of injury. Although the LESS is reliable, its predictive value 
is debated and it has been criticised for lacking validity in a sporting context. Previous studies have 
adapted LESS protocols in attempts to increase sport specificity, with changing head position or 
completing a dual task potentially suitable for this purpose as linked with ACL injury situations in 
sports. This thesis contains two experimental chapters. 
In the first experiment, 35 participants (22 males, 13 females) performed the LESS in two conditions 
allocated in a random order. In the control condition, participants jumped horizontally with both legs 
from a 30-cm high box to half their body height, landed with both feet, and jumped vertically as high 
as possible in one motion. In the head turned condition, participants performed the same double-leg 
jump landing movement while maintaining eye contact with an ‘X’ marked on a wall to their right, in 
line with the landing area. Participants performed three trials in each condition. Group mean LESS 
scores were significantly greater (P = 0.027) in the head turned (mean errors = 6.8 ± 1.5) than the 
control (mean errors = 6.4 ± 1.4) condition, with the mean difference of 0.4 errors being of small 
magnitude (Cohen’s d = 0.27 [0.51, 0.03]). No significant difference was found in the odds of being 
categorised at risk between conditions (P = 0.625, odds ratio = 3.00 [0.312, 28.8] based on a 5-error 
threshold. On an individual level, 28 participants were at risk in both conditions, although 13 had a 
meaningful increase in LESS score of one or more in the head turned condition. Average jump heights 
were significantly lower in the head turned condition, with the mean difference of 2.1 cm being of small 
magnitude (Cohen’s d = 0.20 [0.07,0.34]). Overall, performing the LESS with a head turned position 
appeared to increase the complexity and sport specificity of the task. Future research is required to 
determine the ability of the LESS to predict ACL injuries with a head turned condition as this aspect 
was not assessed. 
In the second experiment, an element of cognitive challenge was incorporated to the LESS in attempt 
to recreate the complex athlete-environment relationship of sports. In experiment two, 41 participants 
(20 males, 19 females, 2 others) performed the LESS in two conditions allocated in a random order. 
The control condition was the same as in the first experiment. In the tone counting condition, 
participants completed the same double-leg jump landing movement while mentally counting a random 
series of high-pitched and low-pitched tones, known as a tone counting task. Group mean LESS scores 
were not significantly different between tone counting (mean errors = 6.0 ± 1.3) and control (mean 
errors = 6.2 ± 1.5) conditions. Average jump heights were significantly lower in the tone counting than 
the control condition, with the mean difference of -4.2 cm being of small magnitude (Cohen’s d = 0.48 
[0.30, 0.66]). No significant difference was found in the odds of being categorised at risk between 
conditions (P = 1.000, odds ratio = 1.00 [0.20, 4.95]) based on a 5-error threshold. Overall, performing 
the LESS with a secondary tone counting task significantly decreased jump heights with a small effect 
size, corroborating an increased cognitive load during testing that impaired jump performance. 
However, LESS scores were not meaningfully influenced. 
Overall, introducing a head turned position to the LESS task increased LESS errors significantly, and 
introducing a tone counting task or head turned position decreased jump heights. Although future 
research is required to determine the ability of the LESS to predict ACL injuries with these dual tasking 
conditions, this Thesis demonstrates that the complexity and sport specificity of the LESS task can be 
increased by introducing dual tasking requirements.

year: 2025

title: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations

authors: Moeke-Pickering, Taima Materangatira

subjects: Indigenous Education

abstract: This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

text: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

year: 2010