title: Could ‘Isochoric Freezing’ revolutionise food preservation?

authors: Fikiin, K

subjects: chilling

abstract: The present article responds to the food engineering community’s growing interest in an emerging and lauded approach to food preservation, popularised by its developers as ‘isochoric freezing’. A strong campaign in the scientific literature and mass media has recently promoted this technique as a universal replacement for traditional food freezing and the frozen supply chain by highlighting a number of alleged advantages of ‘isochoric freezing’. Some of these claims therefore require a more neutral and critical assessment against the background of the today’s state of the art in food freezing technologies. Hence, this article spotlights several concerns regarding the plausibility, energy expenditure, resource efficiency, process rate, throughput and safety of ‘isochoric freezing’, as well as the correct use of food refrigeration terminology. The aspects considered are intended to make food scientists, technologists and engineers more aware of the real capabilities and the application perspectives of this still immature mode of refrigerated food processing.

text: Could ‘Isochoric Freezing’ revolutionise food preservation? The present article responds to the food engineering community’s growing interest in an emerging and lauded approach to food preservation, popularised by its developers as ‘isochoric freezing’. A strong campaign in the scientific literature and mass media has recently promoted this technique as a universal replacement for traditional food freezing and the frozen supply chain by highlighting a number of alleged advantages of ‘isochoric freezing’. Some of these claims therefore require a more neutral and critical assessment against the background of the today’s state of the art in food freezing technologies. Hence, this article spotlights several concerns regarding the plausibility, energy expenditure, resource efficiency, process rate, throughput and safety of ‘isochoric freezing’, as well as the correct use of food refrigeration terminology. The aspects considered are intended to make food scientists, technologists and engineers more aware of the real capabilities and the application perspectives of this still immature mode of refrigerated food processing.

year: 2024

title: Narrative approaches in counselling supervision

authors: Crocket, Kathie

abstract: This thesis is an account of a project that investigated the possibilities for counselling supervision offered by the philosophical positions that produce narrative approaches to counselling. Thus, the research was positioned as a social constructionist project. It drew on the work of five local counsellors who met together regularly over a year to engage in reflecting team supervision and to reflect on the practices thus produced. The project recognised, too, that local professional cultures have produced supervision in particular ways. 
Out of this project I have come to tell some supervision stories differently. Most recent mainstream approaches to counselling supervision construct supervision as a generic activity, and an activity that is best produced independently of particular metaphors of counselling practice. I argue that such approaches appear to be constrained by their inattention to the epistemology of practice. Aspects of dominant supervision discourse place an overriding emphasis on supervisor responsibility, producing an apparent dependence upon instrumental practice. When the emphasis is on supervisor responsibility, counsellors tend to be produced at the margins of the very activity that the profession constructs as critical to their effective and ethical counselling work with clients. 
In contrast, the focus of this analysis is on the possibilities for a supervision where responsibility is relationally exercised and dialogically produced, whether in dyadic supervision or in a professional community of concern such as offered by the reflecting team used in this study. The analysis demonstrates a shift to an understanding of supervision as having a moral and ethical focus: from asking the instrumental question, what to do with Client X? counsellors and supervisors ask what are the effects for practice of thinking this way? What are the effects for clients of practising these ways? With this shift, the discourses of counselling practice and the positions for counsellors within those discourses are available for rigorous investigation, with an emphasis on the politics of practice. I argue for a politics of supervision practice that responds to the location of supervision itself as a site of professional governance, and takes responsibility for the kinds of professional self the practices of supervision are called to produce. Professional truth claims, both those that construct supervision and those that construct counselling, are shown to be open for examination and negotiation in a constructionist supervision practice. In the dialogical examination and negotiation of professional truth claims in supervision, a storying counsellor professes the moral and ethical authority by which they produce their work. 
At the same time as it is a serious practice of ethical responsibility, supervision also depends, I propose, upon counsellors and supervisors taking up the imaginary. When we ask what counts as professional truth, when we ask how things might be otherwise than they are, we take supervision dialogue into other dimensions. When we take seriously our responsibilities to profess, to story our own professional identities in action, we generate also, I argue, possibilities for storying the pleasures of our counselling work. To take supervision talk into the domain of the imaginary and of pleasure, is to produce supervision otherwise.

text: Narrative approaches in counselling supervision This thesis is an account of a project that investigated the possibilities for counselling supervision offered by the philosophical positions that produce narrative approaches to counselling. Thus, the research was positioned as a social constructionist project. It drew on the work of five local counsellors who met together regularly over a year to engage in reflecting team supervision and to reflect on the practices thus produced. The project recognised, too, that local professional cultures have produced supervision in particular ways. 
Out of this project I have come to tell some supervision stories differently. Most recent mainstream approaches to counselling supervision construct supervision as a generic activity, and an activity that is best produced independently of particular metaphors of counselling practice. I argue that such approaches appear to be constrained by their inattention to the epistemology of practice. Aspects of dominant supervision discourse place an overriding emphasis on supervisor responsibility, producing an apparent dependence upon instrumental practice. When the emphasis is on supervisor responsibility, counsellors tend to be produced at the margins of the very activity that the profession constructs as critical to their effective and ethical counselling work with clients. 
In contrast, the focus of this analysis is on the possibilities for a supervision where responsibility is relationally exercised and dialogically produced, whether in dyadic supervision or in a professional community of concern such as offered by the reflecting team used in this study. The analysis demonstrates a shift to an understanding of supervision as having a moral and ethical focus: from asking the instrumental question, what to do with Client X? counsellors and supervisors ask what are the effects for practice of thinking this way? What are the effects for clients of practising these ways? With this shift, the discourses of counselling practice and the positions for counsellors within those discourses are available for rigorous investigation, with an emphasis on the politics of practice. I argue for a politics of supervision practice that responds to the location of supervision itself as a site of professional governance, and takes responsibility for the kinds of professional self the practices of supervision are called to produce. Professional truth claims, both those that construct supervision and those that construct counselling, are shown to be open for examination and negotiation in a constructionist supervision practice. In the dialogical examination and negotiation of professional truth claims in supervision, a storying counsellor professes the moral and ethical authority by which they produce their work. 
At the same time as it is a serious practice of ethical responsibility, supervision also depends, I propose, upon counsellors and supervisors taking up the imaginary. When we ask what counts as professional truth, when we ask how things might be otherwise than they are, we take supervision dialogue into other dimensions. When we take seriously our responsibilities to profess, to story our own professional identities in action, we generate also, I argue, possibilities for storying the pleasures of our counselling work. To take supervision talk into the domain of the imaginary and of pleasure, is to produce supervision otherwise.

year: 2001

title: Summerhill school is it possible in Aotearoa New Zealand?: Challenging the neo-liberal ideologies in our hegemonic schooling system

authors: Peck, Mikaere Michelle S.

subjects: Matriarchal society

abstract: The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. 
Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. 
In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling.
The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.

text: Summerhill school is it possible in Aotearoa New Zealand?: Challenging the neo-liberal ideologies in our hegemonic schooling system The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. 
Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. 
In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling.
The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.

year: 2009