title: The Environmental and Economic Impacts for Producing the Port Jackson from Novatein®

authors: van der Merwe, De Wet

subjects: LCA

abstract: Preserving meat quality is paramount during meat processing. Contamination is reduced by preventing contact between faecal matter and the carcass. Rectal plugs are used for this purpose during slaughtering, and the animal’s intestines can be removed and entered directly into the rendering process. Polypropylene plugs contaminate rendered products, while Novatein® plugs (the Port Jackson) will break down during the rendering process. 

A life cycle assessment (LCA) was used to determine and compare the environmental impacts of plugs made from either polypropylene or Novatein®. Two scenarios were considered, in which the production of the plugs could be contracted out, or manufactured in-house. On an environmental basis, the difference was negligible. Resin production accounted for 73% of the total non-renewable primary energy (NRPE) use and global warming potential (GWP), with the balance shared between plug production, use, and disposal. 

Injection moulding and packaging each contributed 31% to GWP, as well as 25.8% and 40% of the NRPE use respectively during plug production and disposal, dominating impacts during plug production. In contrast, operations with the lowest impacts were conditioning and transport, collectively contributing to less than 4% of the entire LCA impacts. 

The life cycle impacts were particularly sensitive to packaging, the allocation method used for farming impacts on bloodmeal production, and the ratio of the electricity grid mix. By eliminating cardboard boxes reduced GWP and NRPE use by 6.1% and 6.9%. Allocating impacts from farming to bloodmeal production could increase the GWP by up to 193%, and NRPE by 14%. Allocation is not under the control of the manufacturer, and is a limitation of the assumptions made in this study. By using coal-based electricity, the GWP can increase by 66%, and NRPE by 20%. Impacts from electricity use could change noticeably if the plugs were manufactured overseas. 

The net present value (NPV) of capturing 10% of the market, and selling the plugs at $0.15 NZD, at a 35% discount rate was $143,629 when contracting out plug production. Under all costing assumptions, contracting out provided a higher NPV than manufacturing in-house. This is primarily due to the large capital costs when producing in-house. 

The critical factor that will cause manufacturing in-house to be more financially viable is the capital cost. The difference between the NPV of the two scenarios is $240,442, and the estimated total cost of buying, shipping, and installing the injection moulder is $355,153. If this can be reduced to $114,711, the two scenarios become equal. Because manufacturing in-house has a higher ongoing cash inflow per year, this scenario will also benefit more from scaling up volume above the 10% market share threshold. 

When comparing the Port Jackson with the polypropylene plug, the Novatein® plug has a higher GWP (0.0166 kg CO₂eq per plug) than the PP plug (0.0126 kg CO₂eq per plug), however, it requires less NRPE (0.302 MJ per plug and 0.430 MJ per plug respectively), and if contracted out, can be sold competitively at a matching market value of $0.15 or $0.16 per plug. The price may be lowered even further to $0.12, and still have a positive NPV. These factors are slightly in favour of producing Novatein plugs, but the Port Jackson’s advantage over PP is the fact that it not only breaks down during rendering, but it is also non-toxic, so simply becomes part of part of meat and bone meal.

text: The Environmental and Economic Impacts for Producing the Port Jackson from Novatein® Preserving meat quality is paramount during meat processing. Contamination is reduced by preventing contact between faecal matter and the carcass. Rectal plugs are used for this purpose during slaughtering, and the animal’s intestines can be removed and entered directly into the rendering process. Polypropylene plugs contaminate rendered products, while Novatein® plugs (the Port Jackson) will break down during the rendering process. 

A life cycle assessment (LCA) was used to determine and compare the environmental impacts of plugs made from either polypropylene or Novatein®. Two scenarios were considered, in which the production of the plugs could be contracted out, or manufactured in-house. On an environmental basis, the difference was negligible. Resin production accounted for 73% of the total non-renewable primary energy (NRPE) use and global warming potential (GWP), with the balance shared between plug production, use, and disposal. 

Injection moulding and packaging each contributed 31% to GWP, as well as 25.8% and 40% of the NRPE use respectively during plug production and disposal, dominating impacts during plug production. In contrast, operations with the lowest impacts were conditioning and transport, collectively contributing to less than 4% of the entire LCA impacts. 

The life cycle impacts were particularly sensitive to packaging, the allocation method used for farming impacts on bloodmeal production, and the ratio of the electricity grid mix. By eliminating cardboard boxes reduced GWP and NRPE use by 6.1% and 6.9%. Allocating impacts from farming to bloodmeal production could increase the GWP by up to 193%, and NRPE by 14%. Allocation is not under the control of the manufacturer, and is a limitation of the assumptions made in this study. By using coal-based electricity, the GWP can increase by 66%, and NRPE by 20%. Impacts from electricity use could change noticeably if the plugs were manufactured overseas. 

The net present value (NPV) of capturing 10% of the market, and selling the plugs at $0.15 NZD, at a 35% discount rate was $143,629 when contracting out plug production. Under all costing assumptions, contracting out provided a higher NPV than manufacturing in-house. This is primarily due to the large capital costs when producing in-house. 

The critical factor that will cause manufacturing in-house to be more financially viable is the capital cost. The difference between the NPV of the two scenarios is $240,442, and the estimated total cost of buying, shipping, and installing the injection moulder is $355,153. If this can be reduced to $114,711, the two scenarios become equal. Because manufacturing in-house has a higher ongoing cash inflow per year, this scenario will also benefit more from scaling up volume above the 10% market share threshold. 

When comparing the Port Jackson with the polypropylene plug, the Novatein® plug has a higher GWP (0.0166 kg CO₂eq per plug) than the PP plug (0.0126 kg CO₂eq per plug), however, it requires less NRPE (0.302 MJ per plug and 0.430 MJ per plug respectively), and if contracted out, can be sold competitively at a matching market value of $0.15 or $0.16 per plug. The price may be lowered even further to $0.12, and still have a positive NPV. These factors are slightly in favour of producing Novatein plugs, but the Port Jackson’s advantage over PP is the fact that it not only breaks down during rendering, but it is also non-toxic, so simply becomes part of part of meat and bone meal.

year: 2014

title: Japanese language teaching in Malaysia and New Zealand: Recent history, current practice and curriculum

authors: Abdul Jabbar, Sazlina

subjects: Japanese language teaching

abstract: Comparisons of curriculum have been shown to be useful in terms of finding new ideas to raise the standard of education in one country and to enhance global competitiveness (Adamson & Morris, 2007). The purpose of the research reported in this thesis was to examine Japanese language education in Malaysia and New Zealand. The study compared the approach to Japanese language learning and teaching in both countries and also compared the curriculum and syllabus for both countries. This study employed three methods: semi-structured interview, autoethnography, and document analysis. Semi-structured interviews were conducted to find out the recent history and current practice of Japanese Language teaching in Malaysia and New Zealand. Four participants, one from Malaysia and three from New Zealand were involved in the interviews. Autoethnography was also infused in the research which permitted the author to share her knowledge and experiences as an experienced Japanese language teacher in Malaysia. The analysis of the curriculum and syllabus documents were carried out to look at the content of both countries‟ Japanese Language Curriculum to investigate its underpinning approach to language teaching, and to analyze the similarities and differences between the Malaysian and New Zealand Japanese Language Curricula.

The results show that both Japanese language curricula shared many similarities in terms of their types of syllabus, language learning aims and language areas focused in the curricula content. This indicates that Malaysia and New Zealand, like other countries in the world, follow international trends in language teaching.
   Both countries‟ Japanese language syllabi have strong characteristics of Skills-Based and Outcomes-Based Syllabi. The curricula emphasize the acquisition of four very important language skills: listening, writing, reading and speaking. Both curricula promote teachers autonomy in decision-making and designing or planning programs. However, in comparison, New Zealand shows more teacher-autonomy than Malaysia. The findings also indicate that, although Japanese Language Curriculum in both Malaysia and New Zealand follows the global trends in language teaching, each also reflects its nation‟s visions and the needs of its people: Malaysian Japanese Language Curriculum was established to enable students to recognize and embrace the values that had brought Japan to its economic level now. While, Japanese language education in New Zealand starts because of the government‟s desire to trade and do business with Japan, a new economic power at the time.

text: Japanese language teaching in Malaysia and New Zealand: Recent history, current practice and curriculum Comparisons of curriculum have been shown to be useful in terms of finding new ideas to raise the standard of education in one country and to enhance global competitiveness (Adamson & Morris, 2007). The purpose of the research reported in this thesis was to examine Japanese language education in Malaysia and New Zealand. The study compared the approach to Japanese language learning and teaching in both countries and also compared the curriculum and syllabus for both countries. This study employed three methods: semi-structured interview, autoethnography, and document analysis. Semi-structured interviews were conducted to find out the recent history and current practice of Japanese Language teaching in Malaysia and New Zealand. Four participants, one from Malaysia and three from New Zealand were involved in the interviews. Autoethnography was also infused in the research which permitted the author to share her knowledge and experiences as an experienced Japanese language teacher in Malaysia. The analysis of the curriculum and syllabus documents were carried out to look at the content of both countries‟ Japanese Language Curriculum to investigate its underpinning approach to language teaching, and to analyze the similarities and differences between the Malaysian and New Zealand Japanese Language Curricula.

The results show that both Japanese language curricula shared many similarities in terms of their types of syllabus, language learning aims and language areas focused in the curricula content. This indicates that Malaysia and New Zealand, like other countries in the world, follow international trends in language teaching.
   Both countries‟ Japanese language syllabi have strong characteristics of Skills-Based and Outcomes-Based Syllabi. The curricula emphasize the acquisition of four very important language skills: listening, writing, reading and speaking. Both curricula promote teachers autonomy in decision-making and designing or planning programs. However, in comparison, New Zealand shows more teacher-autonomy than Malaysia. The findings also indicate that, although Japanese Language Curriculum in both Malaysia and New Zealand follows the global trends in language teaching, each also reflects its nation‟s visions and the needs of its people: Malaysian Japanese Language Curriculum was established to enable students to recognize and embrace the values that had brought Japan to its economic level now. While, Japanese language education in New Zealand starts because of the government‟s desire to trade and do business with Japan, a new economic power at the time.

year: 2012

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