title: Optimising the drying process for grape (Vitis vinifera L.) using pre-treatments to maximise quality retention

authors: Nguyen, Tuan Minh

subjects: Grapes

abstract: Grape (Vitis vinifera L.) is a valuable fruit, but highly perishable as it has high water and sugar content. Drying grape is an option for shelf-life extension. Reducing moisture content can prevent micro-organism growth, deteriorative reactions and reduce weight and volume of the product. After drying, dried grape, so called raisin, represents a rich source of carbohydrate and organic compounds in concentration, especially phenolic compounds that are beneficial for consumers’ health. However, the commercial practice of using chemicals for pre-drying treatment such as potassium carbonate has raised concern about food safety. 
The research reported here aimed to examine an alternative method to increase drying effectiveness, while avoiding potassium carbonate use. Five pre-drying treatments (2% olive oil blanching, 2.5% K2CO3 plus 2% olive oil dipped, needled, halved and no-treatment control) were compared at two drying temperatures of 60 °C and 70 °C. The drying characteristics and appropriate models were investigated. Product quality including colour, pH, total soluble solids and acidity, total phenolic contents were assessed.
The results show that drying time of oil blanched-grapes was reduced by 42% at drying temperature of 60 °C and 50% at drying temperature of 70 °C compared to chemical treatment and more than 60% compared to the no-treatment control. The oil blanching treatment retained the highest total phenolic content and it is applicable into food processing. Statistical indicators (determination coefficient, sum square error and root mean squared error) showed the Logarithmic model best described the drying kinetics for all treatments.
Additional research is needed to test the convective drying method with a thick bed layer in order to scale up into industry. The low-cost oils such as canola, sun flower oils should also be examined to reduce the application of olive oil.

text: Optimising the drying process for grape (Vitis vinifera L.) using pre-treatments to maximise quality retention Grape (Vitis vinifera L.) is a valuable fruit, but highly perishable as it has high water and sugar content. Drying grape is an option for shelf-life extension. Reducing moisture content can prevent micro-organism growth, deteriorative reactions and reduce weight and volume of the product. After drying, dried grape, so called raisin, represents a rich source of carbohydrate and organic compounds in concentration, especially phenolic compounds that are beneficial for consumers’ health. However, the commercial practice of using chemicals for pre-drying treatment such as potassium carbonate has raised concern about food safety. 
The research reported here aimed to examine an alternative method to increase drying effectiveness, while avoiding potassium carbonate use. Five pre-drying treatments (2% olive oil blanching, 2.5% K2CO3 plus 2% olive oil dipped, needled, halved and no-treatment control) were compared at two drying temperatures of 60 °C and 70 °C. The drying characteristics and appropriate models were investigated. Product quality including colour, pH, total soluble solids and acidity, total phenolic contents were assessed.
The results show that drying time of oil blanched-grapes was reduced by 42% at drying temperature of 60 °C and 50% at drying temperature of 70 °C compared to chemical treatment and more than 60% compared to the no-treatment control. The oil blanching treatment retained the highest total phenolic content and it is applicable into food processing. Statistical indicators (determination coefficient, sum square error and root mean squared error) showed the Logarithmic model best described the drying kinetics for all treatments.
Additional research is needed to test the convective drying method with a thick bed layer in order to scale up into industry. The low-cost oils such as canola, sun flower oils should also be examined to reduce the application of olive oil.

year: 2017

title: How educators lead the shift in pedagogy and policy to encourage international student success: An evaluative inquiry of one New Zealand tertiary institute

authors: Vail, Heather

subjects: internationalisation

abstract: This thesis demonstrates why and how New Zealand-based tertiary educators can claim a leadership role in contributing to international student success. As international student populations rise rapidly within New Zealand’s tertiary sector (Education New Zealand, 2017), educators are called on to promote intercultural competencies within the now-global classroom (Huber & Reynolds, 2014). Adaptive pedagogical changes required in such an emerging learning environment fall to the educators, who have a primary role when teaching to all learner cohorts (Edmondson, 2004; Randi & Corno, 2005; Trippestad, 2015). At one institute of technology and polytechnic (ITP), as examined for this thesis, issues raised by educators were found to reflect national concerns arising alongside the increased emphasis on international education; specifically, that educators face a lack of resources provided to help manifest appropriate strategies supporting international students’ range of academic and pastoral care needs. 
In response to this gap, I used evaluation methodology (Davidson, 2005) to develop a framework of inquiry into how pedagogical practices at the ITP examined are shifting to accommodate student success. Four Western educational values were identified as a starting point to guide my inquiry: i) the educator leadership role, ii) experiential learning, iii) critical thinking, and iv) praxis. These values informed key evaluative questions that guided my analysis of mixed data collected from a staff survey, educator interviews, and institutional documents. 
Findings illuminated the tensions between educators’ pedagogical aspirations and their actual classroom situations. The findings also revealed that the process of shared, reflective practice allows educators to develop more effective strategies for facilitating international student learning. Recommendations that emerged advocate for educators to consider within their teaching practices: i) accommodation of both educational and wellbeing needs of students; ii) appreciation of the variation among learner norms; and iii) leading the shifting terms of educational delivery through continually questioning one’s relationship to the perceptions, struggles, politics, economics and success emergent from teaching international students. 
I conclude that ongoing dialogue informs educator action, in practice and through advising policy, to address the broader educational needs of international students and, ultimately, the global citizenry.

text: How educators lead the shift in pedagogy and policy to encourage international student success: An evaluative inquiry of one New Zealand tertiary institute This thesis demonstrates why and how New Zealand-based tertiary educators can claim a leadership role in contributing to international student success. As international student populations rise rapidly within New Zealand’s tertiary sector (Education New Zealand, 2017), educators are called on to promote intercultural competencies within the now-global classroom (Huber & Reynolds, 2014). Adaptive pedagogical changes required in such an emerging learning environment fall to the educators, who have a primary role when teaching to all learner cohorts (Edmondson, 2004; Randi & Corno, 2005; Trippestad, 2015). At one institute of technology and polytechnic (ITP), as examined for this thesis, issues raised by educators were found to reflect national concerns arising alongside the increased emphasis on international education; specifically, that educators face a lack of resources provided to help manifest appropriate strategies supporting international students’ range of academic and pastoral care needs. 
In response to this gap, I used evaluation methodology (Davidson, 2005) to develop a framework of inquiry into how pedagogical practices at the ITP examined are shifting to accommodate student success. Four Western educational values were identified as a starting point to guide my inquiry: i) the educator leadership role, ii) experiential learning, iii) critical thinking, and iv) praxis. These values informed key evaluative questions that guided my analysis of mixed data collected from a staff survey, educator interviews, and institutional documents. 
Findings illuminated the tensions between educators’ pedagogical aspirations and their actual classroom situations. The findings also revealed that the process of shared, reflective practice allows educators to develop more effective strategies for facilitating international student learning. Recommendations that emerged advocate for educators to consider within their teaching practices: i) accommodation of both educational and wellbeing needs of students; ii) appreciation of the variation among learner norms; and iii) leading the shifting terms of educational delivery through continually questioning one’s relationship to the perceptions, struggles, politics, economics and success emergent from teaching international students. 
I conclude that ongoing dialogue informs educator action, in practice and through advising policy, to address the broader educational needs of international students and, ultimately, the global citizenry.

year: 2017

title: Kaitiakitanga o te Taiao - Reconciling Legislative Provisions and Outcomes for Māori

authors: Kennedy, Nathan Charles Karaua

subjects: Kaitiakitanga

abstract: The Resource Management Act (1991) (RMA) was heralded as internationally ground-breaking for its integrated approach, and for cementing 'sustainable management' as its overarching purpose. It was ground-breaking also for its recognition of First Nations’ rights and values. This includes directing decision-makers to recognise and provide for the relationship of Māori and their culture and traditions with their ancestral lands, waters and treasured resources, to have particular regard to Māori customary practices, and to take into account the principles of the Treaty of Waitangi. The RMA provides for councils to transfer or delegate functions and powers to Māori, and for joint management arrangements.
In 16 years as environment officer for my iwi, I witnessed the failure of the RMA to protect Māori values and interests. This experience prompted me to undertake research to thoroughly investigate outcomes of the operation of the RMA for Māori. Two questions framed my research; the first asking whether kaitiaki have been empowered by the Māori provisions in the RMA, and the second seeking to determine overall outcomes for Māori from the Act.
Assessing such outcomes required an understanding of Māori values and interests, evaluation of the law, of the statutory plans that govern council administration of the RMA, implementation of these by councils and the Crown, and their treatment by the courts. To answer the two questions I present in this thesis a geographically focused study of two take (causes or significant issues) at Whangamatā, the construction of a marina, and the removal of mangroves.
I compare Ngāti Whanaunga experiences with those of Māori nationally. By doing so I provide the evidence base for an 'overall broad judgement' (as the RMA requires) that despite apparent empowerment by the Act and its statutory plans, Māori have suffered widespread and significantly negative outcomes under the RMA. Rather than being empowered, Māori struggle to participate in planning processes, and see ancestral values and interests eroded by waves of resource consent processes, in which effects on Māori are little considered.

text: Kaitiakitanga o te Taiao - Reconciling Legislative Provisions and Outcomes for Māori The Resource Management Act (1991) (RMA) was heralded as internationally ground-breaking for its integrated approach, and for cementing 'sustainable management' as its overarching purpose. It was ground-breaking also for its recognition of First Nations’ rights and values. This includes directing decision-makers to recognise and provide for the relationship of Māori and their culture and traditions with their ancestral lands, waters and treasured resources, to have particular regard to Māori customary practices, and to take into account the principles of the Treaty of Waitangi. The RMA provides for councils to transfer or delegate functions and powers to Māori, and for joint management arrangements.
In 16 years as environment officer for my iwi, I witnessed the failure of the RMA to protect Māori values and interests. This experience prompted me to undertake research to thoroughly investigate outcomes of the operation of the RMA for Māori. Two questions framed my research; the first asking whether kaitiaki have been empowered by the Māori provisions in the RMA, and the second seeking to determine overall outcomes for Māori from the Act.
Assessing such outcomes required an understanding of Māori values and interests, evaluation of the law, of the statutory plans that govern council administration of the RMA, implementation of these by councils and the Crown, and their treatment by the courts. To answer the two questions I present in this thesis a geographically focused study of two take (causes or significant issues) at Whangamatā, the construction of a marina, and the removal of mangroves.
I compare Ngāti Whanaunga experiences with those of Māori nationally. By doing so I provide the evidence base for an 'overall broad judgement' (as the RMA requires) that despite apparent empowerment by the Act and its statutory plans, Māori have suffered widespread and significantly negative outcomes under the RMA. Rather than being empowered, Māori struggle to participate in planning processes, and see ancestral values and interests eroded by waves of resource consent processes, in which effects on Māori are little considered.

year: 2017