title: Collaboration across New Zealand rural primary schools: A virtual learning perspective

authors: Whalley, Rachel

subjects: rural education

abstract: The purpose of this thesis is to examine challenges faced by students and teachers at small rural schools, and explore how these may be alleviated by collaborative practice between schools in virtual learning environments. The design of this research is situated within an interpretivist framework and influenced by critical theory, as my research question seeks solutions to challenges that small rural schools face. Research participants were teaching principals selected from eight small rural New Zealand primary schools who were all active in Virtual Learning Network (VLN) Primary School online programmes, and so had current experience of collaborating, and teaching and learning online. Participants took part in focus group interviews, with two being interviewed individually a second time.  A grounded theory method of inductive analysis was used throughout the research process to generate findings from the data.

I found that there are many challenges in being a principal in a small rural school in New Zealand, but when principals work collaboratively across schools they can relieve some of those challenges and provide benefits for their students and themselves. Challenges for principals of small rural primary schools were identified as staffing difficulties, high workload, lack of time and access to professional learning and development, resources and support. These challenges were often compounded due to these schools being relatively small and geographically isolated. The participant’s’ experience of collaborating online highlighted a wide range of benefits for both themselves and their students, in providing access to a wider curriculum, developing digital fluency, reducing professional isolation and relieving workload. 

Throughout this study the unique nature of rural education was highlighted, with rural schools being acknowledged as providing a vital role in strengthening rural communities.  Recommendations are made to schools on how they can move towards learning in a collaborative online environment; and to government on how they can develop policy and provide resourcing to support small rural primary schools. With fast reliable internet, the small rural school that is open, networked and collaborative can increase its capacity to provide learning opportunities for both students and teachers.

text: Collaboration across New Zealand rural primary schools: A virtual learning perspective The purpose of this thesis is to examine challenges faced by students and teachers at small rural schools, and explore how these may be alleviated by collaborative practice between schools in virtual learning environments. The design of this research is situated within an interpretivist framework and influenced by critical theory, as my research question seeks solutions to challenges that small rural schools face. Research participants were teaching principals selected from eight small rural New Zealand primary schools who were all active in Virtual Learning Network (VLN) Primary School online programmes, and so had current experience of collaborating, and teaching and learning online. Participants took part in focus group interviews, with two being interviewed individually a second time.  A grounded theory method of inductive analysis was used throughout the research process to generate findings from the data.

I found that there are many challenges in being a principal in a small rural school in New Zealand, but when principals work collaboratively across schools they can relieve some of those challenges and provide benefits for their students and themselves. Challenges for principals of small rural primary schools were identified as staffing difficulties, high workload, lack of time and access to professional learning and development, resources and support. These challenges were often compounded due to these schools being relatively small and geographically isolated. The participant’s’ experience of collaborating online highlighted a wide range of benefits for both themselves and their students, in providing access to a wider curriculum, developing digital fluency, reducing professional isolation and relieving workload. 

Throughout this study the unique nature of rural education was highlighted, with rural schools being acknowledged as providing a vital role in strengthening rural communities.  Recommendations are made to schools on how they can move towards learning in a collaborative online environment; and to government on how they can develop policy and provide resourcing to support small rural primary schools. With fast reliable internet, the small rural school that is open, networked and collaborative can increase its capacity to provide learning opportunities for both students and teachers.

year: 2018

title: Mechanical properties and fracture behaviour of nanostructured and ultrafine structured TiAl Alloys synthesised by mechanical milling of powders and hot isostatic pressing

authors: Zhang, Deliang

subjects: fracture behaviour

abstract: Bulk nanostructured (grain sizes in the range of 50-200nm) and ultrafine structured (grain sizes in the range of 100-500nm) γ-TiAl based alloys with compositions Ti-47Al (in at%) and Ti–45Al–2Cr–2Nb–1B–0.5Ta (in at%), respectively, have been produced using a combination of high energy mechanical milling of mixtures of elemental powders and hot isostatic pressing at 800 and 1000oC respectively, and the microstructures of the samples have been characterised. At room temperature, the HIPed samples fractured prematurely at tensile stresses in the range of 200-300MPa and showed no ductility, very likely due to the relative high oxygen content (0.6wt%) in the samples and very low tolerance of TiAl based alloys on dissolved oxygen. At 800oC, the HIPed samples showed a yield strength in the range of 55-70MPa, a tensile strength in the range of 60-80MPa, a large amount of elongation to fracturing around 100% and clear strain softening. Examination of the fractured tensile test specimens at room temperature and 800oC showed that the level of the consolidation was fairly high, but the HIPed samples do contain a small fraction of interparticle boundaries with weak atomic bonding. The fracture of the HIPed samples in tensile testing at room temperature and 800oC, respectively, is predominately intergranular, and the large amount of plastic deformation prior to fracture at 800oC is achieved mainly through grain boundary sliding in conjunction with dislocation gliding, in agreement with the deformation mechanisms of nanostructured and ultrafine structured alloys generally agreed by researchers.

text: Mechanical properties and fracture behaviour of nanostructured and ultrafine structured TiAl Alloys synthesised by mechanical milling of powders and hot isostatic pressing Bulk nanostructured (grain sizes in the range of 50-200nm) and ultrafine structured (grain sizes in the range of 100-500nm) γ-TiAl based alloys with compositions Ti-47Al (in at%) and Ti–45Al–2Cr–2Nb–1B–0.5Ta (in at%), respectively, have been produced using a combination of high energy mechanical milling of mixtures of elemental powders and hot isostatic pressing at 800 and 1000oC respectively, and the microstructures of the samples have been characterised. At room temperature, the HIPed samples fractured prematurely at tensile stresses in the range of 200-300MPa and showed no ductility, very likely due to the relative high oxygen content (0.6wt%) in the samples and very low tolerance of TiAl based alloys on dissolved oxygen. At 800oC, the HIPed samples showed a yield strength in the range of 55-70MPa, a tensile strength in the range of 60-80MPa, a large amount of elongation to fracturing around 100% and clear strain softening. Examination of the fractured tensile test specimens at room temperature and 800oC showed that the level of the consolidation was fairly high, but the HIPed samples do contain a small fraction of interparticle boundaries with weak atomic bonding. The fracture of the HIPed samples in tensile testing at room temperature and 800oC, respectively, is predominately intergranular, and the large amount of plastic deformation prior to fracture at 800oC is achieved mainly through grain boundary sliding in conjunction with dislocation gliding, in agreement with the deformation mechanisms of nanostructured and ultrafine structured alloys generally agreed by researchers.

year: 2011

title: Arnold Manaaki Wilson: Te Awakaunua

authors: Te Awekotuku, Ngahuia

subjects: Arnold Manaaki Wilson

abstract: Arnold Manaaki Wilson was born in 1928, in Ruatoki, a community which nestles beneath the misty Taiarahia hills, following the curves of the Ohinemataroa river valley – known to others as of his tuhoe people. They know him there as Te Wakaunua, after a provocative late 19th century political visionary. From Such radical Tuhoe ideas fused with the sculptural genius of his father, a renowned carver of the art-making Ngati Tarawhai of Te Arawa, Arnold Wilson emerged.

text: Arnold Manaaki Wilson: Te Awakaunua Arnold Manaaki Wilson was born in 1928, in Ruatoki, a community which nestles beneath the misty Taiarahia hills, following the curves of the Ohinemataroa river valley – known to others as of his tuhoe people. They know him there as Te Wakaunua, after a provocative late 19th century political visionary. From Such radical Tuhoe ideas fused with the sculptural genius of his father, a renowned carver of the art-making Ngati Tarawhai of Te Arawa, Arnold Wilson emerged.

year: 2008