title: Microstructure and thermal stability of nanostructured Cu-7.5vol.%Al₂O₃ composite powders produced by high energy mechanical milling

authors: Mukhtar, Aamir

subjects: engineering

abstract: Nanostructured Cu-7.5vol.%Al₂O₃ composite powders were produced from a mixture of Cu powder and Al₂O₃  nanopowder using two routes of high energy mechanical milling. The milled composite powders were heat treated at 150, 300, 400 and 500°C for 1 hour, respectively, to determine the thermal stability of the microstructure and corresponding micohardness change of the powder particles as a function of the annealing temperature. For the nanocomposite powder produced with 12 hours of milling (Route 1), heat treatment at 150°C did not change the microstructure, increasing the annealing temperature from 150 to 500°C caused the Cu grain sizes to increase due to grain coarsening. For the composite powder produced with 24 hours milling (Route 2), the grain sizes of the Cu matrix also increased due to grain coarsening with increasing the annealing temperature from 150 to 500°C. Average microhardness decreased significantly for both the nanocomposite powders but the degree of grain size increase was smaller with increasing the annealing temperature from 400 to 500°C.

text: Microstructure and thermal stability of nanostructured Cu-7.5vol.%Al₂O₃ composite powders produced by high energy mechanical milling Nanostructured Cu-7.5vol.%Al₂O₃ composite powders were produced from a mixture of Cu powder and Al₂O₃  nanopowder using two routes of high energy mechanical milling. The milled composite powders were heat treated at 150, 300, 400 and 500°C for 1 hour, respectively, to determine the thermal stability of the microstructure and corresponding micohardness change of the powder particles as a function of the annealing temperature. For the nanocomposite powder produced with 12 hours of milling (Route 1), heat treatment at 150°C did not change the microstructure, increasing the annealing temperature from 150 to 500°C caused the Cu grain sizes to increase due to grain coarsening. For the composite powder produced with 24 hours milling (Route 2), the grain sizes of the Cu matrix also increased due to grain coarsening with increasing the annealing temperature from 150 to 500°C. Average microhardness decreased significantly for both the nanocomposite powders but the degree of grain size increase was smaller with increasing the annealing temperature from 400 to 500°C.

year: 2009

title: Picturebooks as a bridge to cultural autoethnographies

authors: Daly, Nicola

abstract: Research on the use of picturebooks with tertiary students has explored several aspects of the ways in which they can be used to support preservice teachers’ understanding of children’s literacy (Hoffman, 2021), their awareness of biliteracy and multilingualism (Hartmann & Helot, 2021), and to build their knowledge of the Maker Movement and Human Computer Interaction (HCI) (Gaye Dinç, Özkan & Alaca, 2021). However, it is difficult to find research examining how picturebooks can support tertiary students’ understanding of culture. In this paper we explore the question of how picturebooks can be used to support tertiary students’ engagement with and understanding of the Ethnography of Communication (Hymes, 1964) in a second year New Zealand university course. This was a collaboration between two researchers, one of whom is a linguist teaching the course, the other of whom is a sociolinguist who researches picturebooks. As we developed a 3 week unit within a larger course on language, society and culture, we chose to use picturebooks as our primary resource for the week in which students practised analysing communicative situations/encounters within the Ethnography of Speaking frame. In this article we report on our process in developing this pedagogical approach and reflect on its efficacy in the tertiary classroom. Our findings indicate that picturebooks had many potentials in a tertiary environment including: (1) to provide a glimpse into familiar and unfamiliar cultures; (2) to create experts of students who were cultural insiders; (3) to provide a finite experience of a complex situation, suitable for classroom discussion and analysis. These findings are discussed in relation to theories of culturally responsive tertiary pedagogy (Rātima et al., 2022).

text: Picturebooks as a bridge to cultural autoethnographies Research on the use of picturebooks with tertiary students has explored several aspects of the ways in which they can be used to support preservice teachers’ understanding of children’s literacy (Hoffman, 2021), their awareness of biliteracy and multilingualism (Hartmann & Helot, 2021), and to build their knowledge of the Maker Movement and Human Computer Interaction (HCI) (Gaye Dinç, Özkan & Alaca, 2021). However, it is difficult to find research examining how picturebooks can support tertiary students’ understanding of culture. In this paper we explore the question of how picturebooks can be used to support tertiary students’ engagement with and understanding of the Ethnography of Communication (Hymes, 1964) in a second year New Zealand university course. This was a collaboration between two researchers, one of whom is a linguist teaching the course, the other of whom is a sociolinguist who researches picturebooks. As we developed a 3 week unit within a larger course on language, society and culture, we chose to use picturebooks as our primary resource for the week in which students practised analysing communicative situations/encounters within the Ethnography of Speaking frame. In this article we report on our process in developing this pedagogical approach and reflect on its efficacy in the tertiary classroom. Our findings indicate that picturebooks had many potentials in a tertiary environment including: (1) to provide a glimpse into familiar and unfamiliar cultures; (2) to create experts of students who were cultural insiders; (3) to provide a finite experience of a complex situation, suitable for classroom discussion and analysis. These findings are discussed in relation to theories of culturally responsive tertiary pedagogy (Rātima et al., 2022).

year: 2022-11-17

title: What are Bicultural Psychological Services?

authors: Thomas, David R.

subjects: Maori students

abstract: The present paper is intended to stimulate discussion on the development of bicultural psychological services in Aotearoa/New Zealand, focusing primarily on services provided by psychologists trained in tertiary educational institutions. Patterns of biculturalism emerging among human services in New Zealand are briefly described, then topics relevant to the provision of bicultural psychological services, that are appropriate for both Maori and Pakeha, in Aotearoa are discussed.

text: What are Bicultural Psychological Services? The present paper is intended to stimulate discussion on the development of bicultural psychological services in Aotearoa/New Zealand, focusing primarily on services provided by psychologists trained in tertiary educational institutions. Patterns of biculturalism emerging among human services in New Zealand are briefly described, then topics relevant to the provision of bicultural psychological services, that are appropriate for both Maori and Pakeha, in Aotearoa are discussed.

year: 1993