title: The flow behaviour of inorganic - wood fibre slurries in pressurised pipes

authors: Walmsley, Michael R.W.

subjects: engineering

abstract: Understanding the flow behaviour of inorganic-wood fibre slurries is important for developing new process equipment for the cement fibreboard industry. Little is reported in the technical literature and generally slurry flow knowledge is limited to a few engineers within the industry. Pipe friction loss characteristics and the settling behaviour of inorganic-wood fibre slurries were studied and data were obtained in pressurised horizontal pipes ranging from 25 to100mm diameter at flow velocities up to 8m/s. The inorganic solids studied were cement and fine silica of size range 10 to 150 m. Solids concentrations ranged from 5-20% and fibre concentrations from 0- 2%. 

Wood pulp fibre suspensions at low fibre concentrations form a structured carrier medium with the ability to support fine particulate solids. Unlike fibre-free suspensions, no permanent stationary deposit formed and therefore no minimum settling velocity exists. At low flow rates particles are trapped in the fibre plug and the friction loss is above water. At high flow rates the particles are still supported but the fibres dislodged from the central plug core damp turbulence and friction losses for the cement-silica-fibre system are less than water (drag reduction). The overall flow behaviour is similar to and consistent with previous data reported for coal-fibre slurries. Fibre concentration has a significant affect on the onset of drag reduction and friction loss increases with fibre concentration as with conventional fibre suspensions. Pipe diameter has a minimal effect on the onset of drag reduction but friction loss decreases with diameter as with conventional fluids.

text: The flow behaviour of inorganic - wood fibre slurries in pressurised pipes Understanding the flow behaviour of inorganic-wood fibre slurries is important for developing new process equipment for the cement fibreboard industry. Little is reported in the technical literature and generally slurry flow knowledge is limited to a few engineers within the industry. Pipe friction loss characteristics and the settling behaviour of inorganic-wood fibre slurries were studied and data were obtained in pressurised horizontal pipes ranging from 25 to100mm diameter at flow velocities up to 8m/s. The inorganic solids studied were cement and fine silica of size range 10 to 150 m. Solids concentrations ranged from 5-20% and fibre concentrations from 0- 2%. 

Wood pulp fibre suspensions at low fibre concentrations form a structured carrier medium with the ability to support fine particulate solids. Unlike fibre-free suspensions, no permanent stationary deposit formed and therefore no minimum settling velocity exists. At low flow rates particles are trapped in the fibre plug and the friction loss is above water. At high flow rates the particles are still supported but the fibres dislodged from the central plug core damp turbulence and friction losses for the cement-silica-fibre system are less than water (drag reduction). The overall flow behaviour is similar to and consistent with previous data reported for coal-fibre slurries. Fibre concentration has a significant affect on the onset of drag reduction and friction loss increases with fibre concentration as with conventional fibre suspensions. Pipe diameter has a minimal effect on the onset of drag reduction but friction loss decreases with diameter as with conventional fluids.

year: 2001

title: The impact of a professional development programme on the effectiveness of school leaders in Solomon Islands

authors: Rouikera, Charles

subjects: Professional development of school leaders

abstract: Professional development is a process by which a person acquires and maintains personal and professional abilities and skills, which leads to increased competence in their field. Professional development for school leaders is therefore crucial to providing opportunities for them to reflect on their practice, debate issues about their work, and develop strategies to improve their teaching and leadership practice.

This study is concerned with the professional development of school leaders in Makira Ulawa Province (MUP) in Solomon Islands. In particular, it investigates the impact of a New Zealand Aid funded Professional Development Programme (PDP) on developing head teachers’ understandings of their roles and responsibilities, and on increasing their effectiveness. While much research on professional development (PD) of head teachers has been conducted, especially in developed countries, very little research has been carried out in Melanesian countries such as Solomon Islands. Thus very little is known about the professional development of head teachers in Solomon Islands.

For this study data were collected using semi-structured interviews. Interviews were conducted with five rural primary school head teachers who had participated in the PDP and the two facilitators who were involved in leading it. A thematic analysis approach was used to analyse the data and six themes were identified: learning experiences of the head teachers during the PDP; positive impacts of the PDP; cooperation; the head teachers’ views on PD and learning; the facilitators’ views on the PDP; and the challenges experienced by the facilitators and head teachers.

The findings show that head teachers’ PD of the kind provided by the PDP needs to be on-going and a career-long developmental process so that head teachers can sustain, enhance, and put into action the knowledge and skills they gain. School based PD of head teachers through programmes such as the PDP has potential and is appropriate for developing countries such as Solomon Islands.  For such programmes to be consistently successful however, they need to be tailored to the local education context and needs of the head teachers, and conducted for an appropriate length of time. 

This study highlights the need to provide effective PD programmes for school leaders and has identified important implications for the development and effectiveness of head teachers in Solomon Islands. It has been concluded that Solomon Islands should aim to develop a national on-going PD programme for school leaders with an emphasis on a school-based approach which involves local support personnel.

text: The impact of a professional development programme on the effectiveness of school leaders in Solomon Islands Professional development is a process by which a person acquires and maintains personal and professional abilities and skills, which leads to increased competence in their field. Professional development for school leaders is therefore crucial to providing opportunities for them to reflect on their practice, debate issues about their work, and develop strategies to improve their teaching and leadership practice.

This study is concerned with the professional development of school leaders in Makira Ulawa Province (MUP) in Solomon Islands. In particular, it investigates the impact of a New Zealand Aid funded Professional Development Programme (PDP) on developing head teachers’ understandings of their roles and responsibilities, and on increasing their effectiveness. While much research on professional development (PD) of head teachers has been conducted, especially in developed countries, very little research has been carried out in Melanesian countries such as Solomon Islands. Thus very little is known about the professional development of head teachers in Solomon Islands.

For this study data were collected using semi-structured interviews. Interviews were conducted with five rural primary school head teachers who had participated in the PDP and the two facilitators who were involved in leading it. A thematic analysis approach was used to analyse the data and six themes were identified: learning experiences of the head teachers during the PDP; positive impacts of the PDP; cooperation; the head teachers’ views on PD and learning; the facilitators’ views on the PDP; and the challenges experienced by the facilitators and head teachers.

The findings show that head teachers’ PD of the kind provided by the PDP needs to be on-going and a career-long developmental process so that head teachers can sustain, enhance, and put into action the knowledge and skills they gain. School based PD of head teachers through programmes such as the PDP has potential and is appropriate for developing countries such as Solomon Islands.  For such programmes to be consistently successful however, they need to be tailored to the local education context and needs of the head teachers, and conducted for an appropriate length of time. 

This study highlights the need to provide effective PD programmes for school leaders and has identified important implications for the development and effectiveness of head teachers in Solomon Islands. It has been concluded that Solomon Islands should aim to develop a national on-going PD programme for school leaders with an emphasis on a school-based approach which involves local support personnel.

year: 2013

title: Adaptation of the safewards model to the New Zealand context: A mixed-methods evaluative study

authors: Knauf, Sarah

subjects: inpatient

abstract: Background: Mental health inpatient units can provide a sanctuary for people to recover from mental illness. However, research has shown these units to be sites of conflict, in an environment that service users do not experience as therapeutic. To support a therapeutic environment, the safety and wellbeing of service users and staff need protection through reduced conflict and containment rates. Conflict can be physical or verbal aggression, self-harm, suicide attempt, absconding, substance misuse and medication refusal. Containment involves methods used to control conflict, including administration of sedative medication, coerced intramuscular medication, increased level of observation, restraint and seclusion. The Safewards model, originating in the United Kingdom in 2015, proposes 10 interventions to address conflict and containment. These interventions are centred on: therapeutic relationships; person-centeredness; teamwork; and least restrictive care. This research pursued active transformation through codesign of an adapted Safewards model to fit the socio-cultural context of New Zealand.

Objective: This thesis with publication describes the adaptation of the Safewards model to the New Zealand context. Cultural adaptation was critical due to significant health outcome disparities between Māori and non-Māori populations and the disproportionate representation of Māori within mental health services. The research sought to discover what a New Zealand model required, what the perspectives of inpatient tangata whai ora and staff were of the developed model and what changes it made to rates of conflict, containment and the ward atmosphere. Participants: Tangata whai ora and staff from the study setting were recruited to participate in focus groups before and after the implementation of the New Zealand Safewards model. Phase one focus groups included 15 staff and three tangata whai ora. Phase three focus groups included 13 staff and four tangata whai ora.

Methods: This is a mixed-methods evaluative study structured into three distinct phases, using methods of participatory action research. The adapted Safewards model was implemented for 12 months, with a staggered introduction of 11 interventions. Qualitative data were derived from the thematic analysis of focus groups. Quantitative data were from the Patient-Staff Conflict Checklist, Essen Climate Evaluation Schema, Fidelity Checklist and Te Whatu Ora Waikato service data.

Findings: A New Zealand Safewards model must: reflect a Te Ao Māori worldview; align with current practices; adapt Safewards interventions; and gain acceptance. Change management is one process that can reduce barriers to change. The adapted Safewards model reduced conflict, increased patient cohesion and improved the sense of safety perceived from staff and tangata whai ora in the study setting. The outcomes of this study hold the potential to contribute to the formulation and implementation of a New Zealand Safewards model, while also bearing relevance for the international adaptation of Safewards to culturally diverse countries and healthcare systems.

text: Adaptation of the safewards model to the New Zealand context: A mixed-methods evaluative study Background: Mental health inpatient units can provide a sanctuary for people to recover from mental illness. However, research has shown these units to be sites of conflict, in an environment that service users do not experience as therapeutic. To support a therapeutic environment, the safety and wellbeing of service users and staff need protection through reduced conflict and containment rates. Conflict can be physical or verbal aggression, self-harm, suicide attempt, absconding, substance misuse and medication refusal. Containment involves methods used to control conflict, including administration of sedative medication, coerced intramuscular medication, increased level of observation, restraint and seclusion. The Safewards model, originating in the United Kingdom in 2015, proposes 10 interventions to address conflict and containment. These interventions are centred on: therapeutic relationships; person-centeredness; teamwork; and least restrictive care. This research pursued active transformation through codesign of an adapted Safewards model to fit the socio-cultural context of New Zealand.

Objective: This thesis with publication describes the adaptation of the Safewards model to the New Zealand context. Cultural adaptation was critical due to significant health outcome disparities between Māori and non-Māori populations and the disproportionate representation of Māori within mental health services. The research sought to discover what a New Zealand model required, what the perspectives of inpatient tangata whai ora and staff were of the developed model and what changes it made to rates of conflict, containment and the ward atmosphere. Participants: Tangata whai ora and staff from the study setting were recruited to participate in focus groups before and after the implementation of the New Zealand Safewards model. Phase one focus groups included 15 staff and three tangata whai ora. Phase three focus groups included 13 staff and four tangata whai ora.

Methods: This is a mixed-methods evaluative study structured into three distinct phases, using methods of participatory action research. The adapted Safewards model was implemented for 12 months, with a staggered introduction of 11 interventions. Qualitative data were derived from the thematic analysis of focus groups. Quantitative data were from the Patient-Staff Conflict Checklist, Essen Climate Evaluation Schema, Fidelity Checklist and Te Whatu Ora Waikato service data.

Findings: A New Zealand Safewards model must: reflect a Te Ao Māori worldview; align with current practices; adapt Safewards interventions; and gain acceptance. Change management is one process that can reduce barriers to change. The adapted Safewards model reduced conflict, increased patient cohesion and improved the sense of safety perceived from staff and tangata whai ora in the study setting. The outcomes of this study hold the potential to contribute to the formulation and implementation of a New Zealand Safewards model, while also bearing relevance for the international adaptation of Safewards to culturally diverse countries and healthcare systems.

year: 2024