title: Development of an integrated sacrificial sensor for damage detection and monitoring in composite materials and adhesively bonded joints

authors: Ólafsson, G.

abstract: Quality assurance of adhesively bonded joints is of vital importance if their benefits are to be exploited across a wide range of industrial applications. A novel lightweight, low-cost, non-invasive embedded sacrificial sensor is proposed, capable of detecting damage within an adhesively bonded joint, which could also be used in a laminated composite structure. The sensor operation uses changes in electrical resistance, increasing as the sensing material area diminishes with damage progression. Initial tests prove the sensor concept by showing that the electrical resistance of the sensor increases proportionally with material removal, mimicking the sensor operation. Thermography is used to verify the current flow through the sensor and that any localised heating caused by the sensor is minimal. Short beam interlaminar shear strength tests show that embedding sensors in a composite laminates did not cause a reduction in material interfacial structural performance. Finally, the in-situ performance of the sensor is demonstrated in quasi-static tensile tests to failure of adhesively bonded Single Lap Joints (SLJs) with sensors embedded in the bond line. Prior to crack initiation an electrical response occurs that correlates with increasing applied load, suggesting scope for secondary uses of the sensor for load monitoring and cycle counting. Crack initiation is accompanied by a rapid increase in electrical resistance, providing an indication of failure ahead of crack propagation and an opportunity for timely repair. As the crack damage propagated, the electrical response of the sensor increased proportionally. The effect of the sensor on the overall structural performance was assessed by comparing the failure load of joints with and without the embedded sensor with no measurable difference in ultimate strength. The research presented in the paper serves as an important first step in developing a simple yet promising new technology for structural health monitoring with numerous potential applications.

text: Development of an integrated sacrificial sensor for damage detection and monitoring in composite materials and adhesively bonded joints Quality assurance of adhesively bonded joints is of vital importance if their benefits are to be exploited across a wide range of industrial applications. A novel lightweight, low-cost, non-invasive embedded sacrificial sensor is proposed, capable of detecting damage within an adhesively bonded joint, which could also be used in a laminated composite structure. The sensor operation uses changes in electrical resistance, increasing as the sensing material area diminishes with damage progression. Initial tests prove the sensor concept by showing that the electrical resistance of the sensor increases proportionally with material removal, mimicking the sensor operation. Thermography is used to verify the current flow through the sensor and that any localised heating caused by the sensor is minimal. Short beam interlaminar shear strength tests show that embedding sensors in a composite laminates did not cause a reduction in material interfacial structural performance. Finally, the in-situ performance of the sensor is demonstrated in quasi-static tensile tests to failure of adhesively bonded Single Lap Joints (SLJs) with sensors embedded in the bond line. Prior to crack initiation an electrical response occurs that correlates with increasing applied load, suggesting scope for secondary uses of the sensor for load monitoring and cycle counting. Crack initiation is accompanied by a rapid increase in electrical resistance, providing an indication of failure ahead of crack propagation and an opportunity for timely repair. As the crack damage propagated, the electrical response of the sensor increased proportionally. The effect of the sensor on the overall structural performance was assessed by comparing the failure load of joints with and without the embedded sensor with no measurable difference in ultimate strength. The research presented in the paper serves as an important first step in developing a simple yet promising new technology for structural health monitoring with numerous potential applications.

year: 2021

title: Bacteriological control food equipment by cleaning systems

authors: Dunsmore, David George

abstract: This study was undertaken to examine the performance of cleaning systems applied to food equipment. The contribution by the components of those systems to the performance of the total system was determined.
A cleaning simulator was constructed in which test pieces in 4 test cells were subjected to 25 to 35 cycles, each of 12h. Each cycle the test pieces were: soiled for 45 min. in pasteurised milk (at 30°c) dosed with 10⁶ bacteria/ml of Streptococcus faecalis, Escherichia coli or Enterobacter aerogenes; serially treated with the rinses, detergents and sanitizers of the experimental cleaning system; and left for 9.5h intercycle (rest) period. The changes in the soil mass with time on stainless steel, rubber and glass test pieces were determined gravimetrically. The changes in the numbers of the dosed and non-dosed organisms on the surfaces, after components of the cleaning system had been applied, were determined by a swab-recovery/ plate-counting system. The surfaces were also examined by scanning electron microscopy. Four experiments were performed using this technique.
A field experiment examined the performance of 5 cleaning systems over experimental periods of 5 weeks on 15 milking machines. 
The nature of the changes in the performance of the cleaning system over time were determined. Both detergents and sanitizers could, under varying conditions, contribute significantly to the bacteriological performance achieved by the system. A sanitizer applied for the complete intercycle period was more efficient than those applied for short contact-times. A post-wash sanitizer was slightly more efficient than a sanitizer applied before milking. 
The cycle of bacterial deposition onto the equipment surfaces, attachment, depletion by the cleaning system, growth during the intercycle period, and subsequent contamination of the milk at the next milking was studied. All three dose organisms attached actively, and were then largely removed by the cleaning system. Despite there being a large amount of soil on the surfaces of the test pieces, the intercycle conditions (30°c at up to 90% RH for 9.5h) were insufficient for growth. The effect of the amount of soil on the surface on the ability of bacteria to survive the application of a system or system component was examined. The minimum soil levels necessary for an organism to survive a treatment (Total Effect Maximum) and the minimum soil necessary for all organisms to survive a treatment (Zero Effect Minimum) were determined for systems and system components. 
The data was used to discuss the principles to be followed in designing a cleaning system. The principles were applied to the design of a system to clean a milking machine with cold solutions by soak techniques.

text: Bacteriological control food equipment by cleaning systems This study was undertaken to examine the performance of cleaning systems applied to food equipment. The contribution by the components of those systems to the performance of the total system was determined.
A cleaning simulator was constructed in which test pieces in 4 test cells were subjected to 25 to 35 cycles, each of 12h. Each cycle the test pieces were: soiled for 45 min. in pasteurised milk (at 30°c) dosed with 10⁶ bacteria/ml of Streptococcus faecalis, Escherichia coli or Enterobacter aerogenes; serially treated with the rinses, detergents and sanitizers of the experimental cleaning system; and left for 9.5h intercycle (rest) period. The changes in the soil mass with time on stainless steel, rubber and glass test pieces were determined gravimetrically. The changes in the numbers of the dosed and non-dosed organisms on the surfaces, after components of the cleaning system had been applied, were determined by a swab-recovery/ plate-counting system. The surfaces were also examined by scanning electron microscopy. Four experiments were performed using this technique.
A field experiment examined the performance of 5 cleaning systems over experimental periods of 5 weeks on 15 milking machines. 
The nature of the changes in the performance of the cleaning system over time were determined. Both detergents and sanitizers could, under varying conditions, contribute significantly to the bacteriological performance achieved by the system. A sanitizer applied for the complete intercycle period was more efficient than those applied for short contact-times. A post-wash sanitizer was slightly more efficient than a sanitizer applied before milking. 
The cycle of bacterial deposition onto the equipment surfaces, attachment, depletion by the cleaning system, growth during the intercycle period, and subsequent contamination of the milk at the next milking was studied. All three dose organisms attached actively, and were then largely removed by the cleaning system. Despite there being a large amount of soil on the surfaces of the test pieces, the intercycle conditions (30°c at up to 90% RH for 9.5h) were insufficient for growth. The effect of the amount of soil on the surface on the ability of bacteria to survive the application of a system or system component was examined. The minimum soil levels necessary for an organism to survive a treatment (Total Effect Maximum) and the minimum soil necessary for all organisms to survive a treatment (Zero Effect Minimum) were determined for systems and system components. 
The data was used to discuss the principles to be followed in designing a cleaning system. The principles were applied to the design of a system to clean a milking machine with cold solutions by soak techniques.

year: 1978

title: An evaluation of Kaupapa Māori in Psychology at the University of Waikato

authors: McAllister, Sue

abstract: The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

text: An evaluation of Kaupapa Māori in Psychology at the University of Waikato The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

year: 2018