title: Using picturebooks to support student teachers to address complex social justice issues in early childhood education settings

authors: Daly, Nicola

abstract: Aotearoa New Zealand society is diverse in its ethnic, cultural and linguistic composition. Teachers in all education settings in this country are required to develop learning focused-cultures that are collaborative, respectful and inclusive for all children/students and their families. In this article, we report on a case study describing how picturebooks were utilised in a compulsory graduate course entitled ‘Diversity, Inclusion and Wellbeing’ for preservice early childhood education (ECE) student teachers. Thirteen picturebooks selected to match weekly topics were shared with students in face-to-face and online classes. Weekly reflections by the tertiary lecturer/teacher educator relating to the picturebooks, associated readings and subsequent discussions by students were analysed to explore student teacher responses to the picturebooks. The findings are discussed in relation to exploring the power of picturebooks as pedagogical tools in a tertiary environment and as advocacy and activism provocations for student teachers and teachers to use with children/students and their families.

text: Using picturebooks to support student teachers to address complex social justice issues in early childhood education settings Aotearoa New Zealand society is diverse in its ethnic, cultural and linguistic composition. Teachers in all education settings in this country are required to develop learning focused-cultures that are collaborative, respectful and inclusive for all children/students and their families. In this article, we report on a case study describing how picturebooks were utilised in a compulsory graduate course entitled ‘Diversity, Inclusion and Wellbeing’ for preservice early childhood education (ECE) student teachers. Thirteen picturebooks selected to match weekly topics were shared with students in face-to-face and online classes. Weekly reflections by the tertiary lecturer/teacher educator relating to the picturebooks, associated readings and subsequent discussions by students were analysed to explore student teacher responses to the picturebooks. The findings are discussed in relation to exploring the power of picturebooks as pedagogical tools in a tertiary environment and as advocacy and activism provocations for student teachers and teachers to use with children/students and their families.

year: 2023

title: The performance of thermally sprayed titanium based composite coatings in molten aluminium

authors: Salman, Asma Siddiq

subjects: mechanical milling

abstract: The service life of die and tool steels in contact with molten aluminium is important in the aluminium processing industry. This article describes an investigation of the efficiency of thermally sprayed Ti(Al,O)/Al₂O₃ and TiAl(O)/Al₂O₃ composite coatings in resisting aluminium soldering on H13 tool steel. The powder feedstocks for making the composite coatings were produced by high energy mechanical milling of a mixture of Al and TiO₂ powders using different molar ratios followed by a thermal reaction process. The feedstocks were then thermally sprayed using a high velocity oxygen fuel (HVOF) technique onto an H13 steel substrate to produce composite coatings. The performance of the coatings was assessed in terms of Al soldering and liquid metal corrosion resistance after immersing in molten aluminium at a temperature of 700 ± 10 °C. The results of this study showed that composite coatings have a potential to act as a physical barrier to prevent aluminium attack on H13 tool steel. The nature of Al attack on H13 tool steel changed from generalised to more localised attack with the thermally sprayed coating. A Ti(Al,O)/Al₂O₃ composite coating was not attacked by molten aluminium, however localised attack on a H13 tool steel substrate was found to be caused by molten metal penetration through defects in the coating. Composite coating TiAl(O)/Al₂O₃ was attacked by molten aluminium resulting in dissolution of the coating. Composite coatings showed significantly lower dissolution in molten aluminium compared with the uncoated H13 steel. A Ti(Al,O)/Al₂O₃ composite coating was found to be a more effective protective coating than a TiAl(O)/Al₂O₃ composite coating due its greater resistance to molten aluminium attack.

text: The performance of thermally sprayed titanium based composite coatings in molten aluminium The service life of die and tool steels in contact with molten aluminium is important in the aluminium processing industry. This article describes an investigation of the efficiency of thermally sprayed Ti(Al,O)/Al₂O₃ and TiAl(O)/Al₂O₃ composite coatings in resisting aluminium soldering on H13 tool steel. The powder feedstocks for making the composite coatings were produced by high energy mechanical milling of a mixture of Al and TiO₂ powders using different molar ratios followed by a thermal reaction process. The feedstocks were then thermally sprayed using a high velocity oxygen fuel (HVOF) technique onto an H13 steel substrate to produce composite coatings. The performance of the coatings was assessed in terms of Al soldering and liquid metal corrosion resistance after immersing in molten aluminium at a temperature of 700 ± 10 °C. The results of this study showed that composite coatings have a potential to act as a physical barrier to prevent aluminium attack on H13 tool steel. The nature of Al attack on H13 tool steel changed from generalised to more localised attack with the thermally sprayed coating. A Ti(Al,O)/Al₂O₃ composite coating was not attacked by molten aluminium, however localised attack on a H13 tool steel substrate was found to be caused by molten metal penetration through defects in the coating. Composite coating TiAl(O)/Al₂O₃ was attacked by molten aluminium resulting in dissolution of the coating. Composite coatings showed significantly lower dissolution in molten aluminium compared with the uncoated H13 steel. A Ti(Al,O)/Al₂O₃ composite coating was found to be a more effective protective coating than a TiAl(O)/Al₂O₃ composite coating due its greater resistance to molten aluminium attack.

year: 2011

title: The intergenerational perpetuation of achievement messages in whānau

authors: Southey, Kim Marie

subjects: Maori

abstract: The current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.

text: The intergenerational perpetuation of achievement messages in whānau The current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.

year: 2003