title: Interfacial modification of hemp fiber reinforced composites using fungal and alkali treatment

authors: Pickering, Kim L.

subjects: natural fibers

abstract: Increasing worldwide environmental awareness is encouraging scientific research into developing cheaper, more sustainable materials. Industrial hemp fiber is one of the strongest and stiffest available natural fibers [K. L. Pickering, M. Priest, T. Watts, G. Beckermann, and S. N. Alam, J. Adv. Mater. 37, 15 (2005)] and therefore has great potential in composite materials. Incorporated into a thermoplastic matrix, it gives a structural material that is cheap, lightweight, and recyclable. However, natural fibers are commonly incompatible with common molding thermoplastics such as polypropylene, which limits the performance of the composites produced. The main objective of the current work was to investigate the use of fungi to treat hemp fiber to create better bonding characteristics in natural fiber reinforced polypropylene composites. X-ray diffraction (XRD), ζ-potential, lignin testing, thermal analysis, and scanning electron microscopy (SEM) were used to characterize the effect of treatment on hemp fibers. A combined alkali and fungi treated fiber composite produced the highest tensile strength of 48.3 MPa, an increase of 32% compared to composites with untreated fiber.

text: Interfacial modification of hemp fiber reinforced composites using fungal and alkali treatment Increasing worldwide environmental awareness is encouraging scientific research into developing cheaper, more sustainable materials. Industrial hemp fiber is one of the strongest and stiffest available natural fibers [K. L. Pickering, M. Priest, T. Watts, G. Beckermann, and S. N. Alam, J. Adv. Mater. 37, 15 (2005)] and therefore has great potential in composite materials. Incorporated into a thermoplastic matrix, it gives a structural material that is cheap, lightweight, and recyclable. However, natural fibers are commonly incompatible with common molding thermoplastics such as polypropylene, which limits the performance of the composites produced. The main objective of the current work was to investigate the use of fungi to treat hemp fiber to create better bonding characteristics in natural fiber reinforced polypropylene composites. X-ray diffraction (XRD), ζ-potential, lignin testing, thermal analysis, and scanning electron microscopy (SEM) were used to characterize the effect of treatment on hemp fibers. A combined alkali and fungi treated fiber composite produced the highest tensile strength of 48.3 MPa, an increase of 32% compared to composites with untreated fiber.

year: 2007

title: Performance of New Zealand’s secondary schools: A stakeholders’ perspective

authors: Malik, Arshad Ashfaque

subjects: School Performance

abstract: The performance of State secondary schools in New Zealand is currently measured by the schools’ performance measurement systems (PMS). The PMS are established by the schools’ boards of trustees in line with guidelines developed primarily by the Ministry of Education (MoE), while incorporating the requirements of the Education Review Office (ERO) and the New Zealand Qualifications Authority (NZQA). The PMS focuses on the performance of teachers, as well as the principal and the school, but all are assessed from a stewardship oriented perspective, that does not adequately reflect the expectations of a school’s nongovernmental stakeholders. The purpose of this research is to determine the key stakeholders of State secondary schools in New Zealand and identify their key performance factors (KPFs) and associated key performance indicators (KPIs). This research employed a mixed methods approach, guided by the pragmatist paradigm. This study used a sequential research design consisting of a qualitative method (semistructured interviews) followed by a quantitative method (questionnaire). Stakeholder theory provided the theoretical basis for identifying the schools’ stakeholders, and the theory of stakeholder salience gave the rationale for identification of the schools’ key stakeholders. Two performance measurement frameworks, “strategic factors” and the “portfolio approach” informed this research in identifying the KPFs and associated KPIs of the key stakeholders. This research has identified eight key stakeholders of State secondary schools in New Zealand. They include three Crown entities: ERO, MoE, NZQA, “one statutory body” the board of trustees (BOT), and four nongovernmental stakeholder groups: teachers, parents, students, and the community. The schools’ PMS do not adequately reflect the expectations of nongovernmental stakeholders. Thus, this study has chosen to identify the KPFs and associated KPIs of the two most salient nongovernmental stakeholders, i.e., teachers and parents. This research has identified seven KPFs for teachers in addition to a number of KPIs that indicate the status of the KPFs. Four of the seven teachers’ KPFs: 1) workload, 2) safety, 3) support, and 4) resources reflect issues concerning individual teachers. On the basis of these findings, a holistic teachers’ performance management process for schools has been proposed. This process recognises the transactional relationship between management and teachers, required to improve schools’ performances. This study has also identified seven KPFs for parents; the two most salient are “quality teachers” and “communication” as they influence four other parents’ KPFs. The findings of this investigation have implications in two areas: 1) the management of the schools, and 2) the educational policy of the government. School management needs to provide quality teachers, adequate support to teachers and students by improving the “management system” of schools in line with expectations of teachers and parents, while ensuring safety at all times in schools. The government’s education policy should focus on the following: reducing teachers’ nonteaching activities; providing skills to teachers so that they can engage cross-culturally as well as with students from adverse backgrounds, and inducting individuals into the teaching profession who see teaching as a service/dedication to a cause and not merely a means to earn a living. It is expected that a holistic, stakeholder-focused, and transactional relationship between the school and its stakeholders will result in greater engagement between the schools and their stakeholders, leading to beneficial outcomes for both schools and for society at large such as lower truancy, and improved academic achievement.

text: Performance of New Zealand’s secondary schools: A stakeholders’ perspective The performance of State secondary schools in New Zealand is currently measured by the schools’ performance measurement systems (PMS). The PMS are established by the schools’ boards of trustees in line with guidelines developed primarily by the Ministry of Education (MoE), while incorporating the requirements of the Education Review Office (ERO) and the New Zealand Qualifications Authority (NZQA). The PMS focuses on the performance of teachers, as well as the principal and the school, but all are assessed from a stewardship oriented perspective, that does not adequately reflect the expectations of a school’s nongovernmental stakeholders. The purpose of this research is to determine the key stakeholders of State secondary schools in New Zealand and identify their key performance factors (KPFs) and associated key performance indicators (KPIs). This research employed a mixed methods approach, guided by the pragmatist paradigm. This study used a sequential research design consisting of a qualitative method (semistructured interviews) followed by a quantitative method (questionnaire). Stakeholder theory provided the theoretical basis for identifying the schools’ stakeholders, and the theory of stakeholder salience gave the rationale for identification of the schools’ key stakeholders. Two performance measurement frameworks, “strategic factors” and the “portfolio approach” informed this research in identifying the KPFs and associated KPIs of the key stakeholders. This research has identified eight key stakeholders of State secondary schools in New Zealand. They include three Crown entities: ERO, MoE, NZQA, “one statutory body” the board of trustees (BOT), and four nongovernmental stakeholder groups: teachers, parents, students, and the community. The schools’ PMS do not adequately reflect the expectations of nongovernmental stakeholders. Thus, this study has chosen to identify the KPFs and associated KPIs of the two most salient nongovernmental stakeholders, i.e., teachers and parents. This research has identified seven KPFs for teachers in addition to a number of KPIs that indicate the status of the KPFs. Four of the seven teachers’ KPFs: 1) workload, 2) safety, 3) support, and 4) resources reflect issues concerning individual teachers. On the basis of these findings, a holistic teachers’ performance management process for schools has been proposed. This process recognises the transactional relationship between management and teachers, required to improve schools’ performances. This study has also identified seven KPFs for parents; the two most salient are “quality teachers” and “communication” as they influence four other parents’ KPFs. The findings of this investigation have implications in two areas: 1) the management of the schools, and 2) the educational policy of the government. School management needs to provide quality teachers, adequate support to teachers and students by improving the “management system” of schools in line with expectations of teachers and parents, while ensuring safety at all times in schools. The government’s education policy should focus on the following: reducing teachers’ nonteaching activities; providing skills to teachers so that they can engage cross-culturally as well as with students from adverse backgrounds, and inducting individuals into the teaching profession who see teaching as a service/dedication to a cause and not merely a means to earn a living. It is expected that a holistic, stakeholder-focused, and transactional relationship between the school and its stakeholders will result in greater engagement between the schools and their stakeholders, leading to beneficial outcomes for both schools and for society at large such as lower truancy, and improved academic achievement.

year: 2011

title: Maori sustainable development in the 21st Century: The importance of Maori values, strategic planning and information systems

authors: Harmsworth, Garth

subjects: Development studies

abstract: The term ‘sustainable development’ has been widely used since the latter part of the 20th century. The concept implies economic and social development, economic growth, and environmental responsibility in order to sustain improved standards of living based on economic growth, to achieve some form of social equity, and to manage the environment in a sustainable way. Sustainable development should generally be at a rate that allows future generations to meet their needs without causing degradation of the natural environment, and should avoid economic or social decay. The concept has been debated and criticised by many as being ambiguous, untenable, and difficult to achieve, and frequently labelled part of global capitalism. But the concept provides a challenge to all of us, on how to balance economic, social, and cultural goals, while at the same time safeguarding and responsibly managing the environment for future generations. Attempts by indigenous peoples internationally to achieve sustainable development have been based on holistic approaches and frameworks that seek to balance economic, social, cultural and environmental objectives, and these provide effective models for viable sustainable development approaches. Māori Sustainable Development in Aotearoa-New Zealand is a term often used to describe a pathway to Māori autonomy, self-determination, the building of human and social capacity, as part of a strategic direction to capitalise on opportunities in the 21st century. This paper outlines research undertaken between 1998 and 2002 and funded by the Foundation for Research, Science, and Technology (FRST) in the programme “Māori Sustainable Development in Te Puku o Te Ika”, contract UOWX0005, simply referred to as the MSD programme. It focuses on the importance of determining Māori values, a vision, strategic planning and development of information systems as a holistic framework and process method to achieve Māori sustainable development.

text: Maori sustainable development in the 21st Century: The importance of Maori values, strategic planning and information systems The term ‘sustainable development’ has been widely used since the latter part of the 20th century. The concept implies economic and social development, economic growth, and environmental responsibility in order to sustain improved standards of living based on economic growth, to achieve some form of social equity, and to manage the environment in a sustainable way. Sustainable development should generally be at a rate that allows future generations to meet their needs without causing degradation of the natural environment, and should avoid economic or social decay. The concept has been debated and criticised by many as being ambiguous, untenable, and difficult to achieve, and frequently labelled part of global capitalism. But the concept provides a challenge to all of us, on how to balance economic, social, and cultural goals, while at the same time safeguarding and responsibly managing the environment for future generations. Attempts by indigenous peoples internationally to achieve sustainable development have been based on holistic approaches and frameworks that seek to balance economic, social, cultural and environmental objectives, and these provide effective models for viable sustainable development approaches. Māori Sustainable Development in Aotearoa-New Zealand is a term often used to describe a pathway to Māori autonomy, self-determination, the building of human and social capacity, as part of a strategic direction to capitalise on opportunities in the 21st century. This paper outlines research undertaken between 1998 and 2002 and funded by the Foundation for Research, Science, and Technology (FRST) in the programme “Māori Sustainable Development in Te Puku o Te Ika”, contract UOWX0005, simply referred to as the MSD programme. It focuses on the importance of determining Māori values, a vision, strategic planning and development of information systems as a holistic framework and process method to achieve Māori sustainable development.

year: 2002