title: Prediction of the mechanical properties of isotropic pure metal-based and two-phase alloy-based porous materials using modified analytical models

authors: Bolzoni, Leandro

abstract: This work investigates the applicability and accuracy of the five fundamental analytical models commonly used to estimate the thermophysical properties of porous materials for the prediction of the mechanical behaviour, both compressive and tensile, of isotropic pure metal-based and two-phase alloy-based porous materials. In literature, the prediction of the mechanical behaviour of these advanced engineering materials requires the development of semi-empirical models, which are material-specific and, thus, require empirical constants. The significance of the current investigation is the possibility to optimise the mechanical behaviour of porous metallic materials through the rapid and accurate prediction of their mechano-physical behaviour using non-empirical physically-based prediction models. The work is complemented with the derivation of new combined models with increased accuracy prediction of up to approx. 90% with respect to fundamental models. Although developed for porous materials, the derived combined models could be applied for the accurate and rapid prediction of the thermophysical and mechanical properties of multi-phase materials with unknown microstructure such as two-ductile-phase alloys, nanocomposites, hetero- and harmonic-structured materials, and immiscible alloys.

text: Prediction of the mechanical properties of isotropic pure metal-based and two-phase alloy-based porous materials using modified analytical models This work investigates the applicability and accuracy of the five fundamental analytical models commonly used to estimate the thermophysical properties of porous materials for the prediction of the mechanical behaviour, both compressive and tensile, of isotropic pure metal-based and two-phase alloy-based porous materials. In literature, the prediction of the mechanical behaviour of these advanced engineering materials requires the development of semi-empirical models, which are material-specific and, thus, require empirical constants. The significance of the current investigation is the possibility to optimise the mechanical behaviour of porous metallic materials through the rapid and accurate prediction of their mechano-physical behaviour using non-empirical physically-based prediction models. The work is complemented with the derivation of new combined models with increased accuracy prediction of up to approx. 90% with respect to fundamental models. Although developed for porous materials, the derived combined models could be applied for the accurate and rapid prediction of the thermophysical and mechanical properties of multi-phase materials with unknown microstructure such as two-ductile-phase alloys, nanocomposites, hetero- and harmonic-structured materials, and immiscible alloys.

year: 2021

title: A passion for learning Chinese?: Investigating a community-based Chinese cultural education school in Hamilton, New Zealand

authors: Akoorie, Michèle E.M.

subjects: China

abstract: Purpose – Following the Olympic Games of 2008 and the World Expo in 2010, many Westerners have increasingly begun to pay attention to China; a country which combines ancient history with modern economic achievements. As a consequence there has been renewed interest in the West in learning about Chinese language and culture. Confucius education schools have even begun to spring up round the world, with the intention of promoting interest in Chinese language and cultural influences. The purpose of this paper is to focus on a community-based Chinese culture education institution, in a provincial city in New Zealand, to understand the issues and risks of operating a cross-cultural education institution business in a foreign country which is physically distant from China and to identify barriers which need to be overcome in order to run such an institution more effectively. 
Design/methodology/approach – This research used a single site case study research design. Qualitative in-depth interviews were used to develop an understanding of the rich, complex and idiosyncratic nature of human phenomena. In total, ten interviews were conducted with the Principal, Board members, teachers, local students of Institute A, students' parents (both Chinese and New Zealand), and institutional “outsiders”. 
Findings – It was found that Institute's management team preferred the traditional Chinese educational methods which conflicted with ways used in the local (New Zealand) teaching system. It also found that the current management style conflicts with the professional style of organization management. The management team had a chaotic management and operational style, while lacking basic knowledge of the principles of effective administration concepts. 
Practical implications – Identifying the risks and issues associated with the operation of a community-based cultural education institution outside China will assist managers to understand the potential for cross-cultural clashes between their belief in the principles of traditional Chinese education systems and the fit with the local culture. The finding of this study, in identifying the specific issues in relation to operational and professional modes of management, should assist managers to put into place an administrative system which is sufficiently flexible to accommodate both perspectives. 
Originality/value – Although formerly a bi-cultural nation, New Zealand has increasingly become a multicultural society. Interest in Chinese language and culture has also been fuelled by New Zealand's shift in immigration policy from 1974 (to a skills based rather than an ethnicity policy). This study is a first attempt to evaluate the efficacy of a Chinese community-based educational institution in New Zealand.

text: A passion for learning Chinese?: Investigating a community-based Chinese cultural education school in Hamilton, New Zealand Purpose – Following the Olympic Games of 2008 and the World Expo in 2010, many Westerners have increasingly begun to pay attention to China; a country which combines ancient history with modern economic achievements. As a consequence there has been renewed interest in the West in learning about Chinese language and culture. Confucius education schools have even begun to spring up round the world, with the intention of promoting interest in Chinese language and cultural influences. The purpose of this paper is to focus on a community-based Chinese culture education institution, in a provincial city in New Zealand, to understand the issues and risks of operating a cross-cultural education institution business in a foreign country which is physically distant from China and to identify barriers which need to be overcome in order to run such an institution more effectively. 
Design/methodology/approach – This research used a single site case study research design. Qualitative in-depth interviews were used to develop an understanding of the rich, complex and idiosyncratic nature of human phenomena. In total, ten interviews were conducted with the Principal, Board members, teachers, local students of Institute A, students' parents (both Chinese and New Zealand), and institutional “outsiders”. 
Findings – It was found that Institute's management team preferred the traditional Chinese educational methods which conflicted with ways used in the local (New Zealand) teaching system. It also found that the current management style conflicts with the professional style of organization management. The management team had a chaotic management and operational style, while lacking basic knowledge of the principles of effective administration concepts. 
Practical implications – Identifying the risks and issues associated with the operation of a community-based cultural education institution outside China will assist managers to understand the potential for cross-cultural clashes between their belief in the principles of traditional Chinese education systems and the fit with the local culture. The finding of this study, in identifying the specific issues in relation to operational and professional modes of management, should assist managers to put into place an administrative system which is sufficiently flexible to accommodate both perspectives. 
Originality/value – Although formerly a bi-cultural nation, New Zealand has increasingly become a multicultural society. Interest in Chinese language and culture has also been fuelled by New Zealand's shift in immigration policy from 1974 (to a skills based rather than an ethnicity policy). This study is a first attempt to evaluate the efficacy of a Chinese community-based educational institution in New Zealand.

year: 2011

title: He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study

authors: Dunn, Katie Merepaea

subjects: Māori Deaf

abstract: Indigenous peoples consider their connection to whenua (land), whakapapa (genealogy), te reo (language) and tikanga (cultural values) to be an integral part of their worldview (Mead, 2003 & Barlow, 1991).

The identity struggle for indigenous minorities living within a colonised environment has been well documented (Bishop, 1995; Smith G, 1997; Smith L, 1999, & Walker, 2004). The controversies over land, customs, culture and language are major issues to understanding and maintaining one’s own cultural identity and, when considering the Deaf indigenous minorities, the task seems colossal.

When a Māori individual belongs to the hearing majority, the ability to find a place to stand, a connection to one’s turangawaewae (standing place), whakapapa, and marae (village) can be a personal struggle; however, this can often be overcome through a shared experience, through communication at a whānau (family), hapū (sub tribe) and iwi (tribe) level.  However, when the individual is part of a double minority such as the Māori Deaf community, the ability to engage and establish a relationship to enhance their connection to their turangawaewae, can become difficult due to the need to communicate in three different languages: English, Māori and Sign Language.  These language issues can create barriers for the Deaf, Māori and hearing communities at a whānau, hapū and iwi level.

This thesis examines a series of workshops created to advance the indigenous connections and understanding within the Māori Deaf community and Te Ao Māori (Māori worldview). It explores how the integration of the Deaf and hearing, indigenous Māori language and New Zealand Sign Language along with practical workshops can assist the aspirations of Māori Deaf within the advancement of Te Ao Māori and Te Reo Māori.  Within this thesis I will undertake a series of interviews with participants who are at the forefront of the Māori Deaf community. A suggestion of moving forward to address the needs of the Māori Deaf community within the desire to connect to their Māori language and customs is also offered within this thesis.

text: He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study Indigenous peoples consider their connection to whenua (land), whakapapa (genealogy), te reo (language) and tikanga (cultural values) to be an integral part of their worldview (Mead, 2003 & Barlow, 1991).

The identity struggle for indigenous minorities living within a colonised environment has been well documented (Bishop, 1995; Smith G, 1997; Smith L, 1999, & Walker, 2004). The controversies over land, customs, culture and language are major issues to understanding and maintaining one’s own cultural identity and, when considering the Deaf indigenous minorities, the task seems colossal.

When a Māori individual belongs to the hearing majority, the ability to find a place to stand, a connection to one’s turangawaewae (standing place), whakapapa, and marae (village) can be a personal struggle; however, this can often be overcome through a shared experience, through communication at a whānau (family), hapū (sub tribe) and iwi (tribe) level.  However, when the individual is part of a double minority such as the Māori Deaf community, the ability to engage and establish a relationship to enhance their connection to their turangawaewae, can become difficult due to the need to communicate in three different languages: English, Māori and Sign Language.  These language issues can create barriers for the Deaf, Māori and hearing communities at a whānau, hapū and iwi level.

This thesis examines a series of workshops created to advance the indigenous connections and understanding within the Māori Deaf community and Te Ao Māori (Māori worldview). It explores how the integration of the Deaf and hearing, indigenous Māori language and New Zealand Sign Language along with practical workshops can assist the aspirations of Māori Deaf within the advancement of Te Ao Māori and Te Reo Māori.  Within this thesis I will undertake a series of interviews with participants who are at the forefront of the Māori Deaf community. A suggestion of moving forward to address the needs of the Māori Deaf community within the desire to connect to their Māori language and customs is also offered within this thesis.

year: 2012