title: High temperature mechanical properties of Ti-47Al-2Cr (at %) alloy produced using powder compact forging of a mechanically milled powder

authors: Nadakuduru, Vijay Navaratna

subjects: engineering

abstract: Ultrafine grained (UFG) Ti-47Al-2Cr (at %) alloy was prepared using a combination of high energy ball milling of a mixture of elemental powders to produce a Ti/Al/Cr composite powder and forging of compacts of this composite powder. The microstucture of the powder forged alloy was found to be dependent on the initial condition of the powder. The alloy produced by this method has demonstrated good formability, both in tensile and compression testings at elevated temperatures. A ductility of 80–165% in tension has been observed, while in a compression plastic strain of ~ 50% was found to be easily achievable, without causing cracking. The deformation behaviour of the particular alloy in tension and compression at elevated temperature has been discussed in detail. The results from the present investigation indicate that UFG Ti-47Al-2Cr (at %) alloy produced using powder compact forging has good formability, and is suitable precursor for near-net shaping using thermomechanical processes such as forging and superplastic forming.

text: High temperature mechanical properties of Ti-47Al-2Cr (at %) alloy produced using powder compact forging of a mechanically milled powder Ultrafine grained (UFG) Ti-47Al-2Cr (at %) alloy was prepared using a combination of high energy ball milling of a mixture of elemental powders to produce a Ti/Al/Cr composite powder and forging of compacts of this composite powder. The microstucture of the powder forged alloy was found to be dependent on the initial condition of the powder. The alloy produced by this method has demonstrated good formability, both in tensile and compression testings at elevated temperatures. A ductility of 80–165% in tension has been observed, while in a compression plastic strain of ~ 50% was found to be easily achievable, without causing cracking. The deformation behaviour of the particular alloy in tension and compression at elevated temperature has been discussed in detail. The results from the present investigation indicate that UFG Ti-47Al-2Cr (at %) alloy produced using powder compact forging has good formability, and is suitable precursor for near-net shaping using thermomechanical processes such as forging and superplastic forming.

year: 2009

title: The effect of type 1 diabetes on executive function in young adults

authors: Reid, Matthew Devon

subjects: executive function

abstract: Type 1 diabetes mellitus (T1DM) is a chronic and potentially life-threatening condition affecting the production of insulin, with rapidly increasing incidence worldwide. The disease impacts on nearly all domains of life, including the physical, social, neurological and psychological. Adequate management of the disease requires careful monitoring and self-care to maintain glycaemic control. Executive function (EF) refers to a cluster of top-down cognitive processes engaged in the planning and completion of goal-directed behaviour allowing an individual to plan their actions, contemplate novel challenges, resist temptation and focus attention while avoiding distracting stimuli. Young adulthood represents an important developmental stage during which robust EF is essential. Previously limited research has explored the impact of T1DM on EF specifically within a young adult population. The current study recruited a sample of young adults between the ages of 16 and 24 withT1DM (n=14) and an age and gender matched control group (n=14) of non-diabetic individuals. Groups were assessed on measures of EF while maintaining blood glucose levels within a euglycaemic range. The central aims of the study were to compare and contrast the diabetic and control group EF performance, and to explore the relationship between diabetic related variables and measures of EF. It was found that the diabetic group committed significantly more errors than the control group on a test of set-shifting ability. It was also found that the relationship between performance-based tests of EF and a rating scale measure of EF was unique to each group. HbA1c, a measure of longer term glycaemic control, was found to be significantly related to a rating scale measure of EF but not performance-based measures. It was also found that mean blood glucose level during assessment was significantly related to performance on measures of working memory. Despite a limited sample size, the findings suggest that in a young adult population there is some evidence that T1DM is related to impairments in certain areas of EF — including set-shifting, inhibition and the higher-level construct of problem-solving ability. Future research could extend these findings by specifically exploring the relationship between trail-making tasks and rating scales of EF, examining the role of hot EF in diabetes self-care, and determining the sensitivity of specific EF to subtle changes in blood glucose within a euglycaemic range.

text: The effect of type 1 diabetes on executive function in young adults Type 1 diabetes mellitus (T1DM) is a chronic and potentially life-threatening condition affecting the production of insulin, with rapidly increasing incidence worldwide. The disease impacts on nearly all domains of life, including the physical, social, neurological and psychological. Adequate management of the disease requires careful monitoring and self-care to maintain glycaemic control. Executive function (EF) refers to a cluster of top-down cognitive processes engaged in the planning and completion of goal-directed behaviour allowing an individual to plan their actions, contemplate novel challenges, resist temptation and focus attention while avoiding distracting stimuli. Young adulthood represents an important developmental stage during which robust EF is essential. Previously limited research has explored the impact of T1DM on EF specifically within a young adult population. The current study recruited a sample of young adults between the ages of 16 and 24 withT1DM (n=14) and an age and gender matched control group (n=14) of non-diabetic individuals. Groups were assessed on measures of EF while maintaining blood glucose levels within a euglycaemic range. The central aims of the study were to compare and contrast the diabetic and control group EF performance, and to explore the relationship between diabetic related variables and measures of EF. It was found that the diabetic group committed significantly more errors than the control group on a test of set-shifting ability. It was also found that the relationship between performance-based tests of EF and a rating scale measure of EF was unique to each group. HbA1c, a measure of longer term glycaemic control, was found to be significantly related to a rating scale measure of EF but not performance-based measures. It was also found that mean blood glucose level during assessment was significantly related to performance on measures of working memory. Despite a limited sample size, the findings suggest that in a young adult population there is some evidence that T1DM is related to impairments in certain areas of EF — including set-shifting, inhibition and the higher-level construct of problem-solving ability. Future research could extend these findings by specifically exploring the relationship between trail-making tasks and rating scales of EF, examining the role of hot EF in diabetes self-care, and determining the sensitivity of specific EF to subtle changes in blood glucose within a euglycaemic range.

year: 2017

title: Looking for the Tikanga in technology education

authors: Knoef, Bernard John

subjects: Maori

abstract: This dissertation is dedicated to understanding how it would feel to be disconnected from their own past and devalued as a race by colonialism; that is, how would it feel to be Māori in my class?
This dissertation aims to support New Zealand teachers of Technology to better understand how they can create a curriculum for Technology that is more connected to aspects of Māori culture and in doing so improve learning outcomes for Māori. At the same time it explores how Pākehā students could gain a better understanding of the tikanga that guides the essence of what it means to be Māori and what it means to be an honourable Treaty partner with Māori. The 1840 Treaty of Waitangi laid the foundation for a formal respectful relationship between Māori and the British and for the introduction of British rule of law. Despite the intentions of the Treaty being one of equal partnerships between the British and Māori, the Treaty did not eventuate to be the equal nor mutually beneficial agreement that was anticipated by Māori.
Today visible disparities, that exist for Māori across society, are evident in Māori learning outcomes in Aotearoa New Zealand secondary schools. This research explores my own praxis in secondary technology education in collaborating with Māori to incorporate tikanga Māori (Māori customary values and practices) into the classroom. A focus on tikanga and Technology provides opportunities to develop improved understandings of more inclusive learning contexts. This dissertation histories the identity evolution of me, the researcher. The process I utilised is a method of self-examination and identity construction for other technology teachers who want to improve their practices in teaching students who are Māori. This study describes a repositioning process of how I took ownership for self-improvement. To enable an emphasis for this, there is a particular focus on the Nature of Technology strand of the New Zealand Curriculum (Ministry of Education, 2007, 2017). Pacey (2001) discusses the possibilities of a more people-centred technology with a participatory, ethical experience of technology that values people as well as their environment. In Aotearoa New Zealand, a teacher is encouraged to take personal responsibility for their engagement with an official curriculum (MOE, 2007).
My students and I have embarked on a number of projects that are localised both within our community and in wider society. These projects required us to have an understanding of tikanga. Mead (2016) requires that for educators and leaders to be more effective in what they do, they need to know the protocols that are drawn from the basket of knowledge called tikanga. My research explores ways to aid teachers develop understandings of Te Ao Māori (The Māori world) and the cultural world of Māori learners, with a view to promoting teaching that engages respectfully with, the knowledge of tikanga Māori in New Zealand Technology classrooms.
I have completed many years of teaching, much of which has been in the curriculum area of Technology. I have managed this with only a limited amount of supporting knowledge and understanding of how tikanga Māori could be appropriately and meaningfully, woven into my practice and the practice of my fellow Technology teachers as a result of my leadership. I am non-Māori and have practised as a teacher in New Zealand secondary schools for 29 years. Together with my students, we recently completed a number of Technology projects that involved learning about significant aspects of Māori culture including tikanga Māori. One whole school technology project was to build Te Whare Iti o Te Ako (The Small House of Learning) for our local early childhood centre. Because of this project and other related experiences, I have had the chance to reflect at a very personal level. I have had the opportunity to identify the gaps in my understanding of indigenous knowledge, but also through students participating in these projects, I have witnessed a tremendous engagement of curiosity for learning from both Māori and non- Māori about tikanga Māori. Accordingly, this research study seeks to answer the following questions and supports my intention to become more effective in what I do and how I practise as a non-Māori teacher with both Māori and non-Māori learners.
● As a non-Māori teacher, what did I learn about and from, including tikanga Māori into my pedagogical praxis as a teacher of technology?
o Who did I learn this from and how did I learn this?
o In what ways did these experiences contribute to my understandings of Te Ao Māori?
o How might my experiences support other teachers of technology?
I use Autoethnography to undertake this research which allows me to produce meaningful, accessible and evocative research that is grounded in personal experience (Ellis, Adams & Bochner 2011).

text: Looking for the Tikanga in technology education This dissertation is dedicated to understanding how it would feel to be disconnected from their own past and devalued as a race by colonialism; that is, how would it feel to be Māori in my class?
This dissertation aims to support New Zealand teachers of Technology to better understand how they can create a curriculum for Technology that is more connected to aspects of Māori culture and in doing so improve learning outcomes for Māori. At the same time it explores how Pākehā students could gain a better understanding of the tikanga that guides the essence of what it means to be Māori and what it means to be an honourable Treaty partner with Māori. The 1840 Treaty of Waitangi laid the foundation for a formal respectful relationship between Māori and the British and for the introduction of British rule of law. Despite the intentions of the Treaty being one of equal partnerships between the British and Māori, the Treaty did not eventuate to be the equal nor mutually beneficial agreement that was anticipated by Māori.
Today visible disparities, that exist for Māori across society, are evident in Māori learning outcomes in Aotearoa New Zealand secondary schools. This research explores my own praxis in secondary technology education in collaborating with Māori to incorporate tikanga Māori (Māori customary values and practices) into the classroom. A focus on tikanga and Technology provides opportunities to develop improved understandings of more inclusive learning contexts. This dissertation histories the identity evolution of me, the researcher. The process I utilised is a method of self-examination and identity construction for other technology teachers who want to improve their practices in teaching students who are Māori. This study describes a repositioning process of how I took ownership for self-improvement. To enable an emphasis for this, there is a particular focus on the Nature of Technology strand of the New Zealand Curriculum (Ministry of Education, 2007, 2017). Pacey (2001) discusses the possibilities of a more people-centred technology with a participatory, ethical experience of technology that values people as well as their environment. In Aotearoa New Zealand, a teacher is encouraged to take personal responsibility for their engagement with an official curriculum (MOE, 2007).
My students and I have embarked on a number of projects that are localised both within our community and in wider society. These projects required us to have an understanding of tikanga. Mead (2016) requires that for educators and leaders to be more effective in what they do, they need to know the protocols that are drawn from the basket of knowledge called tikanga. My research explores ways to aid teachers develop understandings of Te Ao Māori (The Māori world) and the cultural world of Māori learners, with a view to promoting teaching that engages respectfully with, the knowledge of tikanga Māori in New Zealand Technology classrooms.
I have completed many years of teaching, much of which has been in the curriculum area of Technology. I have managed this with only a limited amount of supporting knowledge and understanding of how tikanga Māori could be appropriately and meaningfully, woven into my practice and the practice of my fellow Technology teachers as a result of my leadership. I am non-Māori and have practised as a teacher in New Zealand secondary schools for 29 years. Together with my students, we recently completed a number of Technology projects that involved learning about significant aspects of Māori culture including tikanga Māori. One whole school technology project was to build Te Whare Iti o Te Ako (The Small House of Learning) for our local early childhood centre. Because of this project and other related experiences, I have had the chance to reflect at a very personal level. I have had the opportunity to identify the gaps in my understanding of indigenous knowledge, but also through students participating in these projects, I have witnessed a tremendous engagement of curiosity for learning from both Māori and non- Māori about tikanga Māori. Accordingly, this research study seeks to answer the following questions and supports my intention to become more effective in what I do and how I practise as a non-Māori teacher with both Māori and non-Māori learners.
● As a non-Māori teacher, what did I learn about and from, including tikanga Māori into my pedagogical praxis as a teacher of technology?
o Who did I learn this from and how did I learn this?
o In what ways did these experiences contribute to my understandings of Te Ao Māori?
o How might my experiences support other teachers of technology?
I use Autoethnography to undertake this research which allows me to produce meaningful, accessible and evocative research that is grounded in personal experience (Ellis, Adams & Bochner 2011).

year: 2019