title: Analysis of mechanical properties of hemp fibre reinforced unsaturated polyester composites

authors: Sawpan, Moyeenuddin Ahmad

subjects: Hemp fibre

abstract: Different chemically treated hemp fibre reinforced unsaturated polyester composites were investigated over a range of fibre content (0–60 wt%). Although Young’s modulus of all the short fibre reinforced unsaturated polyester composites was found to be higher than that of unreinforced unsaturated polyester; however, tensile strength of the composites exceeded that of the unsaturated polyester matrix only for the combined alkali- and silane-treated fibre composites at 40 wt% fibre content. The decrease in tensile strength of the composites could be attributed to stress concentrations caused by the fibres in conjunction with the brittle matrix. Impact strength of all the treated fibre composites was higher than that of the untreated fibre composites at all fibre contents. KIc and GIc of the composites decreased initially and thenincreased as the fibre content increased because more and more fibres being available to pull-out. The mechanical properties of the composites were increased further due to the alignment of long fibres.

text: Analysis of mechanical properties of hemp fibre reinforced unsaturated polyester composites Different chemically treated hemp fibre reinforced unsaturated polyester composites were investigated over a range of fibre content (0–60 wt%). Although Young’s modulus of all the short fibre reinforced unsaturated polyester composites was found to be higher than that of unreinforced unsaturated polyester; however, tensile strength of the composites exceeded that of the unsaturated polyester matrix only for the combined alkali- and silane-treated fibre composites at 40 wt% fibre content. The decrease in tensile strength of the composites could be attributed to stress concentrations caused by the fibres in conjunction with the brittle matrix. Impact strength of all the treated fibre composites was higher than that of the untreated fibre composites at all fibre contents. KIc and GIc of the composites decreased initially and thenincreased as the fibre content increased because more and more fibres being available to pull-out. The mechanical properties of the composites were increased further due to the alignment of long fibres.

year: 2013

title: An argument for school-funded counselling for children in Years 1-8

authors: Flanagan, Paul G.

subjects: children

abstract: Overview – we know that children can benefit from counselling in schools;  Why not provide counselling more freely in Years 1-8?
This presentation gives evidence of the need for mental health and wellbeing support services for children in Years 1-8 in Aotearoa New Zealand
It also presents evidence of the benefits to children (and families and schools) from counselling, including to their mental health and school learning and attendance outcomes.
Lasty, it proposes an argument for school-funded counselling for children in Years 1-8 (as is the case for young people in Years 9-13)

text: An argument for school-funded counselling for children in Years 1-8 Overview – we know that children can benefit from counselling in schools;  Why not provide counselling more freely in Years 1-8?
This presentation gives evidence of the need for mental health and wellbeing support services for children in Years 1-8 in Aotearoa New Zealand
It also presents evidence of the benefits to children (and families and schools) from counselling, including to their mental health and school learning and attendance outcomes.
Lasty, it proposes an argument for school-funded counselling for children in Years 1-8 (as is the case for young people in Years 9-13)

year: 2025-11-11

title: Listening to the Winds of Change: Assessing culturally responsive and relational pedagogy

authors: Thin-Rabb, Polly

subjects: Culturally responsive and relational pedagogy

abstract: This thesis examines how the Rongohia te Hau tools were used to capture a snapshot of the extent that culturally responsive and relational pedagogies were occurring within classrooms in two English-medium secondary schools in Aotearoa, New Zealand. In this study, school leaders used Rongohia te Hau to measure changes in the educational experiences of Māori learners over twelve to eighteen-months, to prioritise next steps in addressing the educational inequities that were evident. 

With the contribution of teachers, leaders and kaitoro (Kia Eke Panuku facilitators), this research investigates the purpose and place of Rongohia te Hau within the Kia Eke Panuku professional learning and development context. It also presents and discusses the pedagogical shifts that occurred in these two schools over the period of this research, as evidenced by quantitative and qualitative Rongohia te Hau data. Furthermore, the learning implications that arose out of this research are analysed to help generate new questions and considerations, to enable continuing conversations for these schools, other schools, professional learning and development providers and researchers.

text: Listening to the Winds of Change: Assessing culturally responsive and relational pedagogy This thesis examines how the Rongohia te Hau tools were used to capture a snapshot of the extent that culturally responsive and relational pedagogies were occurring within classrooms in two English-medium secondary schools in Aotearoa, New Zealand. In this study, school leaders used Rongohia te Hau to measure changes in the educational experiences of Māori learners over twelve to eighteen-months, to prioritise next steps in addressing the educational inequities that were evident. 

With the contribution of teachers, leaders and kaitoro (Kia Eke Panuku facilitators), this research investigates the purpose and place of Rongohia te Hau within the Kia Eke Panuku professional learning and development context. It also presents and discusses the pedagogical shifts that occurred in these two schools over the period of this research, as evidenced by quantitative and qualitative Rongohia te Hau data. Furthermore, the learning implications that arose out of this research are analysed to help generate new questions and considerations, to enable continuing conversations for these schools, other schools, professional learning and development providers and researchers.

year: 2017