title: A review of recent developments in natural fibre composites and their mechanical performance

authors: Pickering, Kim L.

subjects: B. Mechanical properties

abstract: Recently, there has been a rapid growth in research and innovation in the natural fibre composite (NFC) area. Interest is warranted due to the advantages of these materials compared to others, such as synthetic fibre composites, including low environmental impact and low cost and support their potential across a wide range of applications. Much effort has gone into increasing their mechanical performance to extend the capabilities and applications of this group of materials. This review aims to provide an overview of the factors that affect the mechanical performance of NFCs and details achievements made with them.

text: A review of recent developments in natural fibre composites and their mechanical performance Recently, there has been a rapid growth in research and innovation in the natural fibre composite (NFC) area. Interest is warranted due to the advantages of these materials compared to others, such as synthetic fibre composites, including low environmental impact and low cost and support their potential across a wide range of applications. Much effort has gone into increasing their mechanical performance to extend the capabilities and applications of this group of materials. This review aims to provide an overview of the factors that affect the mechanical performance of NFCs and details achievements made with them.

year: 2015-01-01

title: Pedological and some other soil-related activities within the Earth sciences discipline at the University of Waikato, Hamilton, New Zealand − the first 50 years (1969-2018)

authors: Lowe, David J.

subjects: pedology

abstract: We outline teaching and research activities relating to pedology and soil survey, and some other soil-related work involving geomechanics, both in New Zealand and Antarctica, carried out by staff and students in the Earth Sciences discipline at the University of Waikato for the 50-year period from 1969 to 2018. Key features include: (i) the insightful multi-disciplinary approach using a new Earth sciences’ framework that was enacted at the outset by founding professor John D. McCraw and colleagues Michael J. Selby and Harry S. Gibbs in particular; (ii) the development of teaching and research strengths in pedology, especially involving tephra-derived soils and soil stratigraphy in the central North Island, and the concomitant advancement of prowessness in Quaternary tephrostratigraphy and tephrochronology; (iii) the development of expertise in slope studies and rock and soil mechanics (geomechanics, engineering geology), with specialist advancements regarding pyroclastic and associated reworked deposits and altered products; (iv) pathfinding research involving classical soil surveying and the subsequent growth of the use of GIS and geostatistical tools, which aided the eventual development of digital soil mapping beyond the university, and their application to a wide range of disciplines including geomorphology, sustainable plantation forestry, agriculture, and horticulture; (v) growth of expertise in multiple aspects of studies on wetlands (peatlands, lakes), and in environmental and carbon- and nitrogen-flux based research; (vi) pioneering and enduring research in Antarctica including soil surveying and studies on human impacts; and (vii) the successful development of an effective postgraduate school encompassing pedology, soil science, and geomechanics (amongst other disciplines). Waikato students have received around one half of the New Zealand Society of Soil Science annual awards for ‘best masterate thesis’, and around one third for ‘best doctoral thesis’ since 1976. In addition, staff and students in the department have led or contributed to many regional, national, and international conferences and associated field trips involving soils or Earth sciences, to the development of the “New Zealand Soil Classification”, and to the discipline of pedology in many other ways including serving as editors and in professional societies.

text: Pedological and some other soil-related activities within the Earth sciences discipline at the University of Waikato, Hamilton, New Zealand − the first 50 years (1969-2018) We outline teaching and research activities relating to pedology and soil survey, and some other soil-related work involving geomechanics, both in New Zealand and Antarctica, carried out by staff and students in the Earth Sciences discipline at the University of Waikato for the 50-year period from 1969 to 2018. Key features include: (i) the insightful multi-disciplinary approach using a new Earth sciences’ framework that was enacted at the outset by founding professor John D. McCraw and colleagues Michael J. Selby and Harry S. Gibbs in particular; (ii) the development of teaching and research strengths in pedology, especially involving tephra-derived soils and soil stratigraphy in the central North Island, and the concomitant advancement of prowessness in Quaternary tephrostratigraphy and tephrochronology; (iii) the development of expertise in slope studies and rock and soil mechanics (geomechanics, engineering geology), with specialist advancements regarding pyroclastic and associated reworked deposits and altered products; (iv) pathfinding research involving classical soil surveying and the subsequent growth of the use of GIS and geostatistical tools, which aided the eventual development of digital soil mapping beyond the university, and their application to a wide range of disciplines including geomorphology, sustainable plantation forestry, agriculture, and horticulture; (v) growth of expertise in multiple aspects of studies on wetlands (peatlands, lakes), and in environmental and carbon- and nitrogen-flux based research; (vi) pioneering and enduring research in Antarctica including soil surveying and studies on human impacts; and (vii) the successful development of an effective postgraduate school encompassing pedology, soil science, and geomechanics (amongst other disciplines). Waikato students have received around one half of the New Zealand Society of Soil Science annual awards for ‘best masterate thesis’, and around one third for ‘best doctoral thesis’ since 1976. In addition, staff and students in the department have led or contributed to many regional, national, and international conferences and associated field trips involving soils or Earth sciences, to the development of the “New Zealand Soil Classification”, and to the discipline of pedology in many other ways including serving as editors and in professional societies.

year: 2018

title: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens

authors: Wearmouth, Janice

subjects: restorative practice

abstract: The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

text: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

year: 2012