title: Relationship between manufacturing and properties of vacuum sintered Ti and Ti-6Al-7Nb

authors: Bolzoni, Leandro

abstract: Titanium alloys are ideal for a great range of engineering applications; however, their high manufacturing costs hinder their widespread use. This study investigates the relationship between the processing and properties of representative Ti-based materials manufactured via powder metallurgy in order to reduce the manufacturing costs. This is possible as powder metallurgy techniques are near-net shape processes with high yield of material. It is found that the relative density increases with the sintering temperature, and it is slightly higher for longer processing times, reaching values in the 94–97% range. Moreover, homogeneous microstructures are obtained for all the conditions investigated, achieving an equiaxed microstructure for Ti and the typical lamellar structure for the Ti-6Al-7Nb alloy. However, the increment of the temperature also leads to a higher amount of interstitial pick-up, with a maximum increment of 0.21 wt.% and 0.028 wt.% for oxygen and nitrogen, respectively. The highest properties achieved for Ti and Ti-6Al-7Nb are 272 HV (hardness), 17.9 W/m·K (thermal conductivity), and 62.7 μohm·cm (electrical resistivity) and 336 HV, 6.9 W/m·K, and 180 μohm·cm, respectively.

text: Relationship between manufacturing and properties of vacuum sintered Ti and Ti-6Al-7Nb Titanium alloys are ideal for a great range of engineering applications; however, their high manufacturing costs hinder their widespread use. This study investigates the relationship between the processing and properties of representative Ti-based materials manufactured via powder metallurgy in order to reduce the manufacturing costs. This is possible as powder metallurgy techniques are near-net shape processes with high yield of material. It is found that the relative density increases with the sintering temperature, and it is slightly higher for longer processing times, reaching values in the 94–97% range. Moreover, homogeneous microstructures are obtained for all the conditions investigated, achieving an equiaxed microstructure for Ti and the typical lamellar structure for the Ti-6Al-7Nb alloy. However, the increment of the temperature also leads to a higher amount of interstitial pick-up, with a maximum increment of 0.21 wt.% and 0.028 wt.% for oxygen and nitrogen, respectively. The highest properties achieved for Ti and Ti-6Al-7Nb are 272 HV (hardness), 17.9 W/m·K (thermal conductivity), and 62.7 μohm·cm (electrical resistivity) and 336 HV, 6.9 W/m·K, and 180 μohm·cm, respectively.

year: 2022

title: School curriculum and outdoor education. Part 1: Early childhood and primary school

authors: Cosgriff, Marg

abstract: Th is chapter explores broad possibilities for learning outdoors in formal education contexts.
In part one we set the scene for the chapter by examining contemporary curricula in the early childhood and school sectors. National curriculum documents are introduced to look at the vision and ‘big picture’ direction they suggest for outdoor education practice. Attention then turns to consider outdoor education initiatives in early childhood settings, with examples drawn from programmes to illustrate the unique and practical ways in which they ‘walk the talk’ of student-centred, bicultural, holistic, and sustainable approaches. Th e discussion moves to consider the opportunities the primary school context aff ords for outdoor education that deliberately focuses on students’ relationships with the outdoor places they inhabit. Examples such as the well established Enviro-Schools programme and integrated units of learning are outlined to illustrate what we consider to be the heart of this forward looking outdoor education.
In part two, the focus moves to outdoor education in the secondary school. While the distinctiveness of the secondary setting with its associated compartmentalised, subject-focused curriculum is initially acknowledged, the focus broadens to consider a range of factors or enablers of innovative outdoor education practice. As with part one, examples of ‘real’ curricula, co-curricula, and extra-curricula programmes are featured. Th ese examples provide powerful guides for outdoor educators seeking to rethink, refi ne and reshape their students’ outdoor learning experiences in ways that enable them to enjoy, understand, and act for the environments in which they live and move. In sum, this chapter explores a vision of a more sustainable outdoor education future.

text: School curriculum and outdoor education. Part 1: Early childhood and primary school Th is chapter explores broad possibilities for learning outdoors in formal education contexts.
In part one we set the scene for the chapter by examining contemporary curricula in the early childhood and school sectors. National curriculum documents are introduced to look at the vision and ‘big picture’ direction they suggest for outdoor education practice. Attention then turns to consider outdoor education initiatives in early childhood settings, with examples drawn from programmes to illustrate the unique and practical ways in which they ‘walk the talk’ of student-centred, bicultural, holistic, and sustainable approaches. Th e discussion moves to consider the opportunities the primary school context aff ords for outdoor education that deliberately focuses on students’ relationships with the outdoor places they inhabit. Examples such as the well established Enviro-Schools programme and integrated units of learning are outlined to illustrate what we consider to be the heart of this forward looking outdoor education.
In part two, the focus moves to outdoor education in the secondary school. While the distinctiveness of the secondary setting with its associated compartmentalised, subject-focused curriculum is initially acknowledged, the focus broadens to consider a range of factors or enablers of innovative outdoor education practice. As with part one, examples of ‘real’ curricula, co-curricula, and extra-curricula programmes are featured. Th ese examples provide powerful guides for outdoor educators seeking to rethink, refi ne and reshape their students’ outdoor learning experiences in ways that enable them to enjoy, understand, and act for the environments in which they live and move. In sum, this chapter explores a vision of a more sustainable outdoor education future.

year: 2011

title: Weaving the mat of Māori and Pacific learner success

authors: Tiakiwai, Sarah-Jane

subjects: Supporting learners, Pacific learner success, Māori learner success, higher education

abstract: The mat we are trying to weave at the University of Waikato to address educational outcomes, disparities and inequities in education for Māori and Pacific learners will weave rich data, stories and experience. Our goal is to use data to be better informed about what works for Māori and Pacific learners and what does not. Data is useful in building a more complete picture of what is happening to students, but student voice and previous research that has already captured the voices of Māori and Pacific experts, educators, students, families and communities can tell us more about why we are getting these outcomes. As we harness data to improve our knowledge, we must not forget the stories already in the mat and the stories being woven in the mat, for the stories are the gold.

This report details our work on this data-informed rather than data-driven project. It discusses how improved data and data analytic capability enhanced our understanding of the literature on Māori and Pacific learner success and the experience of Māori and Pacific learners at UoW. Our research and the report, however, also unapologetically privilege case studies through literature and Māori and Pacific student voices. We lay out the various materials – data, literature and voice – that will form our mat with this in mind, weaving them together in order to achieve better outcomes for Māori and Pacific learners at our university. These learners are the why of this mahi. Their success will create a beautiful pattern in the
weave.

text: Weaving the mat of Māori and Pacific learner success The mat we are trying to weave at the University of Waikato to address educational outcomes, disparities and inequities in education for Māori and Pacific learners will weave rich data, stories and experience. Our goal is to use data to be better informed about what works for Māori and Pacific learners and what does not. Data is useful in building a more complete picture of what is happening to students, but student voice and previous research that has already captured the voices of Māori and Pacific experts, educators, students, families and communities can tell us more about why we are getting these outcomes. As we harness data to improve our knowledge, we must not forget the stories already in the mat and the stories being woven in the mat, for the stories are the gold.

This report details our work on this data-informed rather than data-driven project. It discusses how improved data and data analytic capability enhanced our understanding of the literature on Māori and Pacific learner success and the experience of Māori and Pacific learners at UoW. Our research and the report, however, also unapologetically privilege case studies through literature and Māori and Pacific student voices. We lay out the various materials – data, literature and voice – that will form our mat with this in mind, weaving them together in order to achieve better outcomes for Māori and Pacific learners at our university. These learners are the why of this mahi. Their success will create a beautiful pattern in the
weave.

year: 2022-06