title: Sustainable composite fused deposition modelling filament using post-consumer recycled polypropylene

authors: Pickering, Kim L.

abstract: Post-consumer recycled polypropylene (PP) with differing harakeke and hemp fibre contents was used to fabricate a range of 3D printing feedstock filaments. The most successful filaments in terms of tensile properties contained 30 wt % harakeke and had a tensile strength and Young’s modulus of 41 MPa and 3.8 GPa respectively. Comparing these results to those of post-consumer recycled PP filament, showed improvements in tensile strength and Young’s modulus of 77% and 275%. The composite that showed the least shrinkage consisted of 30 wt % harakeke with a shrinkage value of 0.34% corresponding to a net reduction of 84% relative to post-consumer PP.

text: Sustainable composite fused deposition modelling filament using post-consumer recycled polypropylene Post-consumer recycled polypropylene (PP) with differing harakeke and hemp fibre contents was used to fabricate a range of 3D printing feedstock filaments. The most successful filaments in terms of tensile properties contained 30 wt % harakeke and had a tensile strength and Young’s modulus of 41 MPa and 3.8 GPa respectively. Comparing these results to those of post-consumer recycled PP filament, showed improvements in tensile strength and Young’s modulus of 77% and 275%. The composite that showed the least shrinkage consisted of 30 wt % harakeke with a shrinkage value of 0.34% corresponding to a net reduction of 84% relative to post-consumer PP.

year: 2017

title: A Meta-Analysis of interventions to reduce disruptive behaviour in classroom settings

authors: Frame, Belinda

subjects: classroom management

abstract: I conducted a meta-analysis of 48 single-case and small-group experimental design studies from 1997 to 2024 that investigated interventions to reduce disruptive behaviour in classroom settings. I extracted data from graphs displaying behavioural data resulting from interventions to reduce disruptive behaviour and then I calculated Tau-U effect sizes. A total of 180 effect sizes from the 48 studies produced a total mean effect size of -0.82 indicating that 82% of students experienced a reduction in their disruptive behaviour. Interventions designed for individual students produced a very large mean effect size (ES = -0.85, SD = 0.31) compared to class-wide strategies (ES = -0.76, SD = 0.30). The most prevalent intervention was group contingencies included in 13 studies. The most utilised intervention within this group was the Good Behaviour Game. All interventions provided in the studies included in this meta-analysis resulted in a reduction in disruptive behaviour, however not all interventions had a strong representation across the studies and therefore have limitations. A small number of experiments trialling an intervention may produce a large effect size, however, due to the need for replication to evoke confidence in the efficacy of an intervention, these results are tentative at best. There is also a strong theme for more training for teachers in classroom management skills as many teachers are reporting that they are not equipped for managing disruptive behaviour in the classroom.

text: A Meta-Analysis of interventions to reduce disruptive behaviour in classroom settings I conducted a meta-analysis of 48 single-case and small-group experimental design studies from 1997 to 2024 that investigated interventions to reduce disruptive behaviour in classroom settings. I extracted data from graphs displaying behavioural data resulting from interventions to reduce disruptive behaviour and then I calculated Tau-U effect sizes. A total of 180 effect sizes from the 48 studies produced a total mean effect size of -0.82 indicating that 82% of students experienced a reduction in their disruptive behaviour. Interventions designed for individual students produced a very large mean effect size (ES = -0.85, SD = 0.31) compared to class-wide strategies (ES = -0.76, SD = 0.30). The most prevalent intervention was group contingencies included in 13 studies. The most utilised intervention within this group was the Good Behaviour Game. All interventions provided in the studies included in this meta-analysis resulted in a reduction in disruptive behaviour, however not all interventions had a strong representation across the studies and therefore have limitations. A small number of experiments trialling an intervention may produce a large effect size, however, due to the need for replication to evoke confidence in the efficacy of an intervention, these results are tentative at best. There is also a strong theme for more training for teachers in classroom management skills as many teachers are reporting that they are not equipped for managing disruptive behaviour in the classroom.

year: 2025

title: Kaupapa Maori research: An indigenous approach to creating knowledge

authors: Bishop, Russell

subjects: Maori

abstract: This paper seeks to identify how issues of epistemological racism are addressed in practice
within an indigenous Kaupapa (philosophy) Maori approach to research, and how such
considerations may impact on the Western trained and positioned researcher. One fundamental
understanding to a Kaupapa Maori approach to research is that it is the discursive practice
that is Kaupapa Maori that positions researchers in such a way as to operationalise selfdetermination
(agentic positioning and behaviour) for research participants. This is because the
cultural aspirations, understandings and practices of Maori people implement and organise the
research process. Further, the research issues of power; initiation, benefits, representation,
legitimation, and accountability are addressed and understood in practice by practitioners of
Kaupapa Maori research through the development of a participatory mode of consciousness.

text: Kaupapa Maori research: An indigenous approach to creating knowledge This paper seeks to identify how issues of epistemological racism are addressed in practice
within an indigenous Kaupapa (philosophy) Maori approach to research, and how such
considerations may impact on the Western trained and positioned researcher. One fundamental
understanding to a Kaupapa Maori approach to research is that it is the discursive practice
that is Kaupapa Maori that positions researchers in such a way as to operationalise selfdetermination
(agentic positioning and behaviour) for research participants. This is because the
cultural aspirations, understandings and practices of Maori people implement and organise the
research process. Further, the research issues of power; initiation, benefits, representation,
legitimation, and accountability are addressed and understood in practice by practitioners of
Kaupapa Maori research through the development of a participatory mode of consciousness.

year: 1999