title: Characterisation of rechargeable batteries

authors: Farrow, Vance

subjects: batteries

abstract: There is a need for an improved method of detecting changes in battery state-of-health. Current methods are inaccurate and lead to early battery retirement and low consumer trust due to public failures of battery management systems such as those in the Nissan Leaf. Recent developments in battery modelling suggest the potential for small signal, ultralow-frequency measurements that will allow the reliable detection of changes in battery state-of-health. 
To verify this method of determining state-of-health an experiment has been performed. Systematic measurement and degradation of the state-of-health of a battery through cycling, and regular measurements of the low frequency impedance, has provided conclusive evidence in support of the proposed method of detecting changes in state-of-health. For the purpose of running this experiment, and others like it in the future, tools have been developed for the systematic degradation and measurement of battery state-of-health, and for taking ultralow-frequency measurements to detect changes in state-of-health.

text: Characterisation of rechargeable batteries There is a need for an improved method of detecting changes in battery state-of-health. Current methods are inaccurate and lead to early battery retirement and low consumer trust due to public failures of battery management systems such as those in the Nissan Leaf. Recent developments in battery modelling suggest the potential for small signal, ultralow-frequency measurements that will allow the reliable detection of changes in battery state-of-health. 
To verify this method of determining state-of-health an experiment has been performed. Systematic measurement and degradation of the state-of-health of a battery through cycling, and regular measurements of the low frequency impedance, has provided conclusive evidence in support of the proposed method of detecting changes in state-of-health. For the purpose of running this experiment, and others like it in the future, tools have been developed for the systematic degradation and measurement of battery state-of-health, and for taking ultralow-frequency measurements to detect changes in state-of-health.

year: 2020

title: Stimulation of TNF-α release in monocytes by honey

authors: Tonks, A.

subjects: honey

abstract: Although evidence exists for the antibacterial effects of honey there is limited objective evidence for direct promotion of healing. We investigated the effect of manuka, pasture and an artificial honey on macrophage function. Reactive oxygen intermediate (ROI) production was assessed by luminol enhanced chemoluminescence and tumour necrosis factor-alpha (TNF-α) release was determined by immunoassay. ROI production was significantly (P<0.001) decreased by pasture honey and manuka honey. TNF-α release was significantly enhanced (P<0.001) in unprimed MM6 cells by manuka and pasture honey but was not altered in primed cells. These results could explain the suggested therapeutic properties of honey in promoting wound healing.

text: Stimulation of TNF-α release in monocytes by honey Although evidence exists for the antibacterial effects of honey there is limited objective evidence for direct promotion of healing. We investigated the effect of manuka, pasture and an artificial honey on macrophage function. Reactive oxygen intermediate (ROI) production was assessed by luminol enhanced chemoluminescence and tumour necrosis factor-alpha (TNF-α) release was determined by immunoassay. ROI production was significantly (P<0.001) decreased by pasture honey and manuka honey. TNF-α release was significantly enhanced (P<0.001) in unprimed MM6 cells by manuka and pasture honey but was not altered in primed cells. These results could explain the suggested therapeutic properties of honey in promoting wound healing.

year: 2001

title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016