title: Improving polypropylene matrix composites reinforced with aligned hemp fibre mats using high fibre contents

authors: Sunny, Tom

abstract: The main goal of this study was to improve the mechanical performance of polypropylene (PP) matrix composites through high hemp fibre content. In order to achieve high fibre content, the possibilities of different polymer sheet thicknesses and stacking arrangements were investigated. It was found that decreasing the overall thickness of fibre mats between two polymer sheets within the stacking arrangements of composites and so decreasing the distance the polymer needs to travel improved the fibre wetting and therefore improved the tensile properties. The strongest composite produced had a fibre content of about 60 wt%. At this fibre content, tensile strength and Young’s modulus of the composites were found to be 3.0 and 6.9 times, respectively, higher than the control samples (polymer only samples), while figures for flexural strength and flexural modulus were 3.4 and 3.6, respectively.

text: Improving polypropylene matrix composites reinforced with aligned hemp fibre mats using high fibre contents The main goal of this study was to improve the mechanical performance of polypropylene (PP) matrix composites through high hemp fibre content. In order to achieve high fibre content, the possibilities of different polymer sheet thicknesses and stacking arrangements were investigated. It was found that decreasing the overall thickness of fibre mats between two polymer sheets within the stacking arrangements of composites and so decreasing the distance the polymer needs to travel improved the fibre wetting and therefore improved the tensile properties. The strongest composite produced had a fibre content of about 60 wt%. At this fibre content, tensile strength and Young’s modulus of the composites were found to be 3.0 and 6.9 times, respectively, higher than the control samples (polymer only samples), while figures for flexural strength and flexural modulus were 3.4 and 3.6, respectively.

year: 2022

title: Applications of Implicit Praise in the Classroom

authors: Frank, Tenille

subjects: implicit praise

abstract: Sharpley (1985) showed that the use of implicit praise for a behaviour that had previously been praised directly would have extinction effects. To replicate this, the order of the praise given (direct or implicit) was varied, with three groups within a classroom of twenty-seven children aged 7-8 years. Results do not support Sharpley (1985); however, a statistically significant increase in academic performance was produced through the implementation of direct praise. Sharpley's (1985) also predicted that this effect would be observed in classrooms. To further examine this, observations were conducted across classrooms with children of various ages to determine the type of praise used by teachers and the temporal order of this praise. The results show that implicit praise was not typically used for behaviours that had been previously praised directly, and when this order of praise did occur, the results were not negative or extinguishing as Sharpley (1985) argued. The results also show that when implicit praise was used by teachers, it included a description of the behaviour that was being praised. Next the implicit effects of descriptive praise were investigated, with thirty-four children aged 7-8 years across two classrooms. The results suggest that this use of descriptive praise successfully increased the occurrence of a specific novel behaviour in children within close proximity to a target child that was praised for demonstrating that novel behaviour.

text: Applications of Implicit Praise in the Classroom Sharpley (1985) showed that the use of implicit praise for a behaviour that had previously been praised directly would have extinction effects. To replicate this, the order of the praise given (direct or implicit) was varied, with three groups within a classroom of twenty-seven children aged 7-8 years. Results do not support Sharpley (1985); however, a statistically significant increase in academic performance was produced through the implementation of direct praise. Sharpley's (1985) also predicted that this effect would be observed in classrooms. To further examine this, observations were conducted across classrooms with children of various ages to determine the type of praise used by teachers and the temporal order of this praise. The results show that implicit praise was not typically used for behaviours that had been previously praised directly, and when this order of praise did occur, the results were not negative or extinguishing as Sharpley (1985) argued. The results also show that when implicit praise was used by teachers, it included a description of the behaviour that was being praised. Next the implicit effects of descriptive praise were investigated, with thirty-four children aged 7-8 years across two classrooms. The results suggest that this use of descriptive praise successfully increased the occurrence of a specific novel behaviour in children within close proximity to a target child that was praised for demonstrating that novel behaviour.

year: 2009

title: Supervising research in Māori cultural contexts: a decolonizing, relational response

authors: Berryman, Mere

abstract: We have collaborated for 25 years as indigenous Māori and non- Māori researchers undertaking research with Māori families, their schools and communities. We have endeavored to meet our responsibilities to the Māori people (indigenous inhabitants of New Zealand) and communities with whom we have researched, as well as meet the requirements and responsibilities of our academic institutions. In this paper, we reflect on the implications of these responsibilities for our work as supervisors of master’s and doctoral students (Māori and non-Māori) who seek to draw on decolonizing methodologies as they undertake research in Māori cultural contexts. We draw on the experiences and interactions we have had with four different postgraduate students whose research on improving educational outcomes for Māori students has required them to engage and participate in Māori cultural contexts.

text: Supervising research in Māori cultural contexts: a decolonizing, relational response We have collaborated for 25 years as indigenous Māori and non- Māori researchers undertaking research with Māori families, their schools and communities. We have endeavored to meet our responsibilities to the Māori people (indigenous inhabitants of New Zealand) and communities with whom we have researched, as well as meet the requirements and responsibilities of our academic institutions. In this paper, we reflect on the implications of these responsibilities for our work as supervisors of master’s and doctoral students (Māori and non-Māori) who seek to draw on decolonizing methodologies as they undertake research in Māori cultural contexts. We draw on the experiences and interactions we have had with four different postgraduate students whose research on improving educational outcomes for Māori students has required them to engage and participate in Māori cultural contexts.

year: 2017