title: Manipulating morphology in thermoplastic protein/polyester blends for improved impact strength

authors: Smith, Matthew J.

subjects: Science & Technology

abstract: Novatein thermoplastic protein was blended with 10 wt% poly(butylene adipate- co- terephthalate) (PBAT) compatibilized with Joncryl ADR- 4368 and 2- methylimidazole (2MI). Morphology was tailored for favorable impact strength through changing vis-cosity ratio (λ) and interfacial tension (γ12). For uncompatibilized blends, λ decreased and γ12 increased with increasing Novatein water content, whereas compatibilizers caused a decrease in both λ and γ12. PBAT continuity was high when uncompatibi-lized, but dispersion improved with decreasing λ and increasing γ12. The dispersed domain size decreased in all compatibilized blends; PBAT continuity was lowest in samples with the smallest λ. Compatibilized blends had higher impact strength than Novatein  and  uncompatibilized  blends  through  improved  interfacial  adhesion,  smaller domain size, and increased dispersion. By altering λ and γ12, and with ap-propriate  chemical  interaction,  a  morphology  can  be  created  for  improved  impact  strength.  Increasing  PBAT  content  showed  further  increases  in  impact  strength;  however, a cocontinuous morphology formed, demonstrating that composition can override the effect of λ and γ12.

text: Manipulating morphology in thermoplastic protein/polyester blends for improved impact strength Novatein thermoplastic protein was blended with 10 wt% poly(butylene adipate- co- terephthalate) (PBAT) compatibilized with Joncryl ADR- 4368 and 2- methylimidazole (2MI). Morphology was tailored for favorable impact strength through changing vis-cosity ratio (λ) and interfacial tension (γ12). For uncompatibilized blends, λ decreased and γ12 increased with increasing Novatein water content, whereas compatibilizers caused a decrease in both λ and γ12. PBAT continuity was high when uncompatibi-lized, but dispersion improved with decreasing λ and increasing γ12. The dispersed domain size decreased in all compatibilized blends; PBAT continuity was lowest in samples with the smallest λ. Compatibilized blends had higher impact strength than Novatein  and  uncompatibilized  blends  through  improved  interfacial  adhesion,  smaller domain size, and increased dispersion. By altering λ and γ12, and with ap-propriate  chemical  interaction,  a  morphology  can  be  created  for  improved  impact  strength.  Increasing  PBAT  content  showed  further  increases  in  impact  strength;  however, a cocontinuous morphology formed, demonstrating that composition can override the effect of λ and γ12.

year: 2018-10-01

title: Student-centred curriculum integration in primary schools: Implementing democratic principles and practices

authors: Brough, Chris Jane

subjects: Curriculum Integration

abstract: Establishing more inclusive, democratic learning environments for students is receiving renewed attention in today’s educational climate. In New Zealand, the Ministry of Education (2007) advocated that students should be “active, visible members of the learning community” (p. 34). Student-centred curriculum integration is a curriculum design theory founded on democratic teaching pedagogy and practices. This approach places students at the centre of learning, involving them in classroom decisions and curriculum planning. Research reveals that while challenging to implement, student-centred integration has significant benefits for learners academically, socially and attitudinally. To date, research has predominantly been conducted internationally and has largely been confined to middle school or intermediate level. The aim of this study is to help redress the research gap by contributing to knowledge relating to the primary school sector. This project looks at what happens when teachers explore the democratic principles and practices inherent in student-centred curriculum integration. Past research indicated teachers found the power-sharing pedagogy challenging to implement, hence the project’s initial exploration of small democratic practices. Participatory action research (PAR) was considered the most appropriate methodology for this qualitative study as it concurred with the democratic pedagogy which underpinned the research issue. PAR allowed three novice teachers the opportunity to pose their own research questions and reflect on their practice. Mixed methods were used to collect data with interviews, informal discussions, focus group meetings, photographs, observations, and student work samples included. Case studies were utilised to provide an explanation of events. Findings from this study indicate that the implementation of student-centred curriculum integration provides a relevant, engaging and equitable learning environment for primary school students. The research revealed useful implementation strategies for teachers interested in adopting a more democratic teaching pedagogy. Strategies included taking time to establish democratic learning environments, involving students in classroom decisions, acting on students’ suggestions and asking empowering questions. This initial foundation provided the skill base and confidence which led teachers to plan collaboratively with students. This thesis therefore argues that student-centred curriculum integration is feasible in the primary-school setting and that the educational and social benefits indicate the approach justifies further research.

text: Student-centred curriculum integration in primary schools: Implementing democratic principles and practices Establishing more inclusive, democratic learning environments for students is receiving renewed attention in today’s educational climate. In New Zealand, the Ministry of Education (2007) advocated that students should be “active, visible members of the learning community” (p. 34). Student-centred curriculum integration is a curriculum design theory founded on democratic teaching pedagogy and practices. This approach places students at the centre of learning, involving them in classroom decisions and curriculum planning. Research reveals that while challenging to implement, student-centred integration has significant benefits for learners academically, socially and attitudinally. To date, research has predominantly been conducted internationally and has largely been confined to middle school or intermediate level. The aim of this study is to help redress the research gap by contributing to knowledge relating to the primary school sector. This project looks at what happens when teachers explore the democratic principles and practices inherent in student-centred curriculum integration. Past research indicated teachers found the power-sharing pedagogy challenging to implement, hence the project’s initial exploration of small democratic practices. Participatory action research (PAR) was considered the most appropriate methodology for this qualitative study as it concurred with the democratic pedagogy which underpinned the research issue. PAR allowed three novice teachers the opportunity to pose their own research questions and reflect on their practice. Mixed methods were used to collect data with interviews, informal discussions, focus group meetings, photographs, observations, and student work samples included. Case studies were utilised to provide an explanation of events. Findings from this study indicate that the implementation of student-centred curriculum integration provides a relevant, engaging and equitable learning environment for primary school students. The research revealed useful implementation strategies for teachers interested in adopting a more democratic teaching pedagogy. Strategies included taking time to establish democratic learning environments, involving students in classroom decisions, acting on students’ suggestions and asking empowering questions. This initial foundation provided the skill base and confidence which led teachers to plan collaboratively with students. This thesis therefore argues that student-centred curriculum integration is feasible in the primary-school setting and that the educational and social benefits indicate the approach justifies further research.

year: 2010

title: Ko te Pakiwaituhi Ko Au, Ko Au Ko te Pakiwaituhi: He Wewetenga o te Pakiwaituhi Tōra Mātātoa, He Whakapuakanga Pakiwaituhi Māori

authors: Ross, Kristin Cherie

subjects: Pakiwaituhi Māori

abstract: ARIĀ

Mai i ngā tau o te whitu tekau te pakanga a ētahi rōpū Māori kia rangona te Māori, kia kitea te Māori ki runga pouaka whakaata.  I kura takahi puni te whiua o rātou mā ki te Karauna kia whakamanahia tāna i oati ai i te Tiriti o Waitangi.  Otirā, ka tohua te Karauna ki te tiaki i ngā kura kāmehameha a te Māori, arā, ko te reo me ōna tikanga.  I kitea e rātou mā tētahi patanga oranga o tō tātou reo, o ā tātou tikanga mā te ao pāpāho.  E mara e, kua tuangahuru ngā tau e whakapāoho atu ana a Whakaata Māori mai i tōna whakarewanga i te tau 2004.  Nā aua kikopuku reo, nā aua mumu tikanga, nā aua matā mana motuhake i whai wāhi mai ai te Māori i te ao pāpāho, otirā, i te ao o te pouaka whakaata. 

Ka mutu, ko te ngako ia o tēnei tuhinga, he whakamahuki, he tirotiro, he ketuketu i te pakiwaituhi kōhungahunga, i a Dora the Explorer.  I whakamāorihia e Whakaata Māori ki a Tōra Mātātoa.  Mō te pakiwaituhi rongonui, kāhore he painga i a Tōra Mātātoa.  Kei te mātakitakihia e ngā iwi huhua ki ngā tōpito katoa o te ao.  Ko te pātai ia nā, he aha oti ngā ehunga Māori ka kitea, ka rangona rā roto mai i te pakiwaituhi kōhungahunga, i a Tōra Mātātoa?  Mā tēnei rangahau tonu e whakautu.  

Ko ngā pakiwaituhi katoa o Whakaata Māori mā te kōhungahunga he mea hanga e iwi kē atu i te Māori.  Ka mutu ka whakaarohia e tēnei rangahau ētahi huarahi e taea ai e tātou te whakaputa pakiwaituhi Māori mā te kōhungahunga.  Otirā, ka whakapua mai ai i tētahi pakiwaituhi Māori nāku tonu.  Ko tāku e whakapae nei, me kite ā tātou tamariki i a rātou anō rā roto mai i ngā pakiwaituhi.  Ko tāku e manako nei, kia kaha te iwi Māori ki te kimi huarahi e whakaputa ai i ā tātou ake pakiwaituhi nā te Māori, mā te Māori, mō te Māori. 

ABSTRACT

Since the 1970s select Māori groups have fought to be seen and heard in the broadcasting industry and particular television.  United and banded they challenged the Crown to honour what was promised to them in the Treaty of Waitangi.  They demanded that the Government maintain the Māori language and its customs.  They saw television as a means to retain and transmit our language and culture.  2014 marked the tenth year of broadcasting for Māori Television.  This prestigious achievement in Māori broadcasting was due to the efforts of our leaders who fought tirelessly to ensure our language and customs were and are maintained throughout broadcasting. 

The basis of this thesis is the analysis of the preschool animation, Dora the Explorer, which was broadcast and translated by Māori Television as Tōra Mātātoa.  Dora the Explorer is arguably the most famous preschool animation.  The show is watched by the masses all over the world. This thesis investigates the question; what representations of Māori are seen and heard in the preschool animation Tōra Mātātoa? 

All of the preschool animations shown on Māori Television have been created by non-Māori.  Therefore, the purpose of this research is to create new ways of thinking that will initiate the production of locally made preschool animation.  This thesis looks at a Māori animation example that I have created based on the findings of this research.  It is imperative that our children see themselves on the television screen.  I hope Māori actively seek avenues to ensure the production of preschool animation by Māori, for Māori and about Māori.

text: Ko te Pakiwaituhi Ko Au, Ko Au Ko te Pakiwaituhi: He Wewetenga o te Pakiwaituhi Tōra Mātātoa, He Whakapuakanga Pakiwaituhi Māori ARIĀ

Mai i ngā tau o te whitu tekau te pakanga a ētahi rōpū Māori kia rangona te Māori, kia kitea te Māori ki runga pouaka whakaata.  I kura takahi puni te whiua o rātou mā ki te Karauna kia whakamanahia tāna i oati ai i te Tiriti o Waitangi.  Otirā, ka tohua te Karauna ki te tiaki i ngā kura kāmehameha a te Māori, arā, ko te reo me ōna tikanga.  I kitea e rātou mā tētahi patanga oranga o tō tātou reo, o ā tātou tikanga mā te ao pāpāho.  E mara e, kua tuangahuru ngā tau e whakapāoho atu ana a Whakaata Māori mai i tōna whakarewanga i te tau 2004.  Nā aua kikopuku reo, nā aua mumu tikanga, nā aua matā mana motuhake i whai wāhi mai ai te Māori i te ao pāpāho, otirā, i te ao o te pouaka whakaata. 

Ka mutu, ko te ngako ia o tēnei tuhinga, he whakamahuki, he tirotiro, he ketuketu i te pakiwaituhi kōhungahunga, i a Dora the Explorer.  I whakamāorihia e Whakaata Māori ki a Tōra Mātātoa.  Mō te pakiwaituhi rongonui, kāhore he painga i a Tōra Mātātoa.  Kei te mātakitakihia e ngā iwi huhua ki ngā tōpito katoa o te ao.  Ko te pātai ia nā, he aha oti ngā ehunga Māori ka kitea, ka rangona rā roto mai i te pakiwaituhi kōhungahunga, i a Tōra Mātātoa?  Mā tēnei rangahau tonu e whakautu.  

Ko ngā pakiwaituhi katoa o Whakaata Māori mā te kōhungahunga he mea hanga e iwi kē atu i te Māori.  Ka mutu ka whakaarohia e tēnei rangahau ētahi huarahi e taea ai e tātou te whakaputa pakiwaituhi Māori mā te kōhungahunga.  Otirā, ka whakapua mai ai i tētahi pakiwaituhi Māori nāku tonu.  Ko tāku e whakapae nei, me kite ā tātou tamariki i a rātou anō rā roto mai i ngā pakiwaituhi.  Ko tāku e manako nei, kia kaha te iwi Māori ki te kimi huarahi e whakaputa ai i ā tātou ake pakiwaituhi nā te Māori, mā te Māori, mō te Māori. 

ABSTRACT

Since the 1970s select Māori groups have fought to be seen and heard in the broadcasting industry and particular television.  United and banded they challenged the Crown to honour what was promised to them in the Treaty of Waitangi.  They demanded that the Government maintain the Māori language and its customs.  They saw television as a means to retain and transmit our language and culture.  2014 marked the tenth year of broadcasting for Māori Television.  This prestigious achievement in Māori broadcasting was due to the efforts of our leaders who fought tirelessly to ensure our language and customs were and are maintained throughout broadcasting. 

The basis of this thesis is the analysis of the preschool animation, Dora the Explorer, which was broadcast and translated by Māori Television as Tōra Mātātoa.  Dora the Explorer is arguably the most famous preschool animation.  The show is watched by the masses all over the world. This thesis investigates the question; what representations of Māori are seen and heard in the preschool animation Tōra Mātātoa? 

All of the preschool animations shown on Māori Television have been created by non-Māori.  Therefore, the purpose of this research is to create new ways of thinking that will initiate the production of locally made preschool animation.  This thesis looks at a Māori animation example that I have created based on the findings of this research.  It is imperative that our children see themselves on the television screen.  I hope Māori actively seek avenues to ensure the production of preschool animation by Māori, for Māori and about Māori.

year: 2015