title: Making sense of health education in the Solomon Islands.

authors: Petrie, Kirsten Culhane

subjects: Solomon Islands

abstract: This article explores both the process and outcomes of a working Partnership between Solomon Islands College for Higher Education and the University of Waikato that explored the development of the initial teacher education health education courses. Through a process of co-construction and inquiry, teacher educators from the Solomon Islands and New Zealand developed a metaphorical context-specific model to represent understandings of health education in the Solomon Islands. The model and what this has meant for teaching and learning in health education at both SOE and in schools is examined.

text: Making sense of health education in the Solomon Islands. This article explores both the process and outcomes of a working Partnership between Solomon Islands College for Higher Education and the University of Waikato that explored the development of the initial teacher education health education courses. Through a process of co-construction and inquiry, teacher educators from the Solomon Islands and New Zealand developed a metaphorical context-specific model to represent understandings of health education in the Solomon Islands. The model and what this has meant for teaching and learning in health education at both SOE and in schools is examined.

year: 2011

title: An improved and robust finite element model for simulation of  cold-formed steel built-up beams

authors: Birwadkar, Harsh Hemant

subjects: Cold-formed steel

abstract: Cold-formed steel (CFS) built-up sections are increasingly utilized in structural applications due to their lightweight properties, high strength-to-weight ratio, and enhanced moment capacity, which can be further improved by adding stiffeners to the webs or flanges. Accurately determining the moment capacity of these sections is important for practical use. This can be achieved through experimental testing or finite element analysis (FEA) using a four-point bending setup. However, conducting full-scale experimental tests is both expensive and time-consuming, and developing a full-scale finite element (FE) model to replicate these tests can be computationally intensive. 

To address these challenges, this study introduces an accurate, efficient, and robust numerical method that replicates the behaviour of CFS built-up sections, applicable to both back-to-back and face-to-face configurations. The proposed numerical methodology demonstrates excellent agreement with available test results in terms of moment capacity and failure modes, highlighting its potential for determining the moment capacity of built-up sections. The study further investigates two cross-sectional types—stiffened nested and unstiffened nested—to evaluate their behaviour and moment capacity. 

The proposed simplified model was subsequently used in an extensive parametric study to determine the moment capacity of stiffened and unstiffened nested sections. Parameters considered in the study include varying section thicknesses (0.75 mm to 3.00 mm), web depths (150 mm to 600 mm), section configurations (nested and stiffened nested), and screw spacings (75 mm, 150 mm, and 300 mm). Given that existing design standards, such as those from the American Iron and Steel Institute (AISI 2016) and the Australian/New Zealand Standards (AS/NZS 2018), lack specific guidelines for calculating the moment capacity of these sections, this research aims to fill that gap. Furthermore, to simulate practical scenarios, models incorporating screws in the webs (screw-web model) were developed and compared against the simplified model. The results of the parametric study revealed that the moment capacity of the built-up sections is significantly influenced by section thickness, web depth, and section configuration. Screw spacing, however, had a less significant impact. Notably, the moment capacity of the screw-web model was lower than that of the simplified model, emphasizing the importance of bimoment and warping deformation in connection design. 

The study concludes that the developed simplified model provides a computationally efficient tool for predicting the moment capacity of built-up beams, offering valuable insights for designers and engineers. Additionally, the nested section configuration is recommended for achieving higher moment capacity compared to the stiffened nested section.

text: An improved and robust finite element model for simulation of  cold-formed steel built-up beams Cold-formed steel (CFS) built-up sections are increasingly utilized in structural applications due to their lightweight properties, high strength-to-weight ratio, and enhanced moment capacity, which can be further improved by adding stiffeners to the webs or flanges. Accurately determining the moment capacity of these sections is important for practical use. This can be achieved through experimental testing or finite element analysis (FEA) using a four-point bending setup. However, conducting full-scale experimental tests is both expensive and time-consuming, and developing a full-scale finite element (FE) model to replicate these tests can be computationally intensive. 

To address these challenges, this study introduces an accurate, efficient, and robust numerical method that replicates the behaviour of CFS built-up sections, applicable to both back-to-back and face-to-face configurations. The proposed numerical methodology demonstrates excellent agreement with available test results in terms of moment capacity and failure modes, highlighting its potential for determining the moment capacity of built-up sections. The study further investigates two cross-sectional types—stiffened nested and unstiffened nested—to evaluate their behaviour and moment capacity. 

The proposed simplified model was subsequently used in an extensive parametric study to determine the moment capacity of stiffened and unstiffened nested sections. Parameters considered in the study include varying section thicknesses (0.75 mm to 3.00 mm), web depths (150 mm to 600 mm), section configurations (nested and stiffened nested), and screw spacings (75 mm, 150 mm, and 300 mm). Given that existing design standards, such as those from the American Iron and Steel Institute (AISI 2016) and the Australian/New Zealand Standards (AS/NZS 2018), lack specific guidelines for calculating the moment capacity of these sections, this research aims to fill that gap. Furthermore, to simulate practical scenarios, models incorporating screws in the webs (screw-web model) were developed and compared against the simplified model. The results of the parametric study revealed that the moment capacity of the built-up sections is significantly influenced by section thickness, web depth, and section configuration. Screw spacing, however, had a less significant impact. Notably, the moment capacity of the screw-web model was lower than that of the simplified model, emphasizing the importance of bimoment and warping deformation in connection design. 

The study concludes that the developed simplified model provides a computationally efficient tool for predicting the moment capacity of built-up beams, offering valuable insights for designers and engineers. Additionally, the nested section configuration is recommended for achieving higher moment capacity compared to the stiffened nested section.

year: 2024

title: Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice

authors: Rameka, Lesley Kay

subjects: Kaupapa Maori

abstract: Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing while Kaupapa Māori theory is the fuel that ignites and drives the vehicle.

The effects of successive education policies remain today with Māori children, and their families continuing to disengage from education and consistently receiving disproportionately lower outcomes, opportunities and benefits. Reclaiming and reframing Māori ways of knowing and being within early childhood assessment thinking and practice is a means of addressing the cultural and educational disparities faced by Māori children within an education system that upholds western cultural and educational superiority, privilege and truths.  Key questions in this process of reclaiming and reframing are: Who has the power to define?  Whose truths are being reflected and how are these truths constructed? 

The metaphor of whatu kākahu or weaving of clothing has been used to frame this thesis. The process has involved weaving the Kaupapa Māori theory elements of conscientisation, resistance, transformative praxis and Māori ways of knowing and being, across and within historical, cultural and educational paradigms and understandings, to fashion assessment kākahu that afford comfort, warmth and flexibility in a contemporary early childhood context. This research case studies the progress of three Māori early childhood services and kōhanga reo towards the development of Kaupapa Māori early childhood assessment understandings and framings (kākahu), that reflect their particular ways of knowing and being, context and aspirations for children. This thesis has been about their assessment journeys. These journeys are a work in progress and that work continues.

A qualitative, Kaupapa Māori research methodology was used to gather, collate and analyse data in this research.  In accordance with Kaupapa Māori research aspirations and expectations, this research focuses on areas of importance and concern for Māori, and involved retrieving space for Māori voices to be heard. This research can be seen as a means of privileging Māori approaches, perspectives and ways of knowing and being in early childhood assessment practice.

Kaupapa Māori assessment is an important agenda for early childhood.   It builds upon Māori philosophical and epistemological understandings that express Māori ways of knowing and being. Kaupapa Māori assessment is able to contribute significantly to children’s learning and potential growth and is an important tool in constructing educational outcomes for Māori children. It is therefore an important agenda for early childhood.

text: Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing while Kaupapa Māori theory is the fuel that ignites and drives the vehicle.

The effects of successive education policies remain today with Māori children, and their families continuing to disengage from education and consistently receiving disproportionately lower outcomes, opportunities and benefits. Reclaiming and reframing Māori ways of knowing and being within early childhood assessment thinking and practice is a means of addressing the cultural and educational disparities faced by Māori children within an education system that upholds western cultural and educational superiority, privilege and truths.  Key questions in this process of reclaiming and reframing are: Who has the power to define?  Whose truths are being reflected and how are these truths constructed? 

The metaphor of whatu kākahu or weaving of clothing has been used to frame this thesis. The process has involved weaving the Kaupapa Māori theory elements of conscientisation, resistance, transformative praxis and Māori ways of knowing and being, across and within historical, cultural and educational paradigms and understandings, to fashion assessment kākahu that afford comfort, warmth and flexibility in a contemporary early childhood context. This research case studies the progress of three Māori early childhood services and kōhanga reo towards the development of Kaupapa Māori early childhood assessment understandings and framings (kākahu), that reflect their particular ways of knowing and being, context and aspirations for children. This thesis has been about their assessment journeys. These journeys are a work in progress and that work continues.

A qualitative, Kaupapa Māori research methodology was used to gather, collate and analyse data in this research.  In accordance with Kaupapa Māori research aspirations and expectations, this research focuses on areas of importance and concern for Māori, and involved retrieving space for Māori voices to be heard. This research can be seen as a means of privileging Māori approaches, perspectives and ways of knowing and being in early childhood assessment practice.

Kaupapa Māori assessment is an important agenda for early childhood.   It builds upon Māori philosophical and epistemological understandings that express Māori ways of knowing and being. Kaupapa Māori assessment is able to contribute significantly to children’s learning and potential growth and is an important tool in constructing educational outcomes for Māori children. It is therefore an important agenda for early childhood.

year: 2012