title: Analysis of mechanical properties of hemp fibre reinforced unsaturated polyester composites

authors: Sawpan, Moyeenuddin Ahmad

subjects: Hemp fibre

abstract: Different chemically treated hemp fibre reinforced unsaturated polyester composites were investigated over a range of fibre content (0–60 wt%). Although Young’s modulus of all the short fibre reinforced unsaturated polyester composites was found to be higher than that of unreinforced unsaturated polyester; however, tensile strength of the composites exceeded that of the unsaturated polyester matrix only for the combined alkali- and silane-treated fibre composites at 40 wt% fibre content. The decrease in tensile strength of the composites could be attributed to stress concentrations caused by the fibres in conjunction with the brittle matrix. Impact strength of all the treated fibre composites was higher than that of the untreated fibre composites at all fibre contents. KIc and GIc of the composites decreased initially and thenincreased as the fibre content increased because more and more fibres being available to pull-out. The mechanical properties of the composites were increased further due to the alignment of long fibres.

text: Analysis of mechanical properties of hemp fibre reinforced unsaturated polyester composites Different chemically treated hemp fibre reinforced unsaturated polyester composites were investigated over a range of fibre content (0–60 wt%). Although Young’s modulus of all the short fibre reinforced unsaturated polyester composites was found to be higher than that of unreinforced unsaturated polyester; however, tensile strength of the composites exceeded that of the unsaturated polyester matrix only for the combined alkali- and silane-treated fibre composites at 40 wt% fibre content. The decrease in tensile strength of the composites could be attributed to stress concentrations caused by the fibres in conjunction with the brittle matrix. Impact strength of all the treated fibre composites was higher than that of the untreated fibre composites at all fibre contents. KIc and GIc of the composites decreased initially and thenincreased as the fibre content increased because more and more fibres being available to pull-out. The mechanical properties of the composites were increased further due to the alignment of long fibres.

year: 2013

title: Bridging disciplinary boundaries through facilitated teaching partnerships

authors: Jolley, Alison

subjects: academic development

abstract: In times of increasing workload, even the most well-intentioned of staff may struggle to dedicate time to reflect on and develop their teaching practices. One accessible and important way to engage in this work is through conversations with colleagues. Prior work suggests that even informal conversations can help several dimensions of teaching and learning – enabling colleagues to better manage practicalities, improve their practice, be reassured about their approaches, vent about events, and transform their mindsets. We describe a structured model for facilitating collegial conversations that might not otherwise happen organically. Participants of the ‘Teaching Partnerships Initiative’ (n=14) were assembled into duos or trios with similar teaching and learning interests, but different academic disciplines. With support from an academic developer, participants worked together to articulate their goals and progress then reflect on both over four to six months. Projects included enhancing engagement of online learners, developing more inclusive assessments, and creating interactive activities. Here, we present reflections from three participants on the impact that this work has had on their teaching development, both immediately and approximately 18 months after the initiative. Participants reported multiple benefits, including prompting changes in practice, affirming existing practice, receiving peer feedback from an ‘outside’ perspective, having accountability, and creating tangible teaching resources (activities and assessments). Alongside participant reflections, we present facilitator perspectives and contextualise our results within the wider academic development literature. We also discuss recommendations for future initiatives based on our findings, including intentionally partnering colleagues from different disciplines, balancing structure and flexibility, and providing choice for participants to focus on topics driven by their own specific interests.

text: Bridging disciplinary boundaries through facilitated teaching partnerships In times of increasing workload, even the most well-intentioned of staff may struggle to dedicate time to reflect on and develop their teaching practices. One accessible and important way to engage in this work is through conversations with colleagues. Prior work suggests that even informal conversations can help several dimensions of teaching and learning – enabling colleagues to better manage practicalities, improve their practice, be reassured about their approaches, vent about events, and transform their mindsets. We describe a structured model for facilitating collegial conversations that might not otherwise happen organically. Participants of the ‘Teaching Partnerships Initiative’ (n=14) were assembled into duos or trios with similar teaching and learning interests, but different academic disciplines. With support from an academic developer, participants worked together to articulate their goals and progress then reflect on both over four to six months. Projects included enhancing engagement of online learners, developing more inclusive assessments, and creating interactive activities. Here, we present reflections from three participants on the impact that this work has had on their teaching development, both immediately and approximately 18 months after the initiative. Participants reported multiple benefits, including prompting changes in practice, affirming existing practice, receiving peer feedback from an ‘outside’ perspective, having accountability, and creating tangible teaching resources (activities and assessments). Alongside participant reflections, we present facilitator perspectives and contextualise our results within the wider academic development literature. We also discuss recommendations for future initiatives based on our findings, including intentionally partnering colleagues from different disciplines, balancing structure and flexibility, and providing choice for participants to focus on topics driven by their own specific interests.

year: 2025

title: Editorial Introduction: The utility and futility of 'the nation' in histories of Aotearoa New Zealand.

authors: Coleborne, Catharine

subjects: New Zealand

abstract: An introduction is presented which discusses articles in the issue on New Zealand history, including one on interracial rape and sexual violence in the 1860s, one on postcolonial methodology and the historical concept of the British World, and one on Whanganui Māori claims to the Whanganui River.

text: Editorial Introduction: The utility and futility of 'the nation' in histories of Aotearoa New Zealand. An introduction is presented which discusses articles in the issue on New Zealand history, including one on interracial rape and sexual violence in the 1860s, one on postcolonial methodology and the historical concept of the British World, and one on Whanganui Māori claims to the Whanganui River.

year: 2011