title: Short-Term viscoelastic properties of bloodmeal-based thermoplastics

authors: Bier, James Michael

subjects: biopolymers

abstract: The effects of sodium sulfite (SS) content and injection molding temperature on the viscoelasticity of bloodmeal-based thermoplastics were assessed using creep, recovery, and stress relaxation. Both SS and processing temperature affected standard mechanical properties and time-dependent behavior. Increased SS content led to greater creep, greater strain at break, and reduced modulus and mechanical strength of the material. Furthermore, the use of a higher injection molding temperature also reduced modulus and strength. Higher molding temperature also caused an increase in the fraction of creep recovered in 20 min. These results confirmed that increased SS increased chain mobility and that injection molding at 140°C instead of 120°C did not cause excessive thermal cross-linking.

text: Short-Term viscoelastic properties of bloodmeal-based thermoplastics The effects of sodium sulfite (SS) content and injection molding temperature on the viscoelasticity of bloodmeal-based thermoplastics were assessed using creep, recovery, and stress relaxation. Both SS and processing temperature affected standard mechanical properties and time-dependent behavior. Increased SS content led to greater creep, greater strain at break, and reduced modulus and mechanical strength of the material. Furthermore, the use of a higher injection molding temperature also reduced modulus and strength. Higher molding temperature also caused an increase in the fraction of creep recovered in 20 min. These results confirmed that increased SS increased chain mobility and that injection molding at 140°C instead of 120°C did not cause excessive thermal cross-linking.

year: 2014

title: ‘Business managers’ in children’s playground: A call for re-envisioning teachers’ professional identities in Aotearoa New Zealand early childhood policies and practices

authors: Kamenarac, Olivera

abstract: ‘Business managers’ in children’s playground: A call for re-envisioning teachers’ professional identities in Aotearoa New Zealand early childhood policies and practices The impacts of neoliberal education reforms on the early childhood education (ECE) sector have been widely criticised in Aotearoa New Zealand (May, 2009; Mitchell, 2017). Interestingly, only a few studies addressed how the neoliberal policy directives have influenced teachers’ professional identities (Farquhar, 2010; Kamenarac, 2019; Warren, 2013). Internationally, authors (Skattebol, Adamson, & Woodrow, 2016; Thomas, 2012) recognised the need for more studies on teachers’ identities within the increasingly changing landscape of ECE services, policies and practices. Furthermore, authors have been invited to engage in a transnational dialogue about complexities, contradictions and limitations of prevailing professional identities on a global, national, and local level, and collectively explore possibilities for transformation and change revealing the ways in which teachers can interrupt neoliberal subjectivities (Arndt et al., 2018; Kamenarac & Gould, 2019). Responding to the calls for understanding complexities of teacher professional identities, this paper discusses a construction of teachers as ‘business managers’ in the context of the increasing dominance of neoliberal and neoconservative discourses in the New Zealand education policies and practices. The paper draws on my doctoral study that investigated how teachers’ professional identities have been re-constructed in response to shifting discourses in ECE policies and practices in Aotearoa New Zealand over the last two decades. To conceptualise teachers’ professional identities, I utilised a framework of poststructural discursive studies and theoretical ideas of feminist poststructuralists (Baxter, 2016; Weedon, 1997). A discourse-analysis approach (Bacchi, 2000; Gee, 2014) was employed to examine the construction of teachers in three different data sets - key New Zealand ECE policies, focus group and individual interview transcripts with teachers and managers from both community-owned and private for-profit ECE services. By simultaneously negotiate multiple and yet conflicting discourses in ECE policies and practice, I argue that the constructions of teachers ‘business managers’ may hinder the idea of ECE as a democratic, socially just and equitable place for all children, families/whānau and communities. I maintain that such identity constructions move teachers away from the concept of democratic professionalism, which has been developed from within the teaching profession. On this ground, I invite scholars, teachers and policy makers to re-envision collectively the prevailing constructions of teachers in ECE and discuss possibilities for straightening the advocate-activist early childhood profession and professional identities that favour well-being of children, families and community over for-profit interests of ‘ECE companies’. Keywords: teachers’ professional identities, managerial (business) professionalism, teachers’ advocacy and agency
References: 
Arndt, S., Urban, M., Murray, C., Smith, K., Swadener, B., & Ellegaard, T. (2018). Contesting early childhood professional identities: A cross-national discussion. Contemporary Issues in Early Childhood, 19(2), 97–116. https://doi.org/10.1177/1463949118768356
Bacchi, C. (2000). Policy as discourse: What does it mean? Where does it get us? Discourse: Studies in the Cultural Politics of Education, 21(1), 45–57. https://doi.org/10.1080/01596300050005493
Baxter, J. (2016). Positioning language and identity. Poststructuralist perspectives. In S. Preece (Ed.), The Routledge Handbook of Language and Identity (pp. 34–49). https://doi.org/10.4324/9781315669816 
Farquhar, S. (2010). Ricoeur, identity, and early childhood. Retrieved from http://site.ebrary.com
Gee, J. P. (2014). How to do discourse analysis: A toolkit (2nd ed.). Milton Park, Abingdon, Oxon: Routledge. 
Kamenarac, O. (2019). Who am I as an early childhood teacher? Who would I like to be? Early Childhood Folio Online First, 1–7. https://doi.org/10.18296/ecf.0060 
Kamenarac, O., & Gould, K. (2019). Call for proposals. Special Issue on Transnational Conversations: (Re)Forming Teacher Identities in Policy and Practice. Retrieved from Policy Futures in Education website: https://journals.sagepub.com/home/pfe 
May, H. (2009). Politics in the playground: The world of early childhood in New Zealand (2nd ed.). Dunedin, New Zealand: Otago University Press.
Mitchell, L. (2017). Discourses of economic investment and child vulnerability in early childhood education. Waikato Journal of Education, 22(1). https://doi.org/10.15663/wje.v22i1.552 
Skattebol, J., Adamson, E., & Woodrow, C. (2016). Revisioning professionalism from the periphery. Early Years, 36(2), 116–131. https://doi.org/10.1080/09575146.2015.1121975
Thomas, L. (2012). New possibilities in thinking, speaking and doing: Early childhood teachers’ professional identity constructions and ethics. Australasian Journal of Early Childhood, 37(3), 87–95. 
Warren, A. (2013). ‘I wondered does this make me any less of a teacher …?’ Early childhood teachers in Aotearoa New Zealand claimed by and claiming authority within a dominant discourse. 12(2), 185–194. https://doi.org/journals.sagepub.com/doi/full/10.1177/1476718X12463914 
Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd ed). Cambridge, MA: Blackwell.

text: ‘Business managers’ in children’s playground: A call for re-envisioning teachers’ professional identities in Aotearoa New Zealand early childhood policies and practices ‘Business managers’ in children’s playground: A call for re-envisioning teachers’ professional identities in Aotearoa New Zealand early childhood policies and practices The impacts of neoliberal education reforms on the early childhood education (ECE) sector have been widely criticised in Aotearoa New Zealand (May, 2009; Mitchell, 2017). Interestingly, only a few studies addressed how the neoliberal policy directives have influenced teachers’ professional identities (Farquhar, 2010; Kamenarac, 2019; Warren, 2013). Internationally, authors (Skattebol, Adamson, & Woodrow, 2016; Thomas, 2012) recognised the need for more studies on teachers’ identities within the increasingly changing landscape of ECE services, policies and practices. Furthermore, authors have been invited to engage in a transnational dialogue about complexities, contradictions and limitations of prevailing professional identities on a global, national, and local level, and collectively explore possibilities for transformation and change revealing the ways in which teachers can interrupt neoliberal subjectivities (Arndt et al., 2018; Kamenarac & Gould, 2019). Responding to the calls for understanding complexities of teacher professional identities, this paper discusses a construction of teachers as ‘business managers’ in the context of the increasing dominance of neoliberal and neoconservative discourses in the New Zealand education policies and practices. The paper draws on my doctoral study that investigated how teachers’ professional identities have been re-constructed in response to shifting discourses in ECE policies and practices in Aotearoa New Zealand over the last two decades. To conceptualise teachers’ professional identities, I utilised a framework of poststructural discursive studies and theoretical ideas of feminist poststructuralists (Baxter, 2016; Weedon, 1997). A discourse-analysis approach (Bacchi, 2000; Gee, 2014) was employed to examine the construction of teachers in three different data sets - key New Zealand ECE policies, focus group and individual interview transcripts with teachers and managers from both community-owned and private for-profit ECE services. By simultaneously negotiate multiple and yet conflicting discourses in ECE policies and practice, I argue that the constructions of teachers ‘business managers’ may hinder the idea of ECE as a democratic, socially just and equitable place for all children, families/whānau and communities. I maintain that such identity constructions move teachers away from the concept of democratic professionalism, which has been developed from within the teaching profession. On this ground, I invite scholars, teachers and policy makers to re-envision collectively the prevailing constructions of teachers in ECE and discuss possibilities for straightening the advocate-activist early childhood profession and professional identities that favour well-being of children, families and community over for-profit interests of ‘ECE companies’. Keywords: teachers’ professional identities, managerial (business) professionalism, teachers’ advocacy and agency
References: 
Arndt, S., Urban, M., Murray, C., Smith, K., Swadener, B., & Ellegaard, T. (2018). Contesting early childhood professional identities: A cross-national discussion. Contemporary Issues in Early Childhood, 19(2), 97–116. https://doi.org/10.1177/1463949118768356
Bacchi, C. (2000). Policy as discourse: What does it mean? Where does it get us? Discourse: Studies in the Cultural Politics of Education, 21(1), 45–57. https://doi.org/10.1080/01596300050005493
Baxter, J. (2016). Positioning language and identity. Poststructuralist perspectives. In S. Preece (Ed.), The Routledge Handbook of Language and Identity (pp. 34–49). https://doi.org/10.4324/9781315669816 
Farquhar, S. (2010). Ricoeur, identity, and early childhood. Retrieved from http://site.ebrary.com
Gee, J. P. (2014). How to do discourse analysis: A toolkit (2nd ed.). Milton Park, Abingdon, Oxon: Routledge. 
Kamenarac, O. (2019). Who am I as an early childhood teacher? Who would I like to be? Early Childhood Folio Online First, 1–7. https://doi.org/10.18296/ecf.0060 
Kamenarac, O., & Gould, K. (2019). Call for proposals. Special Issue on Transnational Conversations: (Re)Forming Teacher Identities in Policy and Practice. Retrieved from Policy Futures in Education website: https://journals.sagepub.com/home/pfe 
May, H. (2009). Politics in the playground: The world of early childhood in New Zealand (2nd ed.). Dunedin, New Zealand: Otago University Press.
Mitchell, L. (2017). Discourses of economic investment and child vulnerability in early childhood education. Waikato Journal of Education, 22(1). https://doi.org/10.15663/wje.v22i1.552 
Skattebol, J., Adamson, E., & Woodrow, C. (2016). Revisioning professionalism from the periphery. Early Years, 36(2), 116–131. https://doi.org/10.1080/09575146.2015.1121975
Thomas, L. (2012). New possibilities in thinking, speaking and doing: Early childhood teachers’ professional identity constructions and ethics. Australasian Journal of Early Childhood, 37(3), 87–95. 
Warren, A. (2013). ‘I wondered does this make me any less of a teacher …?’ Early childhood teachers in Aotearoa New Zealand claimed by and claiming authority within a dominant discourse. 12(2), 185–194. https://doi.org/journals.sagepub.com/doi/full/10.1177/1476718X12463914 
Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd ed). Cambridge, MA: Blackwell.

year: 2019

title: Whānau mentoring, Māori youth and crime

authors: Joseph, Robert

abstract: This article will discuss how the whänau was the traditional institution for teaching and nurturing children through (among other things) effective mentoring, and how children were taught tikanga, or the ‘right way’ to think, speak, act and become. Traditional leadership development, whänau dysfunction and whänau renewal are also discussed, followed by my conclusions. This article will not be discussing the place of colonisation, high unemployment, lower education rates and other socio-economic disparities among Mäori that play a part in the causes and perpetuation of Mäori youth and crime. A discussion on the Treaty of Waitangi, indigenous rights, and Mäori development is also omitted although the importance of each of these areas is acknowledged. As the theme of this issue of Childrenz Issues is ‘seeking pathways beyond colonisation’, the focus of this article is on Mäori dealing appropriately with the problems of Mäori youth and crime through effective mentoring within the institution of the whänau.

text: Whānau mentoring, Māori youth and crime This article will discuss how the whänau was the traditional institution for teaching and nurturing children through (among other things) effective mentoring, and how children were taught tikanga, or the ‘right way’ to think, speak, act and become. Traditional leadership development, whänau dysfunction and whänau renewal are also discussed, followed by my conclusions. This article will not be discussing the place of colonisation, high unemployment, lower education rates and other socio-economic disparities among Mäori that play a part in the causes and perpetuation of Mäori youth and crime. A discussion on the Treaty of Waitangi, indigenous rights, and Mäori development is also omitted although the importance of each of these areas is acknowledged. As the theme of this issue of Childrenz Issues is ‘seeking pathways beyond colonisation’, the focus of this article is on Mäori dealing appropriately with the problems of Mäori youth and crime through effective mentoring within the institution of the whänau.

year: 2007-01