Means for accommodating large overstrain in lead wires

An electrical wire is reported along whose length loops are formed at intervals and retained in a plastic capsule that allows unfolding of the loop when tension is exerted on the opposite ends of the wire. The capsule is formed by encompassing each loop with a sleeve of heat shrinkable synthetic plastic material which overlaps the loop and heat shrinking the overlapping portions. Thus, a length of electrical wire is formed which stores extra lengths of wire in the quantity needed to match the expected stretching of materials or elements such as ropes, cords and the like of high elongation to which the electrical wire may be attached

Reflections on the Role of the Educational Psychologist Within a Multi-Academy Trust

This study details the reflections of three EPs working within a MAT (BFET) regarding their role and day-to-day practice. Reflections were ascertained during a focus group which was audio recorded, transcribed and thematically analysed. Reflection themes indicated that the EPs’ role within BFET closely mirrors the role of the EP outlined in existing literature in terms of functions and levels of working across the school age range. The EPs reflections indicate that there are a range of facilitating factors that enable them to provide a bespoke model of service delivery to schools; the EPs also undertake joint working with a SALT also employed by BFET and share knowledge and expertise both across and beyond BFET. Reflections are discussed in relation to existing literature regarding the role of the EP and the current socio-political context in which EPs work

Variations in the oxygen three-isotope terrestrial fractionation line revealed by an inter-laboratory comparison of silicate mineral analyses

An inter-laboratory comparison of analytical results for the slopes of Terrestrial Fractionation Lines (TFL) measured on a group of quartz and a separate group of garnet samples shows good agreement between laboratories. However, the slopes of the TFL’s for each mineral group differ slightly

Moving from the I to we : effective parenting education in groups : a thesis presented in partial fulfilment of the requirements for the Master of Education (Adult Education) at Massey University, New Zealand

Parenting education has a role to play in helping people positively parent and nurture their children to ensure children experience a warm and loving childhood and reduce the incidence of child abuse and neglect. However, there is no clear picture about the critical elements necessary for parenting education to succeed, specifically those elements which would ensure successful attendance, retention and positive learning outcomes for parents, particularly from ‘hard-to-reach’ families. To help parenting education providers plan effective programmes, this research investigated three programmes regarded as good exemplars of parenting education in New Zealand. There were: Nurturing the Future, which delivers programmes to low socio-economic families on the West Coast of New Zealand; the national SPACE programme which is delivered through early childhood sessions where mothers learn alongside their babies; Te Aroha Noa parent educator model which is delivered within the context of Te Aroha Noa’s community development organization. A bricolage approach using multiple research methods was taken to collect data and stories from the organizers, facilitators and parents and included parent focus groups, semi-structured interviews with organisers and observations of the programmes being delivered. Analysing parents’ stories revealed that positive transformative learning and change occurred in group settings. Allowing parents to reflect and dialogue together in these social settings was more important in achieving learning and positive change than the programmes’ delivery methods and curriculum. The relationship skills of facilitators were critically important. Programmes were enhanced by both child development content (which resulted in deepening parents’ understanding of their children) and opportunities for parents to reflect on their own childhood and how this linked to the way they parented their children (which increased their understanding of themselves). All three programmes had overcome problems commonly reported by other parenting education programmes in the recruitment and retention of parents and in achieving short and long-term benefits. They achieved this by embedding their programmes within their communities, delivering the programmes in groups, weaving through other means of support and enriching them by continually consulting and involving the parents for whom they were intended. This is in contrast to many other parenting education programmes delivered in New Zealand which are universal programmes that have been developed without consulting the communities they are aimed at and which are delivered as short courses without multiple or ongoing methods of parent support