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Lead, one of the oldest corrosion‐resistant materials known to chemical engineers, still plays a prominent part in plant construction. This article outlines its special features and applications in chemical plant, and discusses some of the special techniques that have been developed to meet industry's changing needs.

This study has aimed to analyse the role of innovation-sharing collaboration in the large-scale manufacturing of Covid-19 vaccination across the globe and its impact on the mortality rate of the countries where the pharmaceutical manufacturers received such innovation.

The authors have relied upon the difference-in-difference (DID) approach by utilizing the data available on public platforms such as World Health Organization (WHO) databank, organization for economic co-operation and development (OECD) data bank, istat, Indian bureau of statistics and European centre for disease prevention and control (ecdc) from 2020 to 2021 to establish the empirical inference of the analysis.

This study’s results present that after the invention and commercialization of the vaccine, the Covid-19 impact was still intact and people were dying continuously. However, it was impossible to fulfil the demand of the 7 billion population in a short time. In the light of these facts, the WHO encouraged sharing vaccine innovation with other countries to enhance production capacity. The authors found that after vaccine innovation sharing, Covid-19’s devastation slowed: the fatality rate was marginally reduced, and economic conditions started their recovery journey.

This study’s findings present that the Covid-19 vaccine played a pivotal role in tackling the Covid-19’s devastating impact on the entire world. It emphasizes the role of innovation-sharing collaborations in curtailing hazardous consequences, including the mortality rate during a crisis, and such collaborations’ impact on the countries where institutions involved in them reside.

In light of contemporary critiques of New Zealand comprehensive schooling published mainly in the popular press, it is timely to re‐examine the origins of and the rationale for the widespread adoption of this model of education. The comprehensive schooling philosophy, it was recently alleged, has produced a situation in which ‘as many as one in five pupils in the system is failing’ and where ‘there is a large group at the bottom who are not succeeding’. This group was estimated to include some 153,000 students out of the total current New Zealand student population of 765,000. In this context, however, Chris Saunders and Mike Williams, principals of Onehunga High School and Aorere College in Auckland respectively, have noted that having underachieving students in secondary schools in particular is not a recent phenomenon. A large ‘tail’ of poor performing high school students has long been a cause of concern, Williams suggests.

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into contemporary debates. In the following chapters we adopt a thematic approach to the history of teacher preparation in Aotearoa New Zealand. We do not offer an institutional or chronological historical narrative, but rather, the chapters are interconnected as they re-trace, recall and re-tell this educational history. Our core thesis is that across the long history of teacher preparation these themes permeate the shifts and changes in educational policy and practice and that ruptures at particular historical moments are not unique. We draw on a number of historical examples to underscore the oftentimes personal impact of the wider policy environment and the educational stories of aspiring teachers. Importantly, we have documented the methodological approaches employed and the archival research that has influenced our reading of the materials.

A range of educational reforms were implemented in the 1980s and 1990s. These reforms were underpinned by a fundamental assumption that education, in a similar way to any other service, can be traded as a commodity in the marketplace. This chapter identifies the shifting priorities of the state and explores the impacts of these educational reforms on the teaching profession. It traces the emergence of new forms of schools and schooling that are ostensibly part of the ongoing privatization of public education. Conclusions on future directions for both schools and the education of teachers are offered.

This chapter traces the early beginnings of schools and schooling in Aotearoa New Zealand. We have drawn on archival evidence to identify shifting tensions between Māori and missionary, between Church and State and between local and national priorities. Despite its relative size, the history of New Zealand’s schools highlights their complex and competing origins. This educational landscape has been marked by emerging concerns and unresolved tensions regarding entry standards, academic and professional training, recruitment, and the knowledge, skills and dispositions a teacher ought to possess. There has been little consensus about how teachers should be prepared and where this training ought to occur. The absence of any uniform understanding or agreement about the effective professional training and preparation of teachers has induced a level of bureaucratization as competing interests sought to control the work of teachers.