Determination of the columnar to equiaxed transition in hypoeutectic lamellar cast iron

Shrinkage porosity as a volume change related casting defect in lamellar cast iron was reported in theliterature to form during solidification in connection to the dendrite coherency. The present work includesan experimental study on dendrite coherency – also called columnar-to-equiaxed transition in lamellar castiron using thermal analysis and expansion force measurements. Investigation was carried out in order tostudy the mechanism of dendrite coherency formation. Cylindrical test bars were cast from the same alloywith different pouring temperature, amount of inoculant and time between the addition of inoculant andstart of pouring the samples. Cooling rate and expansion force was recorded as a function of time. Anumerical algorithm based on temperature differences measured under solidification was used to inter-pret the solidification process. Three different methods have been compared to determine the columnarto equiaxed transition. The compared methods were based on registered temperature differences, basedon registered expansion forces during the volume change of the solidifying samples and based on the cal-culated released latent heat of crystallization. The obtained results indicate a considerable influence on theformation and progress of coherency due to variation of casting parameters. It has been shown that thecoherency is not a single event at a defined time moment rather a process progressing during a timeinterval.

School belongingness and mental health functioning across the primary-secondary transition in a mainstream sample: Multi-group cross-lagged analyses

The relationship between school belongingness and mental health functioning before and after the primary-secondary school transition has not been previously investigated in students with and without disabilities. This study used a prospective longitudinal design to test the bi-directional relationships between these constructs, by surveying 266 students with and without disabilities and their parents, 6-months before and after the transition to secondary school. Cross-lagged multi-group analyses found student perception of belongingness in the final year of primary school to contribute to change in their mental health functioning a year later. The beneficial longitudinal effects of school belongingness on subsequent mental health functioning were evident in all student subgroups; even after accounting for prior mental health scores and the cross-time stability in mental health functioning and school belongingness scores. Findings of the current study substantiate the role of school contextual influences on early adolescent mental health functioning. They highlight the importance for primary and secondary schools to assess students' school belongingness and mental health functioning and transfer these records as part of the transition process, so that appropriate scaffolds are in place to support those in need. Longer term longitudinal studies are needed to increase the understanding of the temporal sequencing between school belongingness and mental health functioning of all mainstream students.