The formation of complex microstructures after different deformation modes in advanced high-strength steels

The microstructure of transformation induced plasticity (TRIP) and dual phase (DP) multiphase steels after stamping of an industrial component at different strain levels was investigated using transmission electron microscopy. The TRIP steel microstructure showed a more complex dislocation substructure of ferrite at different strain levels than DP steel. The deformation microstructure of the stamped parts was compared to the deformation microstructure in these complex steels for different "equivalent" tensile strains. It was found that the microstructures are similar only at high levels of strain (>10 pct) for both steels. © 2014 The Minerals, Metals & Materials Society and ASM International.

The effects of practice on children's ability to apply ground rules in a narrative interview

Despite the widespread use of ground rules in forensic interview guidelines, it is unknown whether children retain and apply these rules throughout narrative interviews. We evaluated the capacity of 260 five- to nine-year-olds to utilize three ground rules. At the beginning of the interview all children heard the rules; half also practiced them. Children then responded to open-ended prompts about a repeated laboratory event and were assessed for their application of the rules. Logistic regressions revealed that practice only benefitted the use of the "don't know" rule. Although the children accurately answered "don't understand" and "correct me" practice questions, practice appeared to give no greater benefit than just hearing the rules. Results suggest that the current format of ground rule practice in interview guidelines is appropriate for the "don't know" rule, but the other rules may require more extensive practice with this age group. Copyright © 2015 John Wiley & Sons, Ltd.

The kinetics of two-stage formation of TiAl3 in multilayered Ti/Al foils prepared by accumulative roll bonding

The solid-state reactions of Ti/Al multilayered samples produced by Accumulative Roll Bonding (ARB) have been investigated using differential scanning calorimetry, X-ray diffraction and scanning electron microscopy. The kinetics of the formation of the intermetallic compound TiAl3 was highlighted. Experimental evidence and analysis of the data shows that, there was a two-stage process in the formation of TiAl<sub>3sub> in the ARB Ti/Al reactive multilayered samples. Calorimetric and microstructural analyses also suggest that the interdiffusion of Al and Ti which led to solid solutions preceded the formation of intermetallic compounds. Despite the apparent chaos in the thickness of the ARB multilayered samples, the distribution of layer spacing did not become broad enough to lose the main features of the double exothermal behaviour. Isothermal DSC shows a larger Avarami constant in ARB Ti/Al multilayered structures than was found in Ti/Al thin films. A modified model based on thin films was set up to describe the kinetic characteristics of the formation of the intermetallic compound TiAl<sub>3sub> in ARB samples.

Using the art of trompe l’oeil to research induction and mentoring

This paper reveals how the art device of trompe l&rsquo;oeil provided a way of thinking about the induction and mentoring experiences of seven beginning teachers in secondary school settings in the state of Victoria, Australia. The research study &ndash; a phenomenological, narrative inquiry &ndash; drew on Bourdieu&rsquo;s theorising of &lsquo;misrecognition&rsquo; and &lsquo;symbolic violence&rsquo; to analyse data collected from interviews and the participants&rsquo; diary entries (written narratives). Both the trompe l&rsquo;oeil art device and the theoretical lens illuminated the reframing of the participants&rsquo; initial understandings of mentor relationships to gain a different perspective on their early professional lives.

Establishment and preliminary outcomes of a palliative care research network

Objective: The difficulties in conducting palliative care research have been widely acknowledged. In order to generate the evidence needed to underpin palliative care provision, collaborative research is considered essential. Prior to formalizing the development of a research network for the state of Victoria, Australia, a preliminary study was undertaken to ascertain interest and recommendations for the design of such a collaboration. Method:: Three data-collection strategies were used: a cross-sectional questionnaire, interviews, and workshops. The questionnaire was completed by multidisciplinary palliative care specialists from across the state (n = 61); interviews were conducted with senior clinicians and academics (n = 21) followed by two stakeholder workshops (n = 29). The questionnaire was constructed specifically for this study, measuring involvement of and perceptions of palliative care research. Results:: Both the interview and the questionnaire data demonstrated strong support for a palliative care research network and aided in establishing a research agenda. The stakeholder workshops assisted with strategies for the formation of the Palliative Care Research Network Victoria (PCRNV) and guided the development of the mission and strategic plan. Significance of results:: The research and efforts to date to establish the PCRNV are encouraging and provide optimism for the evolution of palliative care research in Australia. The international implications are highlighted.

Deaf education and underlying structures of power in communication

This article argues that claims of diversity in communication in deaf education are empty rhetoric when underlying structures of power are unexamined and remain unchanged. The field of deafness provides a powerful example of the way in which competing interests can be played out under the guise of choice of communication methods. Historically, teachers of the deaf have been divided about whether deaf children should be educated through speech or sign. However, recognition of the legitimacy of native sign languages has caused a shift in the debate to the linguistic basis of this communication and the way in which language policy privileges one cultural group and its method of communication over another.

Politics of language practices in deaf education

Argues that issues of power, control and legitimacy are central to language practices in deaf education. Documents the competing beliefs and attitudes about language practices held by teachers of the deaf, policy-makers and other stakeholders in deaf education. Barriers at the system, school, and staff level perpetuate instruction through English and restrict the introduction of Auslan, the language of the deaf community.

Applying social critical literacy theory to deaf education

This article explores social critical literacy theory and its application to deaf education. It argues that critical literacy offers an approach that can lead to engagement with and empowerment over written text, repositioning students as researchers of language. Texts that represent deaf people - if only through their absence - offer an opportunity for deaf students to engage in literate practices in meaningful contexts. An example of critical text analysis is provided using articles on a contested issue: cochlear implantation.

Video reflection and the formation of teacher identity in a team of pre-service and experienced teachers

This paper discusses a project in which a team of pre-service and experienced teachers, following a teaching development model devised by the authors, reflected on videos of the pre-service teachers teaching literacy. Using a discourse analytic approach, the paper focuses on how teachers' joint reflection contributes to student teacher identity formation. Analysis suggests that reflection, at least in the talk of this team, is a language practice with a distinctive generic structure. Using this structure, participants jointly construct professional teacher identities for themselves and others through the key devices of representation, categorization, evaluation, individualization and inclusion.

I, Teacher : re-territorialization of teachers’ multi-faceted agency in globalized education

Analysis of teachers' agency as multifarious change, embedded in educational reform in the global era, stands largely unexamined in educational policy. Although the concept of teachers as agents has political implications, beyond this, examining teachers' agency offers ways of describing and reviewing changes to teachers' work and relations within evolving education systems. Local systems draw from globally orientated education policies, which continue to influence to the way that local systems redesign education. In the global context, education systems are complex interactions between structure and agency, evidenced as 'multiplicity undergoing change'. In other words, there is dynamic and dialectic interplay between structure and agency. Teachers' agency, germane to dynamic interplay, means that teachers are not only engaging in the reproduction of structural change aligning globalization-driven reforms to their work and practice, but also, in adapting and reacting to new structural conditions, they are transformed through their actions. In this paper, the focus becomes teachers' agency as a framework for understanding how teachers are redesigned and reassembled to do things differently within restructured education systems. Finally, the discussion considers the possible consequences of teachers work and practice, given teachers' agency relative to the macro policy of superfigures and the transitional national/global structures.

Engaging, exploring, and experiencing multicultural music in Australian music teacher education : the changing landscape of multicultural music education

ln multicultural Australia, the development of positive intercultural attitudes is essential in the creation of a harmonious society. Music education is a powerful medium to address cultural inclusivity. The 2005 National Review of School Music Education challenges Australian higher education institutions to prepare programs that explore multiculturalism to engender tolerance.This research explored how final year teacher education students at Monash University and Deakin University (Victoria, Australia) engage with music of other cultures and how this affects their understanding of cultural diversity in school music. From 2005 to 2008, teacher education students undertaking music methodologies were invited to participate in semi-structured interviews.The data collected from the interviews were transcribed and analyzed using interpretative phenomenological analysis, and from these data, we developed patterns of meaning that are reported thematically; student teachers' beliefs, attitudes, and understandings of multiculturalism and the classroom realities of multiculturalism.The findings contribute to how we, as tertiary educators, evaluate our role and programs.

International education, the formation of capital and graduate employment : Chinese accounting graduates’ experiences of the Australian labour market

Since the late 1970s, international education has steadily gained in popularity in China.An emerging middle class seeks to strengthen its position in China&rsquo;s rapidly stratifyingsociety under its socialist market economy with the shift from wealth creation for all towealth concentration for a few. Previously, a foreign qualification was considered apassport to success in either the host or home country&rsquo;s labour market. But the growingpopularity of overseas study, coupled with the massification of the Chinese highereducation, means Chinese international students are seeking to distinguish themselvesin an increasingly competitive global labour market. This longitudinal study of internationalgraduates, backgrounded by Australian employer perceptions, examines thejourneys of 13 Chinese accounting graduates as they attempt to transition from anAustralian university into the Australian labour market. Bourdieu&rsquo;s thinking tools offield, capital, disposition and habitus are utilised to consider how different cultural,social and linguistic capitals inform employer understandings of &lsquo;employability&rsquo; meantChinese accounting graduates significantly adjusted their life goals.

From personal reflection to social positioning: the development of a transformational model of a professional education in midwifery

A transformational model of professional identity formation, anchored and globalized in workplace conversations, is advanced. Whilst the need to theorize the aims and methods of clinical education has been served by the techno-rational platform of 'reflective practice', this platform does not provide an adequate psychological tool to explore the dynamics of social episodes in professional learning and this led us to positioning theory. Positioning theory is one such appropriate tool in which individuals metaphorically locate themselves within discursive action in everyday conversations to do with personal positioning, institutional practices and societal rhetoric. This paper develops the case for researching social episodes in clinical education through professional conversations where midwifery students, in practice settings, are encouraged to account for their moment-by-moment interactions with their preceptors/midwives and university mentors. It is our belief that the reflection elaborated by positioning theory should be considered as the new epistemology for professional education where professional conversations are key to transformative learning processes for persons and institutions.