A Taylor Model Based Description of the proof stress of magnesium AZ31 during hot working

A series of hot-compression tests and Taylor-model simulations were carried out with the intention of developing a simple expression for the proof stress of magnesium alloy AZ31 during hot working. A crude approximation of wrought textures as a mixture of a single ideal texture component and a random background was employed. The shears carried by each deformation system were calculated using a full-constraint Taylor model for a selection of ideal orientations as well as for random textures. These shears, in combination with the measured proof stresses, were employed to estimate the critical resolved shear stresses for basal slip, prismatic slip, ⟨c+a⟩ second-order pyramidal slip, and { } twinning. The model thus established provides a semianalytical estimation of the proof stress (a one-off Taylor simulation is required) and also indicates whether or not twinning is expected. The approach is valid for temperatures between ∼150 °C and ∼450 °C, depending on the texture, strain rate, and strain path.

Development of a cooling fabric from conducting polymer coated fibres: proof of concept

It is supposed that there should be a thermal electric effect if a dc current is applied across two dissimilar conducting polymers, similar to so called “Peltier effect” in metals or semiconductors. However, this hypothesis has not been tested on conducting polymers and using these materials to make cooling fabrics has never been attempted before. Polypyrrole coated fabrics were used to test the hypothesis in this preliminary study. Seebeck and the Peltier effects were proven to exist. However, thermoelectricity effect between two conducting polymer coated fabric samples was only about 10 μV/°C. Cooling effect by conductive polymer powder was achieved but performance was unsteady due to electrical degradation of the conducting polymer. Nevertheless, the concept was demonstrated and the development of a cooling fabric is possible.

Scientific proof that humans enjoy punishing wrongdoers: The implications for punishment and sentencing

Recent developments in brain science confirm that as a race we are in fact a punitive lot. Human beings actually derive pleasure from inflicting punishment on wrongdoers. We are wired in such a way that the part of our brain that reports pleasure is activated when we punish norm violators. This is even when punishment has no tangible or demonstrable benefits. However, we are not slaves lo our emotions. Another region of our brain 'kicks-in' if punishment becomes self-defeating, in that it conflicts with our other interests. The implications of this research for punishment theory and the practice of sentencing are discussed in this paper. The findings give qualified support to the theory known as intrinsic retributivism, but do not suggest it is the soundest theory of punishment. This is because we stop punishing when it comes at a cost to us. The good feeling that punishment invokes in punishers is another consequential consideration in favour of the utilitarian theory of punishment. However, it is not clear that the utilitarian calculus is necessarily affected by the findings. The main implication of the research findings relates to the relevance of public opinion to sentencing practice. The findings support the view that public sentiment, which seems to support increasingly tougher sanctions, can be curtailed of the public are informed that punishment comes of a cost to community.

Is proof dead in the age of computers?

Some knowledge of what it means to construct a proof is an extremely important part of mathematics. All mathematics teachers and students should have some exposure to the ideas of proof and proving. This paper deals with the issue of creating proofs in mathematics problems.

Is proof dead in the computer-age school curriculum?

The article questions the status of proof in mathematics. The article mentions that proof has always been the driving force in historical developments in mathematics. It mentions that proof has been for centuries the staple of mathematics and is used to prepare students for higher mathematical studies and to help them learn to handle the demands of daily life. It cites that changes in school curriculum in the last decades of the twentieth century has rendered proof-free mathematics.

Proof of Concept : developing a peer reviewed evidence-based interactive e-learning programme

Knowledge and skill acquisition related to vascular access are traditionally individual institutional educational initiatives. Australia currently has no national evidence based education programme for renal nurses. A survey of Australian and New Zealand Nephrology Educators' conducted in 2009, identified the need for more effective and consistent delivery of clinical education for nurses using innovative, web-based approaches supporting the tenets of e-learning methodologies. This paper discusses the development, implementation and proposed evaluation of a peer reviewed Australasian e-learning programme on buttonhole cannulation. It will further highlight the benefits of inter-organisational partnerships and how these partnerships can facilitate positive change in teaching and learning practices. This project has unique characteristics that collectively provide value, distinction and innovation to nurses, patients and renal departments. As the e-learning programme was founded on a platform of evidence-based practice it is therefore easily transferable to an international context.

Future teachers' professional knowledge on argumentation and proof : a case study from universities in three countries

In this paper, qualitative results of a case study about the professional knowledge in the area of argumentation and proof of future teachers from universities in three countries are described. Based on results of open questionnaires, data about the competencies these future teachers have in the areas of mathematical knowledge and knowledge of mathematics pedagogy are presented. The study shows that the majority of the future teachers at the participating universities situated in Germany, Hong Kong and Australia, were not able to execute formal proofs, requiring only lower secondary mathematical content, in an adequate and mathematically correct way. In contrast, in all samples there was evidence of at least average competencies of pedagogical content reflection about formal and pre-formal proving in mathematics teaching. However, it appears that possessing a mathematical background as mandated for teaching and having a high affinity with proving in mathematics teaching at the lower secondary level are not a sufficient preparation for teaching proof.