Analytic prediction of structural stress-strain relations of microstructured metal

Nanostructured and ultra-fine grained metals have higher strength but extremely limited ductility compared to coarse grained metals. However, their ductility can be greatly improved by introducing a specific range of grain sizes in the microstructures. In the paper, multiscale unit cell approach (UCA) is developed and applied to predict the averaged stress-strain relations of the multiscale microstructure metals. The unit cell models are three-phase structured at different scale lengths of 100 nm, 1 μm and 10 μm with different volume fractions and periodic boundary conditions. The contributions of multi-scale microstructures to the macroscopic structural properties of metals are also studied using a analytic approach—two-step mean-field method (TSMF), where three microstructural parameters are introduced and thus mechanical properties such as strength and ductility are presented as a function of these parameters. For verification of these proposed numerical and theoretical algorithms, the structural properties of the pure nickel with three-grain microstructures are studied and the results from FEA and the proposed theory have good agreement.

Teaching philosophy : moving from face-to-face to online classrooms

This article explores the similarities and differences between Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. It presents perspectives on teaching face-to-face and online in two comparable Canadian and Australian universities, both of which offer instruction in these two modes. The key research question was to determine if moving from face-to-face instruction to on-line teaching results in new teaching approaches or in a creative blend of those developed within each teaching modality. Qualitative data were collected using an open-ended survey, which asked participants for their thoughts on their face-to-face (f2f) and online teaching experiences. Quantitative data were collected using the “Teaching Perspectives Inventory,” which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions, and actions. The authors’ conclusions address the issue of assisting teachers to successfully make the transition from traditional teacher-centred to newly emerging learner-centred teaching approaches in distributed classrooms.

“Critchley is Žižek” : in defence of critical political philosophy

In an ironically Žižekian manner, this paper argues that Simon Critchley and Slavoj Žižek's apparent political disagreement (ludic reformist versus strident revolutionary) conceal a common set of preconditions and presuppositions. These presuppositions can be summed by the slogan “the forgetting of political philosophy”, which more specifically means the forgetting of the difference between philosophy and political life, and the reflective need to find mediations between the two. Critchley's turn to humour honours the notion that politics is about the realm of appearances, while Žižek's frank avowal of the “diabolical evil” of the subject of the death drive makes patently clear the dangers posed by a “politics of Truth”.