Enhanced glass-forming ability of a Zr-based bulk metallic glass with yttrium doping

A significant enhancement in glass formation in a newly developed Zr51Cu20.7Ni12Al16.3 alloy has been achieved by yttrium doping. With just 0.5 at.% yttrium doping, the critical diameter of the as-cast alloys for glass formation has been increased from 3 mm to at least 10 mm. In the undoped, large-sized alloys, massive oxygen stabilized crystalline phases are observed but disappear in yttrium doped alloys. Very small amounts of stable alpha-Y2O3 phases found in the yttrium doped alloys, and their negligible effect on the metallic glasses' properties, provide a superior solution to achieve metallic glasses with a high glass formability. (c) 2006 Elsevier B.V. All rights reserved.

The ability of current gas monitoring techniques to adequately detect spontaneous combustion

This paper investigates the adequacy of current gas monitoring techniques to adequately detect spontaneous combustion in underground coalmines. Despite being in the 21st century spontaneous combustion continues to occur in underground coalmines sometimes being detected only at a very advanced stage. Control of the incident is often then very expensive and time consuming. The adequacy needs to be assessed not only from the point of view of the analysis technique be it tube bundle, gas chromatograph or real time sensor but also the number, location and sampling frequency of the monitoring locations. Recommendations are made to optimise monitoring processes and recognise limitations of current techniques.

Instruction to support mental computation development in young children of diverse ability

Fostering young children's mental computation capacity is essential to support their numeracy development. Debate continues as to whether young children should be explicitly taught strategies for mental computation, or be afforded the freedom to develop their own. This paper reports on teaching experiments with two groups of students in their first year of schooling: those considered 'at-risk', and those deemed mathematically advanced. Both groups made considerable learning gains as a result of instruction. Importantly, the gains of the at-risk group are likely to renew both their own, and their teacher's confidence in their ability to learn. In this paper, the instructional programs are documented, highlighting the influence of instruction upon the children's development.