Compressive deformation and damage of Mg-based metallic glass interpenetrating phase composite containing 30-70 vol% titanium

Mg-based metallic glass interpenetrating phase composites (IPCs) containing 30-70 vol% titanium was fabricated in this study. The effects of reinforced phase volume fraction and interspace on the mechanical properties were investigated systematically. With increasing the volume fraction of titanium, the fracture strength and strain increased up to 1860 MPa and 44%, respectively. The results showed that the critical volume fraction (around 40%) of Ti metal should be required for significantly improving plasticity of IPC. Decreasing the interspace of the titanium phase could lead to enhancement of yield and fracture strength. The deformation behavior and strengthening mechanisms were discussed in detail.

METHOD OF MANUFACTURE

A process for producing boron nitride nanotubes and nanotube films, which process comprises heating a liquid composition comprising boron particles and a metal compound, wherein heating takes place at a temperature of from 800-1300 DEG C in a gaseous atmosphere containing nitrogen that causes boron nitride nanotubes to grow, and wherein the boron particles have an average particle size of less than 100 nm, and wherein the metal compound is selected such that it promotes the growth of boron nitride nanotubes during heating.

Through the looking glass : immersive interfaces for participant engagement in blended e-learning environments

This chapter outlines current research profiling students and educators participating in and constructing immersive interfaces in blended e-learning settings. Multi User Virtual Environments (MUVEs) and real world settings augmented with virtual information can generate problem-solving communities where participants gain greater technical knowledge and skills through meaningful and frequent interaction. MUVEs can also generate technical innovation amongst students from diverse disciplinary backgrounds provided students are encouraged to help each other and learn together. After detailing some false assumptions about computer literacy that can stifle meaningful exploration with new technologies in contemporary education, this chapter documents an exemplar involving extensive collaboration between students from different educational backgrounds with diverse technical competencies. The success of this initiative hinges on the willingness of educators to provide a shared learning experience where technology is used to facilitate increased student communication and offers a site for invention, informed critique, industry participation, and a sense of community.