β-Si3N4Whiskers Embedded in Oxynitride Glasses: Interfacial Microstructure

Interfacial microstructures in βP-Si₃N₄( w )-Si-Al-Y-O-N-glass systems were investigated by systematically varying the nitrogen content and the Al:Y ratio of the glass matrix. High-resolution and analytical transmission electron microscopy (HREM and AEM) studies revealed that the interfacial microstructure is a function of the glass composition. No interfacial phases were formed in glasses with low Al:Y ratios and in glasses with high Al:Y ratios and low nitrogen content, whereas epitaxial growth of an interfacial layer (100–200 μm thick) on the βP-Si₃N₄( w ) occurred in a glass matrix with high Al:Y ratio and high nitrogen content. The interfacial layer was identified to be a β'-SiAION phase. Interfaces containing the SiAION layer exhibited high debonding energy compared to Si₃N₄( w )–glass interfaces. HREM studies indicated that the lattice-mismatch strain in the SiAION layer was relieved by dislocation formation at the SiAION–Si₃N₄( w ) interface. The difference in interfacial debonding energy was, hence, attributed to the local atomic structure and bonding between the glass-β-Si₃N₄ and the glass–β'-SiAION phases. This observation was clear evidence of the strong influence of glass chemistry on the interfacial debonding behavior by altering the interfacial microstructure.     

Virtual teamwork in very large undergraduate classes

Collaborative work is an important part of tertiary education but it is very difficult to arrange and supervise for extremely large classes of students in their first year. The possibility that computer-mediated communication can be used to facilitate this type of learning is appealing from a pragmatic organisational point of view. This paper explains in detail what a ‘virtual team’ is in the educational context. It reports on an interpretive field study where students taking an introductory course were allowed to choose where and when they did the required collaborative work. The paper discusses the factors that should be taken into account when offering students the option of working as a virtual team. These include factors that influence the students’ choice. The project cannot be considered to have been successful but indicates reasons for the lack of success and suggests contexts in which it would be valuable to repeat the project. The importance of extensive preparation in terms of teaching the students necessary social and technological skills cannot be over emphasised.     

The time course of plausibility effects on eye movements in reading: Evidence from noun-noun compounds.

Readers' eye movements were monitored as they read sentences containing noun-noun compounds that varied in frequency (e.g., elevator mechanic, mountain lion). The left constituent of the compound was either plausible or implausible as a head noun at the point at which it appeared, whereas the compound as a whole was always plausible. When the head noun analysis of the left constituent was implausible, reading times on this word were inflated, beginning with the first fixation. This finding is consistent with previous demonstrations of very rapid effects of plausibility on eye movements. Compound frequency did not modulate the plausibility effect, and all disruption was resolved by the time readers' eyes moved to the next word. These findings suggest (contra Kennison, 2005) that the parser initially analyzes a singular noun as a head instead of a modifier. In addition, the findings confirm that the very rapid effect of plausibility on eye movements is not due to strategic factors, because in the present experiment, unlike in previous demonstrations, this effect appeared in sentences that were globally plausible. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Healing substrates with mobile, particle-filled microcapsules: designing a 'repair and go' system.

We model the rolling motion of a fluid-driven, particle-filled microcapsule along a heterogeneous, adhesive substrate to determine how the release of the encapsulated nanoparticles can be harnessed to repair damage on the underlying surface. We integrate the lattice Boltzmann model for hydrodynamics and the lattice spring model for the micromechanics of elastic solids to capture the interactions between the elastic shell of the microcapsule and the surrounding fluids. A Brownian dynamics model is used to simulate the release of nanoparticles from the capsule and their diffusion into the surrounding solution. We focus on a substrate that contains a damaged region (e.g. a crack or eroded surface coating), which prevents the otherwise mobile capsule from rolling along the surface. We isolate conditions where nanoparticles released from the arrested capsule can repair the damage and thereby enable the capsules to again move along the substrate. Through these studies, we establish guidelines for designing particle-filled microcapsules that perform a 'repair and go' function and thus, can be utilized to repair damage in microchannels and microfluidic devices.     

Does anticipation training affect drivers' risk taking?

Skill and risk taking are argued to be independent and to require different remedial programs. However, it is possible to contend that skill-based training could be associated with an increase, a decrease, or no change in risk-taking behavior. In 3 experiments, the authors examined the influence of a skill-based training program (hazard perception) on the risk-taking behavior of car drivers (using video-based driving simulations). Experiment 1 demonstrated a decrease in risk taking for novice drivers. In Experiment 2, the authors examined the possibilities that the skills training might operate through either a nonspecific reduction in risk taking or a specific improvement in hazard perception. Evidence supported the latter. These findings were replicated in a more ecological context in Experiment 3, which compared advanced and nonadvanced police drivers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Alliance and Dropout in Family Therapy for Adolescents With Behavior Problems: Individual and Systemic Effects.

This study examined the relationship between alliance and retention in family therapy. Alliance was examined at the individual (parent and adolescent) and family levels (within-family differences). Participants were 34 families who received functional family therapy for the treatment of adolescent (aged 12-18 years) behavior problems. Families were classified as treatment dropouts (n=14) or completers (n=20). Videotapes of the first sessions were rated to identify parent and adolescent alliances with the therapist. Results demonstrated that individual parent and adolescent alliances did not predict retention. However, as hypothesized, dropout cases had significantly higher unbalanced alliances (parent minus adolescent) than did completer cases. These findings highlight the importance of alliances in functional family therapy and suggest that how the alliance operates in conjoint family therapy may be a function of systemic rather than of individual processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Action of chelators on solid iron in phosphate-containing aqueous solutions

To study the effect of strong iron-ligands on steel corrosion, mild steel electrodes were immersed in solutions containing 20 mM phosphate buffer (pH=7.2) and between 0.01 mM and 1 M of either the iron(II)-chelators 2,2^′-bipyridine or FerroZine, or the iron(III)-chelators citrate or acetylacetonate. Resulting surface reactions were investigated by quantifying the electrochemical potential (E), the electrochemical polarization resistance (R_p), the corrosion current (I_corr) and the release of iron into solution. The surface was further analyzed by scanning electron microscopy (SEM/SEM-EDAX) and atomic force microscopy. Concentrations of 0.1 mM of any of the chelators led to slight, temporary changes in E, I_corr and R_p. Concentrations of 10 mM resulted in characteristic changes of E, which were the same for all chelators and in the precipitation of FePO₄ in the case of citrate and acetylacetonate, or vivianite [Fe₃(PO₄)₂ · 8H₂O] in the case of bipyridine and FerroZine. Concentrations of 1 mM of both iron(III)-chelators led to a temporary drop of E similar to that found with 0.1 mM chelator. With iron(II)-chelators, E dropped to about −500 mV before oscillating for several days. The amplitudes of the oscillations were up to 200 mV with periods of 30 and 20-25 min for bipyridine and FerroZine, respectively.