A comparison of strength properties of heat treated AISI 1065 steels at high strength levels

Six AISI C 1065 steels were heat treated and tensile tested in order to evaluate their ductility at high strength levels. Heat treating and tensile testing procedures were developed for use working with these steels at tensile strengths of 300,000 psi and higher. The austenitizing procedure in the hardening operation was found to affect the strength and ductility of the high strength samples. Rapidly heating to the austenitizing temperature followed by an immediate quench produced better properties than slow heating followed by a soaking period before the quench. However, it was concluded that the carbon contents of the steels studied (0.64% - 0.72%) was too high to realize simultaneously very high strength and appreciable ductility --Abstract, page ii

ILR Impact Brief - Knowledge, Skills, and Performance: Getting the Most From Team Training

Teams are an integral feature of the American workplace; indeed, more than 80% of the Fortune 500 companies make extensive use of work teams. Action teams, pulled together to carry out a particular time-limited function that requires the specialized expertise of its members, are becoming increasingly common. Researchers have noted that the success of these teams is often thwarted by their lack of information about teamwork in general and their insufficient mastery of basic team competencies. Most organizations train team members for the particular job at hand, so the question arises as to the utility of generic team training. In other words, would imparting knowledge and skills that could be applied in, and adapted to, any number of situations improve outcomes, and if so, what is the mechanism that facilitates this result

The Impact of Task- and Team-Generic Teamwork Skills Training on Team Effectiveness

This study examined the effects of training team members in three task- and teamgeneric teamwork skills: planning and task coordination, collaborative problem solving, and communication. We first examined the degree to which task- and team-generic teamwork skills training impacted team performance on a task unrelated to the content of the training program.We then examined whether the effects of task- and team-generic teamwork skills training on team performance were due to the transfer of skills directly related to planning and task coordination, collaborative problem solving, and communication. Results from 65 four-person project teams indicated that task- and team-generic teamwork skills training led to significantly higher levels of team performance. Results also indicated that the effects of task- and teamgeneric teamwork skills training on team performance were mediated by planning and task coordination and collaborative problem solving behavior. Although communication was positively affected by the task- and team-generic teamwork skills training, it did not mediate the relationship between task- and team-generic teamwork skills training and team performance.Theoretical and practical implications of these results are discussed, as well as possible limitations and directions for future research

The early development of Ambystoma macrodatylum baird, with emphasis on the larval stages

The embryonic and larval stages of the long-toed salamander, Ambystoma macrodactylum are described from fertilization through the development of five toes on the posterior limbs. New stage numbers are employed in the description of the hind limb. The eggs used in the study were obtained by the injection of pituitary glands into mature female salamanders in order to stimulate them to ovulate. Fair numbers of eggs are secured in this manner if the salamanders are injected within four months after being collected. However, if injected four and one-half to five months after collection, they are found to be non-productive. The embryonic development rate of Ambystoma macrodactylum appears to be slower than northern forms such as A. tigrinum, A. jeffersonianum, and A. maculatum but faster than A. opacum, a more southern form. However, the range of A. macrodactylum extends farther north than any of the others. A comparison of larval development as length increases shows that A. macrodactylum reaches a state of full development with respect to limb development at a lesser total length than do A. opacum and A. jeffersonianum but at a greater length than does A. maculatum. Pigmentation in laboratory-reared larvae is found to be lighter in color than that exhibited by A. macrodactylum larvae collected in the field. However, the same general pattern remains constant. The use of the number of gill rakers in determining the species of a larval ambystomatid is found to be unreliable unless the stage of the larva is known. The correlation of body dimensions at various stages of development to geographic distribution and to other species for identification purposes is not feasible until similar information for other locations and other species is obtained

Evidencing the development of distributed leadership capacity in the quality management of online learning environments (OLEs) in Australian higher education

The poster will present findings from the first year of a two-year nationally funded Australian Learning and Teaching Council (ALTC) project, Building distributed leadership in designing and implementing a quality management framework for Online Learning Environments undertaken by Deakin University, Macquarie University, University of South Australia, University of Southern Queensland and RMIT University. The project is running over 2011-2012. This project aims to design and implement a framework that uses a distributed leadership approach for the quality management of Online Learning Environments (OLEs) in Australian higher education. The distributed leadership approach enables the development of the framework and in turn contributes to its implementation. The framework is the vehicle for building leadership capacity. The national project team itself represents a broad range of educational, technical and managerial expertise

3M QUANTITATIVE PROCESS RISK SCREENING TOOL

PresentationThe 3M Quantitative Process Risk Screening Tool (QPRS Tool) has been developed as a means of assisting 3M facilities globally in evaluating and managing the risks associated with processes that use or store hazardous materials under General Duty activities. The QPRS Tool allows review of potential on-site and off-site impacts to employees, the adjacent community and the environment. The Quantitative Process Risk Screening Tool is unique to 3M, but is based on hazard evaluation techniques which have been developed and used within industry and which are supported by AIChE and industry groups. The QPRS Tool is a simple eight-step process that uses commonly available chemical hazard information primarily from Material Safety Data Sheets as well as information on the engineering and administrative safeguards provided for the process

Quality management of online learning environments : final report of the project : Building distributed leadership in designing and implementing a quality management framework for online learning environments

&nbsp;The project developed and disseminated, through a distributed leadership approach, an overall framework for the quality management of online learning environments (OLEs) in Australian higher education. The Six Elements of the Online Learning Environment (6EOLE) Quality Management Framework and its guidelines was constructed based on various data collection methods deployed in the project.The 6EOLE Quality Management Framework, displayed on page six, and accompanying guidelines (i.e. An evidence-based approach to implementation, and A condensed guide) can be used to guide management action to assure and continuously improve the quality of an organisation&rsquo;s OLE where environmental factors are relatively stable, at least for a period....This report shows how the project&rsquo;s objectives were achieved through the project approach and methodology, which in turn led to a set of project outcomes and key deliverables. Moreover, a consideration of these key outcomes and deliverables has led to the presentation of recommendations to the Office for Learning and Teaching and the higher education sector. We argue these recommendations are pertinent to the consideration of distributed leadership and the quality management of OLEs at any tertiary institution.</div

Quality management of online learning environments: An evidence-based approach to implementing the 6EOLE Quality Management Framework

This project will design and implement a framework using a distributed leadership approach for the quality management of online learning environments in Australian higher education. The distributed leadership approach will enable the development of the framework and, in turn, contribute to its implementation. The framework will be the vehicle for building leadership capacity. The project will draw upon the combined expertise and strengths of five universities using different learning management systems and approaches to social networking and which are at various stages of deploying their next-generation online learning environments. The universities involved represent different groupings of institutions in the sector and each is reliant on disparate leadership groups to successfully implement and sustain their environments. The project will determine the key components of such a quality management framework and the key sources of evidence needed to ensure that institutional investments generate good student learning experiences

Risk Prediction for Breast, Endometrial, and Ovarian Cancer in White Women Aged 50 y or Older: Derivation and Validation from Population-Based Cohort Studies

Background: Breast, endometrial, and ovarian cancers share some hormonal and epidemiologic risk factors. While several models predict absolute risk of breast cancer, there are few models for ovarian cancer in the general population, and none for endometrial cancer. Methods and Findings: Using data on white, non-Hispanic women aged 50+ y from two large population-based cohorts (the Prostate, Lung, Colorectal, and Ovarian Cancer Screening Trial [PLCO] and the National Institutes of Health–AARP Diet and Health Study [NIH-AARP]), we estimated relative and attributable risks and combined them with age-specific US-population incidence and competing mortality rates. All models included parity. The breast cancer model additionally included estrogen and progestin menopausal hormone therapy (MHT) use, other MHT use, age at first live birth, menopausal status, age at menopause, family history of breast or ovarian cancer, benign breast disease/biopsies, alcohol consumption, and body mass index (BMI); the endometrial model included menopausal status, age at menopause, BMI, smoking, oral contraceptive use, MHT use, and an interaction term between BMI and MHT use; the ovarian model included oral contraceptive use, MHT use, and family history or breast or ovarian cancer. In independent validation data (Nurses' Health Study cohort) the breast and ovarian cancer models were well calibrated; expected to observed cancer ratios were 1.00 (95% confidence interval [CI]: 0.96–1.04) for breast cancer and 1.08 (95% CI: 0.97–1.19) for ovarian cancer. The number of endometrial cancers was significantly overestimated, expected/observed = 1.20 (95% CI: 1.11–1.29). The areas under the receiver operating characteristic curves (AUCs; discriminatory power) were 0.58 (95% CI: 0.57–0.59), 0.59 (95% CI: 0.56–0.63), and 0.68 (95% CI: 0.66–0.70) for the breast, ovarian, and endometrial models, respectively. Conclusions: These models predict absolute risks for breast, endometrial, and ovarian cancers from easily obtainable risk factors and may assist in clinical decision-making. Limitations are the modest discriminatory ability of the breast and ovarian models and that these models may not generalize to women of other races. Please see later in the article for the Editors' Summar