Graphite/copper alloy interfacial energies determined using the sessile drop method

Graphite surfaces are not wet by pure copper. This lack of wetting is responsible for a debonding phenomenon that was found in continuous graphite fiber/copper matrix composites materials subjected to elevated temperatures. By suitably alloying copper, its capability to wet graphite surfaces can be enhanced. In situ measurements of graphite/copper alloy wetting angles were made using the sessile drop method. Interfacial energy values were calculated based upon these measurements

Preventing Domestic Abuse for Children and Young People (PEACH): A Mixed Knowledge Scoping Review

Background: A range of interventions that aim to prevent domestic abuse has been developed for children and young people in the general population. While these have been widely implemented, few have been rigorously evaluated. This study aimed to discover what was known about these interventions for children and what worked for whom in which settings. Review methods: This mixed knowledge review was informed by realist principles and comprised four overlapping phases: an online mapping survey to identify current provision; a systematic review of the existing literature; a review of the UK ‘grey’ literature; and consultation with young people and experts. Information from these four sources of evidence informed analysis of costs and benefits. Results: The evidence for interventions achieving changes in knowledge and attitudes was stronger than that for behavioural change. Shifting social norms in the peer group emerged as a key mechanism of change. Media campaigns act to influence the wider social climate within which more targeted interventions are received, and they are also a source for programme materials. While most interventions are delivered in secondary schools, they are increasingly targeted at younger children. The review emphasised the importance of a school’s ‘readiness’ to introduce preventative interventions which need to be supported across all aspects of school life. Involving young people in the design and delivery of programmes increases authenticity and this emerged as a key ingredient in achieving impact. Longer interventions delivered by appropriately trained staff appeared likely to be more effective. Teachers emerged as well placed to embed interventions in schools but they require training and support from those with specialist knowledge in domestic abuse. There was evidence that small groups of students who were at higher risk might have accounted for some results regarding effectiveness and that programme effectiveness may vary for certain subgroups. Increasingly, boys are being identified as a target for change. The study identified a need for interventions for disabled children and children and young people from black, Asian, minority ethnic and refugee groups and a particular lack of materials designed for lesbian, gay, bisexual and transgender young people. Limitations: Very little evidence was identified on costs and cost-effectiveness. Few studies showed an effect at the level of significance set for the review. Where it did exist, the effect size was small, except in respect of improved knowledge. The inability to calculate a response rate for the mapping survey, which used a snowballing approach, limits the ability to generalise from it. Conclusions: While it is appropriate to continue to deliver interventions to whole populations of children and young people, effectiveness appeared to be influenced by high-risk children and young people, who should be directed to additional support. Programmes also need to make provision to manage any resulting disclosures. Interventions appear to be context specific, and so those already being widely delivered in the UK and which are likely to be acceptable should be robustly tested. Funding: The National Institute for Health Research Public Health Research programme

Operationalizing resilience planning, theory, and practice: Insights from U.S. seaports

Academics and practitioners advocate climate change resilience planning to guide seaport management, business continuity planning, capital improvements, and so forth. Yet, questions of whether resilience planning interventions influence seaports\u27 planning cultures and result in better prepared organizations remain underexplored. Through 10 cases of U.S. seaport resilience planning, this research explored the benefits and challenges of resilience planning and whether such efforts can enhance the adaptive capacity of a complex, multi-layered system such as a seaport. Results suggested that resilience planning interventions enhanced, inter alia, seaports\u27 social capital with their internal and external stakeholders, and that seaports frequently identified and pursued infrastructure-related resilience enhancement strategies after completing resilience planning. Even when the sponsors of such studies intended an operational and business resilience purpose, they stated benefits consistent with adaptive management and resilience planning theories. Further, while key informants emphasized the strengthened relationships with stakeholders as benefits, they also frequently cited them as key challenges that require deliberative guidance and resources to help stakeholders effectively use products from resilience planning. Additional takeaways captured in this research provide valuable insights that can inform guidance materials designed to help seaports undertake their climate resilience-building endeavors

Examining intellectual ability, not social prowess: removing barriers from the doctoral viva for autistic candidates

The doctoral viva voce (‘viva’) has been variously described in the literature as mysterious, unpredictable and potentially frightening for students. Here we present a set of reasonable adjustments designed to remove social barriers from existing viva process for the benefit of autistic doctoral viva candidates. Our objective is to ensure that autistic students, who experience atypical differences in social interaction, social communication, and social imagination, are examined on intellectual ability, not social prowess. Recommendations are based on our many years of work with autistic adults in higher education and elsewhere and relevant literature. It is our view that these proposals could also benefit non-autistic doctoral candidates. Key proposals are to allow candidates the choice of a ‘virtual viva’ via electronic mail; to prepare a ‘needs assessment’ pre-viva; and to ensure that those involved understand autism sufficiently to appreciate issues specific to the individual and their viva. Academic rigour and integrity would not be compromised but the playing field might be flattened

Academic Dignity: Countering the Emotional Experience of Academia

A significant emerging body of research has articulated and critiqued the conditions and impacts of neoliberalism on academic institutions, particularly how the rise of the 'marketized' university has shifted the way in which academics are expected to engage in research and teaching. We highlight some of the key concepts evident in the research as they pertain to the emotional responses of academics to the ideological shift that has taken place within the academy. We focus on their perspectives in order to validate the emotional and lived experiences of academics and repudiate the neoliberal conceptualization of the academic as homo economicus. Referencing our ongoing research in Canadian universities as well as extant literature, we overview work on workplace dignity, a countervailing notion that mobilizes positive emotional concepts. Using this as a springboard, we finally begin to articulate an academic dignity-centered approach. By ‘academics’, we mean all those engaged in academic work within the academy, from tenured faculty to research specialists and contracted instructors. &nbsp

Cybersafety: Educating individuals with aphasia or cognitive-communication disorders

The Internet poses risks, also known as cyberthreats. Everyone is vulnerable to cyberthreats, including individuals with aphasia (IwA) or cognitive-communication disorders (IwCCD). When speech-language pathologists introduce Internet into treatment plans for IwA or IwCCD the ASHA Code of Ethics dictates they “shall fully inform the persons they serve of the nature and possible effects of services rendered and products dispensed”. Yet safe-use products and protocols designed to inform or educate IwA and IwCCD about cybersafety are not reported in the literature. In this project we examine cyberthreats and cybersafety as they affect IwA and IwCCD by1) reviewing literature on cyberthreats; 2) reporting anecdotes from IwA and IwCCD who are Internet users; and 3) proposing strategies to support safer Internet use. We examine information and knowledge needed to create adaptations and scaffolds supporting safer Internet-use for people with language/cognitive-communication disabilities, and propose strategies for teaching cybersafety concepts. Issues drawn from the human-computer interaction (HCI) literature will facilitate discussion of privacy, accessibility, and universal design (Hochheister & Lazar, 2007)

YPFS Lessons Learned Oral History Project: An Interview with Diane Ellis

Suggested Citation Form: Ellis, Diane, 2019. “Lessons Learned Interview. Interview by Sandra Ward. Yale Program on Financial Stability Lessons Learned Oral History Project. September 24, 2019. Transcript. https://ypfs.som.yale.edu/library/ypfs-lesson-learned-oral-history-project-interview-diane-elli

Perspectives of the autistic ‘Voice’: An ethnography examining informal education learning experiences

Using a qualitative theoretical stance of interpretivism, this study offers an opportunity for young autistic individuals to have a ‘voice’ and participate in a wholly reflective discussion about their informal education learning experiences. The study uses a constructivist framework to discuss various concepts including autism as a disability, the importance of recognising the heterogeneity of the autistic population, and the significance of informal education and physical activities to the lives of the participants; the aim being to create a positive learning experience where the diversity of learners is valued and recognised as well as informing professional teacher development. An extensive examination of the literature reveals a myriad of rich intertwining perceptions that are pertinent considerations based on concerns at the root of this research: issues around the autistic mind, pedagogy and socio-cultural learning. A pluralist methodology is used throughout to reflect the diverse autistic community, with a strong influence underlying each phase of autoethnography and self-reflection. This is crucial to the study to utilise each autistic ‘voice’ including that of the researcher who is an autistic adult as well as a professional within the context of the study. In addition, teachers within the field have been given an opportunity to have a ‘voice’ to complement and support the data. The data has revealed a whole range of emergent themes, which can be further explored, developed and utilised outside of the this study to produce guidelines to inform a national autism specific teacher training programme for informal educators. The study has highlighted the need for flexible pedagogy, and for teachers to be conscious of the heterogeneity of their autistic students, as well as highlighting the importance of the student/teacher relationship within informal education

Perspectives of the autistic 'voice' : An ethnography examining informal education learning experiences.

Using a qualitative theoretical stance of interpretivism, this study offers an opportunity for young autistic individuals to have a 'voice' and participate in a wholly reflective discussion about their informal education learning experiences. The study uses a constructivist framework to discuss various concepts including autism as a disability, the importance of recognising the heterogeneity of the autistic population, and the significance of informal education and physical activities to the lives of the participants; the aim being to create a positive learning experience where the diversity of learners is valued and recognised as well as informing professional teacher development. An extensive examination of the literature reveals a myriad of rich intertwining perceptions that are pertinent considerations based on concerns at the root of this research: issues around the autistic mind, pedagogy and socio-cultural learning. A pluralist methodology is used throughout to reflect the diverse autistic community, with a strong influence underlying each phase of autoethnography and self-reflection. This is crucial to the study to utilise each autistic 'voice' including that of the researcher who is an autistic adult as well as a professional within the context of the study. In addition, teachers within the field have been given an opportunity to have a 'voice' to complement and support the data. The data has revealed a whole range of emergent themes, which can be further explored, developed and utilised outside of the this study to produce guidelines to inform a national autism specific teacher training programme for informal educators. The study has highlighted the need for flexible pedagogy, and for teachers to be conscious of the heterogeneity of their autistic students, as well as highlighting the importance of the student/teacher relationship within informal education