Exploratory study on the effects of novel diamine curing agents and isocyanate precursors on the properties on new epoxy and urethane adhesives

Aromatic diamines based on diphenyl sulfone and benzophenone were studied as epoxy adhesive curing agents. Previously found differences in adhesive strengths for meta vs para orientation were not found in these series. The use of aluminum and alumina as fillers in a m,m prime-methylene dianiline-cured epoxy adhesive was not found to be beneficial to adhesive strength. Alumina filled adhesives had much lower strength than unfilled adhesives. The unfilled m,m prime-methylene dianiline-based epoxy adhesive had excellent resistance to moisture relative to a p,p prime-methylene dianiline-based adhesive and maintained good strengths up to 250 F. A glass fiber composite based on a m,m prime-methylene dianiline-cured epoxy appeared to be equivalent to the p,p prime-methylene dianiline-cured epoxy as judged by short beam shear tests

Living Literature: Using Children\u27s Literature to Support Reading and Language Arts

This is the ideal book to help prospective teachers improve children\u27s reading and language arts skills and instill in them a genuine and lasting love of reading. The book demonstrates numerous ways to integrate literature into the daily fabric of classroom life. Following a solid grounding in the basics every reading teacher needs, individual chapters explore genres of children\u27s literature and teaching strategies specific to each genre. Then, the authors examine currently accepted effective practices for engaging young readers in hands-on reading in a way that fosters a love of literature that will last a lifetime. Early childhood and elementary education literature and language arts teachers.https://digitalcommons.library.umaine.edu/fac_monographs/1098/thumbnail.jp

You use! I use! We use! Questioning the orthodoxy of 1:1 computing in primary schools

The current orthodoxy regarding computer use in schools appears to be that 1:1 computing, i.e. each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes including individualised learning, collaborative environments or constructivist pedagogies. This article challenges this notion suggesting instead that 1:2 computing is an appropriate means of achieving such aims in Primary School. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity and individualised learning. This article draws on data collected during the 2009 school year from four, Year 7 Classrooms (11-13 year old students) who had varied patterns of access to netbook computers. Detailed information was collected from two pieces of software installed in each computer. Data were analysed through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders make informed decisions regarding 1:1 and 1:2 computing