Fatigue Behavior of High-Entropy Alloys

Research was performed on the Al9Co18.2Cr18.2Cu18.2Fe18.2Ni18.2 [subscripts atomic percent] and Al7.5Cr22.5Fe35Mn20Ni15 high-entropy alloys (HEAs) in an attempt to study their fatigue behavior. The present investigation shows encouraging fatigue-resistance characteristics due to their high fatigue lives of various samples at relatively high stresses. The current results indicate that the fatigue behavior of HEAs compares favorably to many conventional alloys, such as steels, titanium alloys, and advanced bulk metallic glasses with a fatigue-endurance limit of the Al9Co18.2Cr18.2Cu18.2Fe18.2Ni18.2 HEAs between 540 and 945 MPa and a fatigue-endurance limit to ultimate tensile strength ratio between 0.402 and 0.703. The Al7.5Cr22.5Fe35Mn20Ni15 HEAs were found to have a fatigue-endurance limit between 540 and 630 MPa. Some unpredictability in the fatigue life of the samples was observed by scattering in the stress versus life plot. Weibull models were applied to predict the fatigue data and to characterize the variability seen in Al9Co18.2Cr18.2Cu18.2Fe18.2Ni18.2 HEAs. A Weibull mixture predictive model was used to separate the data into two, strong and weak, groups. This model predicts that at stress ranges above 858 MPa, the median time to failure of specimens in the strong group will be greater than 107 cycles. Large oxide particles were found on the tensile surfaces of both samples with microcracks forming at these sites. It was shown that these microstructural defects may have a significant effect on the fatigue behavior of HEAs. A comparison of the endurance limits and fatigue ratios of HEAs to conventional structural alloys shows that HEAs may outperform many conventional alloys under fatigue conditions. It is believed that a reduction in the number of defects introduced during fabrication and processing may result in a superior fatigue behavior, which exceeds that of conventional alloys

Video-Modeling and Pre-Performance Apprehension: Is Ignorance Bliss?

This research examined the impact of video-modeling on basic communication course students\u27 public speaking apprehension. Students were confronted with successful and unsuccessful video model presentations of their first public speaking assignment. The viewing of the video models preceded in-class live performances. Results indicate that students who were confronted with both of the video models experienced increased public speaking apprehension, while students who viewed neither video model did not

Community engagement through sport: University partnerships to promote youth development

Many kinesiology departments engage in partnerships that aim to promote positive youth development through physical activity. These partnerships are often enhanced by mutually beneficial goals and shared decision making between university and community partners. This paper describes how sport has been at the center of two university-community partnerships that have helped to teach life skills to youth. We draw upon our experience working with community partners to illuminate challenges and opportunities for youth-focused partnerships. The programs include an emphasis on sustainability. As kinesiology programs continue to enhance their efforts to partner and support youth development, case studies such as this may help inform our efforts

Measuring Perceived Transfer of Responsibility Learning From Physical Education: Initial Validation of the Transfer of Responsibility Questionnaire

Purpose: Research indicates that physical education can be an effective setting for promoting positive values, attitudes, and behaviors that transfer to other settings. However, there is a lack of instrumentation to assess the cognitive and motivational aspects of the transfer process. Therefore, this study proposed and validated the Transfer of Responsibility Questionnaire (ToRQ). Methods: After instrument development and pilot testing, an initial version of the ToRQ was completed by 442 adolescents. Data analysis began with exploratory factor analysis followed by confirmatory factor analysis. Results: The exploratory factor analysis yielded a stable three-factor structure that measured the participants’ cognitive and motivational processes related to transfer. This factor structure was affirmed using confirmatory factor analysis, which also examined convergent and discriminant validity. Discussion/Conclusion: The model was a good fit for the data, and the ToRQ correlated positively with related scales from an existing life skill transfer survey. These analyses support the initial validation of the ToRQ

Using simple interactions to improve pedagogy in a cross-aged leadership program

Cross-aged teaching programs provide leadership experiences to youth who aim to influence children to be responsible, caring, and compassionate. Purpose: The purpose of this study was to examine the impact of a leadership development protocol on relationship development in an established cross-aged teaching program. Method: Guided by the developmental relationships framework, “Simple Interactions” was implemented with a group of nine youth leaders. The intent was to help them improve their relationships with children in four categories (a) connection, (b) reciprocity, (c) participation, and (d) progression. Data were collected through reflection documents and focus group interviews. Results: Qualitative results explain how Simple Interactions impacted reflection and revealed strategies youth leaders used to build relationships with children. Discussion: The findings suggest that the Simple Interactions protocol may provide an innovative strategy to promote reflective practice and develop positive relationships in a cross-aged teaching program

Positive youth development through physical activity: Opportunities for physical educators

As physical educators continue to advocate for school-based PE, they should also consider ways to extend their work into community settings in an effort to ensure that all kids have an opportunity to develop physical literacy. This article describes how positive youth development programs can provide an opportunity for physical educators to engage with youth outside of the school day

A community of practice to support the transition from doctoral student to faculty

Professional collaboration is an important aspect of any field. It allows for individuals to share ideas and to be part of a team. The TPSR Alliance has been a space for such professional collaborations where members have been able to both benefit from and contribute to it by sharing research and practices revolving around developing responsible behaviors in youth using the teaching personal and social responsibility (TPSR) model. They have had the opportunity to be a part of this community over the course of their doctoral education process and during their transition from graduate school to their current academic careers in higher education, During our graduate studies their involvement in the TPSR Alliance community of practice was integral to their socialization process so that they could become a part of a professional community that embodied shared beliefs. Gardner and Barnes discussed the importance of graduate students taking the initiative to become involved in opportunities that will help them in their future careers

The evolution of Hellison’s TPSR model in out-of- school contexts

Don Hellison fully realized that getting students to become positive contributors to their community meant that experiences that engender a greater sense of being a responsible person had to be provided. He leveraged the power of out-of-school time programming to implement his Teaching Personal and Social Responsibility (TPSR) model and build relationships with variety of underserved youth. Don also understood that community partnerships were important in this effort. This article provides a glimpse at how Don was able to establish TPSR programs in a variety of out-of-school settings—all of which addressed the needs of underserved children and youth. A historical context is provided to illustrate the placement of TPSR in the broader movement of positive youth development. Don’s programs that operated during out-of-school time and spanned the western region of the country to the urban sections of Chicago are described. Inconsistent partner support, scarcity of program space, and feelings of self-doubt are presented as challenges to the viability of TPSR programming. His commitment to making programs work despite these challenges is portrayed. Therefore, the purpose of this article is to illustrate how Don’s work has made a significant contribution to the positive youth development movement within out-of-school time contexts

A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature

While stress has always been present in the teaching profession, recent trends such as standardized testing and school and teacher accountability may be making teachers’ work more stressful. Teacher satisfaction research has emerged as a popular lens through which to understand how teachers experience their work. This scoping review sought to summarize the literature related to physical education teacher satisfaction published between 1987 and 2016. A total of 20 articles that reported research from 11 different countries were identified for inclusion. Thematic analysis of the study results led to the construction of four themes: (a) levels of physical education teacher satisfaction vary by level and context; (b) demographic variables do not reliably predict satisfaction; (c) intrinsic and psychosocial variables influence job satisfaction; and (d) the workplace and interpersonal relationships influence job satisfaction. Results are discussed and recommendations provided, particularly related to a theoretical basis for future research and methodological diversity

A practical guide to collaborative qualitative data analysis. Journal of Teaching in Physical Education

The purpose of this article is to provide an overview of a structured, rigorous approach to collaborative qualitative analysis while attending to challenges associated with working in team environments. The method is rooted in qualitative data analysis literature related to thematic analysis, as well as the constant comparative method. It seeks to capitalize on the benefits of coordinating qualitative data analysis in groups, while controlling for some of the challenges introduced when working with multiple analysts. The method includes the following six phases: (a) preliminary organization and planning, (b) open and axial coding, (c) development of a preliminary codebook, (d) pilot testing the codebook, (e) the final coding process, and (f) reviewing the codebook and finalizing themes. These phases are supported by strategies to enhance trustworthiness, such as (a) peer debriefing, (b) researcher and data triangulation, (c) an audit trail and researcher journal, and (d) a search for negative cases