Phase Evolution and Microstructure Analysis of CoCrFeNiMo High-Entropy Alloy for Electro-Spark-Deposited Coatings for Geothermal Environment

Publisher's version (útgefin grein)In this work, a CoCrFeNiMo high-entropy alloy (HEA) material was prepared by the vacuum arc melting (VAM) method and used for electro-spark deposition (ESD). The purpose of this study was to investigate the phase evolution and microstructure of the CoCrFeNiMo HEA as as-cast and electro-spark-deposited (ESD) coating to assess its suitability for corrosvie environments encountered in geothermal energy production. The composition, morphology, and structure of the bulk material and the coating were analyzed using scanning electron microscopy (SEM) coupled with energy-dispersive spectroscopy (EDS), and X-ray diffraction (XRD). The hardness of the bulk material was measured to access the mechanical properties when preselecting the composition to be pursued for the ESD coating technique. For the same purpose, electrochemical corrosion tests were performed in a 3.5 wt.% NaCl solution on the bulk material. The results showed the VAM CoCrFeNiMo HEA material had high hardness (593 HV) and low corrosion rates (0.0072 mm/year), which is promising for the high wear and corrosion resistance needed in the harsh geothermal environment. The results from the phase evolution, chemical composition, and microstructural analysis showed an adherent and dense coating with the ESD technique, but with some variance in the distribution of elements in the coating. The crystal structure of the as-cast electrode CoCrFeNiMo material was identified as face centered cubic with XRD, but additional BCC and potentially σ phase was formed for the CoCrFeNiMo coating.This work is part of the H2020 EU project Geo-Coat: Development of novel and cost-effective corrosion resistant coatings for high temperature geothermal applications. Call H2020-LCE-2017-RES-RIA-TwoStage (Project No. 764086).Peer Reviewe

Rifapentine access in Europe: growing concerns over key tuberculosis treatment component

[No abstract available]Support statement: C. Lange is supported by the German Center of Infection Research (DZIF). All other authors have no funding to declare for this study. Funding information for this article has been deposited with the Crossref Funder Registry

Localized practices and globalized futures: challenges for Alaska coastal community youth

An article from Maritime Studies (2015) 14:

Rætur nýsköpunar- og frumkvöðlamenntar í íslenskum námskrám og skólamálaumræðu

Samkvæmt núgildandi aðalnámskrám skal skólastarf mótast af svonefndum grunnþáttum og lykilhæfni. Sjálfsábyrgð, sjálfstæði og frumkvæði nemenda hljóta töluvert meiri athygli þar en þekktist í fyrri námskrám. Hugmyndir um sjálfræði nemenda og skapandi hugsun eru þó ekki nýjar af nálinni. Þeim var til dæmis gert hátt undir höfði í menntamálaumræðu Vesturlanda frá miðri 19. öld og fram á miðja 20. öld. Á tímum iðn- og tæknibyltingar lá beint við að búa nemendur undir líf og starf með þessum hætti, það er að örva sjálfstæða og skapandi hugsun og þjálfa þá til að leysa margvísleg vandamál og viðfangsefni án fyrirfram gefinnar stýringar eða forskriftar. Af þessum meiði er það svið í almennri menntun sem nefnt hefur verið nýsköpunar- og frumkvöðlamennt. Markmið þessarar greinar er að kynna og skilgreina þetta svið, rekja skyldar hugmyndir og hugsjónir í sögu menntunar og varpa ljósi á hvernig þær birtast í námskrám hér á landi, ekki síst í núgildandi námskrá framhaldsskóla. Tilgangurinn er að auka þekkingu á nýsköpunar- og frumkvöðlamennt sem námssviði í almennri menntun, draga fram fræðilegan grundvöll menntunar á námssviðinu og skýra stöðu sviðsins í námskrám á framhaldsskólastigi. Meginspurningin sem leitað er svara við í greininni er þessi: Á hvers konar nám-skrárhugsjónum byggir nýsköpunar- og frumkvöðlamennt? Fjallað er um nýsköpunar- og frumkvöðlamennt í sögulegu og fræðilegu samhengi og þessu námssviði í námskrá framhaldsskóla frá árinu 2011 gefinn sérstakur gaumur. Söguleg skoðun sýnir að námssviðið á rætur í skyldum hugmyndum um menntun allt frá tímum Forn-Grikkja og svipaðar menntahugsjónir má meðal annars sjá í verkhyggju. Margvísleg tækifæri fyrir nýsköpunar- og frumkvöðlamennt má sjá í núgildandi námskrá framhaldsskóla, þó svo að námssviðið sé ekki kynnt sem sérstök náms-grein eða skilgreindir áfangar þar.The current national curriculum for secondary education in Iceland (i. Aðalnámskrá framhaldsskóla) may be identified as learnercentred in the sence that it presents knowledge and skills as personal and each learner is considered as unique. Learning and teaching are seen as interactive exercises where the learn-er is portrayed as a self-propelled agent of his or her own growth and development. But it can also be identified as socially oriented because it focuses to a considerable extent on the ability to function in society, and that each student should be prepared to formulate his or her own opinion or stance with respect to problems that our society faces. Thus critical and creative thinking are competences that are highly acknowledged according to the “new curriculum”, and knowledge and skills are supposed to give learners the ability to interpret and take part in reconstructing their society unprompted. The curriculum identifies six fundamental concerns (important issues) (i. grunnþættir), that are supposed to characterize all educational activities in schools: literacy, sustainability, democracy and human rights, equality, health and welfare and creativity (Ministry of Education, Science and Culture, 2012). Thus the new national curriculum encourages a vision of a future society where these educational principles dominate. Concepts such as autonomy and initiative receive more attention than in former national curricula. The word “initiative” (i. frumkvæði) can be found on seventeen pages in the curriculum guide for secondary education. Ideas about student autonomy, creativity and critical thinking are certainly not new in curriculum discourse. During the era of pedagogical progressivism, from the middle of the 19th century to the middle of the 20th century, such ideas were highly endorsed. And during the industrial revolution it was considered self-evi-dent that education should focus on daily life and work in a rapidly developing society where technological solutions were emerging in all aspects of human culture (cf. life adjustment education). Therefore it was considered natural that schools promoted free and creative thinking and focused on teaching students to solve relevant and meaningful problems without prescribing instructions on how to tackle such problems. Actually, educational discourse has always been per-meated with conflicting visions of what should be learnt and taught in schools, how to learn and teach, and why. Messages such as those that Jean-Jacques Rousseau presented in his writings about Émile in the middle of the 18th century have appeared in educational discourse as recurring cycles ever since. Such messages and views reject traditional ideas about schools, where officially approved doctrines are transmitted from texts and teachers to learners. Such schools are considered as systems of indoctrination and compulsion, restraining creative thinking and entrepreneurial spirit. The essence of innovation and entrepreneurial education (IEE) is exactly what the above desribed debate is about, which is the aspect of public education that might rightfully be identified as the cornerstone of cultural growth, technological development and scientific discovery. Innovation and entrepreneurial education has developed in Iceland as a concept where innovation is more commonly taught at the compulsory level and entrepreneurship more often at the upper-secondary level. In other countries, the terms entrepreneurship education, entre-preneurial education or enterprise education is more commonly used for this kind of education. However innovation education is starting to emerge interna-tionally as a special area as the new Routledge International Handbook of Inno-vation Education (Shavinina, 2013) is a testament of. IEE is a curricular area that is about using creativity and knowledge to solve problems that learners identify and analyse. It aims at developing critical and creative thinking in design, science, technology, marketing and enterprise. The main emphasis in IEE is about enhancing creative skills and actualizing learner ideas with their active participa-tion. The pedagogy of IEE has been analysed as emancipatory pedagogy, where the learner has ample agency and the teacher gradually and systematically gives control to students in their projects (Svanborg R. Jónsdóttir, 2011). Based on Michael Schiro’s (2008) classification of curriculum ideologies into four classes, learner-centred, scholar academic, social efficiency, and social recon-strunctionist, we conclude that IEE is influenced by learner-centred, social efficiency and social reconstructionist curriculum ideas

Að uppfæra Ísland : sýn stjórnenda íslenskra framhaldsskóla á nýsköpunar- og frumkvöðlamennt og framkvæmd námssviðsins í námskrárfræðilegu ljósi

Nýsköpunar- og frumkvöðlamennt (NFM) hefur verið kynnt sem menntun er þjónar efnahagslegum þörfum samfélagsins en á seinni árum einnig sem menntun sem getur eflt einstaklinginn sem skapandi og gagnrýninn þjóðfélagsþegn. Margvísleg tækifæri má sjá í núgildandi námskrá framhaldsskóla fyrir nýsköpunar- og frumkvöðlamennt þó svo að námssviðið hafi ekki verið kynnt sem sérstök námsgrein eða skilgreindir áfangar þar. Haustið 2012 hófu Nýsköpunarmiðstöð Íslands og tvö ráðuneyti ásamt fleiri samstarfsaðilum sameiginlegt átak um að efla þátt þessa námssviðs í framhaldsskólum. Samstarfið hófst með könnun á núverandi stöðu námssviðsins. Vefkönnun var lögð fyrir stjórnendur framhaldsskóla, þar sem með- al annars var spurt um stöðu nýsköpunar- og frumkvöðlamenntar í hverjum skóla fyrir sig, afstöðu stjórnenda til námssviðsins og þáttar þess í kennaramenntun og hvernig þeir myndu skilgreina það. Svanborg R. Jónsdóttir annaðist greiningu gagna í samstarfi við Nýsköpunarmiðstöð Íslands. Í framhaldi af því fengu höfundar þessarar greinar og Rannsóknarstofa um námskrá, námsmat og námsskipulag (NNN) leyfi til að greina niðurstöður opinna spurninga nánar með hliðsjón af flokkunarkerfi Michael Schiro (2008) í námskrárfræðum. Niðurstöðurnar gefa til kynna að stjórnendur sjái margvísleg tækifæri felast í nýsköpunar- og frumkvöðlamennt og skilgreina flestir námssviðið í anda nemendamiðaðrar námskrár og samfélagsmiðaðrar námskrár. Nánar voru rannsökuð tvö tilvik um nýsköpunar- og frumkvöðlamennt í skólastarfi og leiddu þau í ljós sterka tengingu við samfélag og jafnframt áherslu á skapandi og sjálfstæða hugsun.Innovation and entrepreneurial education (IEE) has been introduced as an educational endeavour that serves the economic progress of modern societies. But in recent years it has also been regarded as an area of learning that promotes individual learners to become creative, active and critical citizens. Thus IEE can be seen as a premise for personal and cultural growth, economical and technological development and scientific discovery. IEE has become a curricular area focusing on creativity and knowledge to solve problems that learners themselves identify and analyse, at the same time enhancing their initiative. It aims at developing critical and creative thinking in design, science, technology, marketing and enterprise. The pedagogy of IEE has been analysed as emancipatory pedagogy, where the learner has ample agency and the teacher gradually and systematically gives control to students in their projects (Svanborg R. Jónsdóttir, 2011). IEE has developed in Iceland as a concept where innovation is more commonly taught at the compulsory level and entrepreneur-ship more often at the uppersecondary level. In other countries, the terms entrepreneurship education, entrepreneurial education or enterprise education are more commonly used for this kind of education (Svanborg R. Jónsdóttir, Meyvant Þórólfsson, Gunnar E. Finnbogason & Jóhanna Karlsdóttir, 2013). The findings of this research imply that different implementations of IEE can be found in upper secondary schools in Iceland, despite that the National Icelandic Curriculum for Upper Secondary Schools (Mennta- og menningarmálaráðuneytið, 2011) has not presented IEE as a specific discipline or area in secondary education. In 2012 The Innovation Center Iceland (i. Nýsköpunarmiðstöð Íslands), The Ministry of Education, Science and Culture, The Ministry of Industries and Innovation, The School of Education of The University of Iceland, The Union of Teachers in IEE (i. Félag kennara í nýsköpunar- og frumkvöðlamennt), and The Icelandic Secondary Schools Association (i. Félag íslenskra framhaldsskóla), signed an agreement on enhancing IEE education in secondary schools. The first undertaking was to explore the present situation of IEE education in secondary schools. An Internet survey was submitted to administrators in all Icelandic upper secondary schools with questions about the present status of IEE, the administrators’ views on IEE, how they defined it, and their ideas about its role in teacher education. The survey contained two open questions where the administrators could analyse and explain their views on IEE and the opportunities they saw in this curriculum area. The answer rate was 97% for the questionnaire and 90% for the open questions. The authors of this article and The Research Unit on Curriculum and Assessment (i. NNN Rannsóknastofa) had permission to use and analyse the answers to open questions enclosed in the questionnaire. The questions were analysed with respect to a predefined curriculum ideology framework, based on Michael Schiro’s (2008) classification of curricula into four curriculum ideologies, learner-centred, scholar academic, social efficiency, and social reconstructionist. The results indicate that administrators of secondary schools see various interesting opportunities in IEE. Most of them explain the opportunities IEE offers in the spirit of a learner-centred curriculum on the one hand and a social efficiency curriculum on the other. Indicators of social reconstruction and academic scholar ideologies were less apparent. Thus ideas about student autonomy, creativity and critical thinking appear to mix with ideas about training pupils and providing them with knowledge and skills that they need to function within their culture according to given standards presented by the authorities of their society

Investigating commercially relevant packaging solutions to improve storage stability of mechanically filleted Atlantic mackerel (Scomber scombrus) produced under industrial conditions

This study investigated the efficacy of three commercially relevant packaging methods (vacuum with water glazing VAC-G; vacuum with seawater VAC-S; shatter-layer packaging SL) to improve frozen storage stability of mechanically filleted Atlantic mackerel at − 25 °C, in comparison to water glazing alone (GL) and storage as whole unglazed, block frozen fish. Besides proximate composition and pH of raw material, quality changes were analysed by free fatty acid content (FFA), water holding capacity (WHC), cooking yield, lipid oxidation (lipid hydroperoxides, PV; non-protein bound thiobarbituric acid reactive substances, TBARS) and sensory profiles of cooked samples after 3.5, 8, 10 and 12 months of frozen storage. Vacuum-packaging was effective in mitigating the PV and TBARS as well as rancid odour and flavour. The inclusion of seawater in VAC-S altered the sensory textural attributes of the mackerel fillet to be more juicy, tender and soft and increased the attribute of salty flavour in the sample. SL delayed rancid odour and flavour by 2 months compared to GL. Processing of mackerel under industrial conditions, including filleting, handling, double-freezing and glazing accelerated the formation of FFA as well as losses of WHC and cooking yield in the fillet regardless the packaging methods

Heterogene Lerngruppen in Europa inklusionsorientiert unterrichten: Inspirierende Praktiken und Erkenntnisse aus Deutschland, Island, Litauen, Luxemburg, Schweden und Spanien

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