Shear yielding and crazing in dry and wet amorphous PLA at body temperature

Understanding the inelastic, rate-dependent mechanical response of biodegradable polymers is important for the design of load-bearing biodegradable structures with controlled deformation and failure response. In this study, we investigate the mechanical response of amorphous polylactic acid (PLA) in dry and wet conditions prior to the onset of degradation at body temperature. The presence of water decreases the glass transition temperature by 4.5 °C, the storage modulus by 21%, and the compressive and tensile yield strengths by about 10%, despite a small water uptake of 0.93 wt%. The tensile response of PLA is dominated by craze yielding, rather than shear plasticity, and is stable against necking despite pronounced strain softening and local strain heterogeneities measured by Digital Image Correlation (DIC). Further analysis of the DIC strain fields in dry and wet samples suggests a transition from pure craze yielding in dry samples to a coexistence of craze yielding and shear plasticity in wet samples. The mechanism shift between tension and compression behaviour of dry and wet PLA has implications for the design of load-bearing structures and for constitutive modelling

Geoarchaeology of Pleistocene open-air sites in the Vila Nova da Barquinha-Santa Cita area (Lower Tejo River basin, central Portugal)

This paper aims to provide insight into human occupation and landscape change during the Pleistocene in a central area of the Lower Tejo basin (Portugal). Detailed geomorphological mapping, coupled with lithostratigraphy, sedimentology and luminescence dating, supports the identification of a complete terrace staircase sequence. It consists of six gravely terraces located below the culminant (Pliocene) basin unit. A chronological framework for the sedimentary sequences and associated human industries is proposed and correlated with marine oxygen isotope stages (MIS): T1 terrace, not dated; T2, not dated; T3, >300 ka; T4, 300–160 ka (MIS8, MIS7 and MIS6); T5, 136–75 ka (MIS5); T6, 62–30 ka (MIS3); colluviumand aeolian sands, 30–14 ka (MIS2); valley fill deposits, 14 ka to present (MIS1). The oldest artefacts were found at the base of the T4 terrace, with the local stratigraphic level dated to 175 6 ka (Middle Pleistocene). The lithic assemblages collected from distinct stratigraphic levels (T4, T5 top, T6 terraces and colluvium) are characterized by the predominance of opportunistic technological choices, a feature that can be attributed partly to the preferential exploitation of the available raw material, dominated by local-sourced quartzites and quartz pebbles. The adaptation to local raw material (texture and volume), together with subsistence patterns and behaviours, could explain the rarity of Acheulian types (handaxes and cleavers) and picks in the T4 terraces of the Tejo tributaries; this is in contrast to the same terrace of the Tejo valley, in which these types are found. Interpretation of the environmental conditions (controlled by climate and glacio-eustatic sea-level changes) affecting the hunter-gatherer human groups is also presente

How to Educate Entrepreneurs?

Entrepreneurship education has two purposes: To improve students’ entrepreneurial skills and to provide impetus to those suited to entrepreneurship while discouraging the rest. While entrepreneurship education helps students to make a vocational decision its effects may conflict for those not suited to entrepreneurship. This study shows that vocational and the skill formation effects of entrepreneurship education can be identified empirically by drawing on the Theory of Planned Behavior. This is embedded in a structural equation model which we estimate and test using a robust 2SLS estimator. We find that the attitudinal factors posited by the Theory of Planned Behavior are positively correlated with students’ entrepreneurial intentions. While conflicting effects of vocational and skill directed course content are observed in some individuals, overall these types of content are complements. This finding contradicts previous results in the literature. We reconcile the conflicting findings and discuss implications for the design of entrepreneurship courses

Design criteria of the bolometer diagnostic for steady-state operation of the W7-X stellarator

A bolometric diagnostic system with features necessary for steady-state operation in the superconducting stellarator W7-X was designed. During a pulse length of 1800 s with an ECRH (electron cyclotron resonance heating) power of 10 MW, the components suffer not only from a large thermal load but also from stray radiation of the nonabsorbed isotropic microwaves. This paper gives an overview of the technical problems encountered during the design work and the solutions to individual problems to meet the special requirements in W7-X, e.g., component thermal protection, detector offset thermal drift suppression, as well as a microwave shielding technique. © 2010 American Institute of Physic

Enterprise Education Competitions: A Theoretically Flawed Intervention?

The demand for including enterprise in the education system, at all levels and for all pupils is now a global phenomenon. Within this context, the use of competitions and competitive learning activities is presented as a popular and effective vehicle for learning. The purpose of this chapter is to illustrate how a realist method of enquiry – which utilises theory as the unit of analysis – can shed new light on the assumed and unintended outcomes of enterprise education competitions. The case developed here is that there are inherent flaws in assuming that competitions will ‘work’ in the ways set out in policy and guidance. Some of the most prevalent stated outcomes – that competitions will motivate and reward young people, that they will enable the development of entrepreneurial skills, and that learners will be inspired by their peers – are challenged by theory from psychology and education. The issue at stake is that the expansion of enterprise education policy into primary and secondary education increases the likelihood that more learners will be sheep dipped in competitions, and competitive activities, without a clear recognition of the potential unintended effects. In this chapter, we employ a realist-informed approach to critically evaluate the theoretical basis that underpins the use of competitions and competitive learning activities in school-based enterprise education. We believe that our findings and subsequent recommendations will provide those who promote and practice the use of competitions with a richer, more sophisticated picture of the potential flaws within such activities.Peer reviewedFinal Published versio