Thermal induced structural and magnetic transformations in Fe_{73.5−x}Ce_{x=0,3,5,7}Si_{13.5}B_9Nb_3Cu_1 amorphous alloy

Structural and magnetic properties of amorphous and partly crystallized Fe_{73.5−x}Ce_{x=0,3,5,7}Si_{13.5}B_9Nb_3Cu_1 alloys, were analysed in the temperature ranging from RT to 800 °C with scanning calorimetry and magnetometry. The Fe(Si) and Fe(B) structures were identified and characterised with set of crystallization temperatures and activation energies. Also, Curie temperatures for amorphous and for crystalline structures were determined and analysed as functions of Ce content

Doświadczenia nauczycieli szkół przyszpitalnych w paradygmacie inkluzji ucznia ze specjalnymi potrzebami edukacyjnymi

The inclusion of students with special needs into the education process offered by public schools invites research concerning the transitional space created by hospital schools dedicated for chronically ill or disabled children. The interpretive paradigm was employed for the framework of the study, this choice being motivated by a wish to achieve a more comprehensive understanding of the phenomenon of inclusion. The study aimed at getting acquainted with and describing the work of teachers in hospital schools from the perspective of the inclusion of students with special needs. Hence, the study focused on the work carried out by teachers in hospital schools. The collected information related to the interviewed teachers’ experiences facilitated the identification of common areas that are described in detail in this paper, along with the teachers’ narrations. Conclusions based on the conducted study demonstrate how hospital school teachers implement the notion of inclusion of students with special needs and what their experiences are as far as the inclusion process is concerned

The work of a hospital school teacher in a view of the process of inclusion of a student with special educational needsobtained from the experience of the hospital school teachers in Warmian-Masurian Voivodeship

Artykuł w pierwszej części zawiera teoretyczne wprowadzenie do zagadnienia inkluzji i pracy nauczycieli w szkołach przyszpitalnych. Druga część prezentuje wyniki badań otrzymane w efekcie badań jakościowych osadzonych w paradygmacie interpretatywnym. Wybór wskazanego paradygmatu powiązany był z potrzebą uzyskania „głębszego” rozumienia zjawiska inkluzji. Cel badań dotyczył poznania i opisania pracy nauczycieli szkół przyszpitalnych przez pryzmat inkluzji ucznia ze specjalnymi potrzebami edukacyjnymi. Uzyskane dane i jakościowa ich analiza pozwoliły wyłonić sześć wspólnych obszarów procesu inkluzji: perspektywiczny, ciągłości, niepewności, teraźniejszości, teoretyzacji zadań i uprzedmiotowienia. Każdy z nich opisuje działania podejmowane przez nauczycieli szkól przyszpitalnych wobec ucznia przebywającego w szkole przyszpitalnej. Badania wskazują, iż nauczyciele koncentrują się przede wszystkim na realizacji zadań związanych z edukacyjna funkcją szkoły.The paper starts with a theoretical introduction into the issue of inclusion and work of teachers in hospital schools. Its second part presents research results collected in the qualitative study set in the interpretative paradigm. The choice of the paradigm is related to the need to gain a “deeper” insight into the phenomenon of inclusion. The aim of the study was to get to know and describe work of teachers of hospital schools from the perspective of inclusion of a student with special educational needs. The obtained data and its qualitative analysis led to specifying six common areas of the inclusion process: the perspective, consistency, insecurity, presence, sentence theorizing and objectification. Each of them describes actions taken by the teachers, who work in the hospital school, towards pupils, who study at the same school. The investigations show, that teachers concentrate mostly on the completion of tasks, that are associated with the educational function of the school

Do Mechanical and Physicochemical Properties of Orthodontic NiTi Wires Remain Stable In Vivo?

Introduction and Aim. Exceptional properties of the NiTi archwires may be jeopardized by the oral cavity; thus its long-term effect on the mechanical and physiochemical properties of NiTi archwires was the aim of work. Material and Methods. Study group comprised sixty 0.016 × 0.022 NiTi archwires from the same manufacturer evaluated (group A) after the first 12 weeks of orthodontic treatment. 30 mm long pieces cut off from each wire prior to insertion formed the control group B. Obeying the strict rules of randomization, all samples were subjected to microscopic evaluation and nanoindentation test. Results. Both groups displayed substantial presence of nonmetallic inclusions. Heterogeneity of the structure and its alteration after usage were found in groups B and A, respectively. Conclusions. Long-term, reliable prediction of biomechanics of NiTi wires in vivo is impossible, especially new archwires from the same vendor display different physiochemical properties. Moreover, manufacturers have to decrease contamination in the production process in order to minimize risk of mutual negative influence of nickel-titanium archwires and oral environment