A Raman Microprobe Study of Corona Ageing in a Controlled Atmosphere

Raman microprobe spectroscopy is widely used in the analysis of polymers due to its high spatial resolution and its ability to characterise the exact chemical composition of a material and, for this reason, it can be applied to study electrical ageing in solid dielectrics. For example, it enables us to probe the chemical processes involved in electrical treeing, whereby solid polymer is converted into decomposition products through a number of electrical processes [1]. This study takes a novel approach to this problem through ex-situ experiments that seek to reproduce the chemistry of electrical treeing in bulk. Plaque specimens of a range of polymers, including polyethylene, polystyrene, PEEK and silicone rubber, were subjected to surface ageing via corona discharge, and the residual products on both the sample surface and the high voltage electrode (as seen in figure 1) were characterised by Raman microprobe spectroscopy. These experiments were performed as a function of applied voltage, electrode geometry etc both in air and within a closed cell that enabled the atmosphere to be controlled and adjusted. The resulting Raman fingerprints were compared with those previously identified within electrical trees [2,3]. After corona discharge was applied to the samples, despite a large change in surface texture, no residues were seen on the sample and few chemical changes were detected via Raman spectroscopy, thus implying that erosion of the material occurs by fragmentation of the polymer. Analysis of the electrodes aged in air and nitrogen, revealed varying evidence of sp2 hybridized carbon, and fluorescence, both of which are products previously associated with the processes involved in electrical treeing. The similarity in these results and previous published works [2,3] suggest that there are common processes involved between corona surface ageing and electrical treeing especially when an inert atmosphere is used

Raman Microprobe Analysis of Electrical Treeing in Silicone Rubber

Previous papers have identified Raman microprobe analysis as a useful tool in the chemical analysis of electrical trees and have successfully applied the technique to trees grown in polyethylene. This paper comprises a detailed spectroscopic study of electrical trees grown in silicone rubber. A selection of trees of varying fractal dimensions were exposed using cryogenic microtomy and then the individual tree channels were subjected to surface specific Raman microprobe analysis. It was found that although some trees show that few chemical changes have occurred, some trees (including some where complete breakdown has occurred) show evidence of the presence of silica and carbon, the latter possibly originating from the side groups of the polymer chain. After this, some of the samples were then analyzed using scanning electron microscopy (SEM) to provide an alternative method of analysis and to reinforce the conclusions made. Results are discussed in comparison to previously published results from a similar analysis on trees in polyethylene

Electrical Treeing in Silicone Rubber

Electrical treeing has been widely studied in a range of polymeric materials. In these investigations, the morphology and PD patterns associated with the growth of electrical trees in a model transparent silicone rubber were investigated using a new system recently developed at Southampton. With increasing voltage the trees became more complex in appearance but nevertheless grow more rapidly. As the tree evolves the PD pattern becomes more intense which may provide a method of monitoring the extent of treeing in opaque samples. Raman studies indicate that treeing and breakdown channels are hollow, carbonaceous entities, a finding consistent with other studies

Personal epistemologies and disciplinarity in the workplace: implications for international students in higher education

Workplace experiences for international students undertaking higher education programs are important aspects of their university experience. This is because many of the programs in which they are enrolled are directed towards particular occupations. Nevertheless, these workplace experiences can be both engaging and daunting for all, but perhaps no more so than for international students, who may be unfamiliar with Australian workplace mores and practices, and therefore less able to understand and negotiate with them than their domestic counterparts. Not only do international students have to become familiar with the requirements of their selected profession but also need to understand and negotiate unfamiliar cultural environments. These students often have to engage in complex and demanding learning processes when engaging in work placements, perhaps more so than their domestic peers. Because of these discipline-based and workplace environmental challenges, it is necessary for these students and their mentors or supervisors to try and effectively mediate their participation and learning in the work placements. If all of those involved in work placements are aware of these factors, then the experiences and outcomes should potentially be more beneficial for all parties (i.e., students, supervisors, university staff, and workplaces). These issues are explored in this chapter through the notions of disciplinarity, which attends to the epistemological nuances of particular study or knowledge areas and how students develop skills as disciplinary professionals. With a focus on international students, the elaborations of these issues are explored through consideration of interculturalisation and how both the experiences and experiencing of international students impacts upon the success of their work placements. Using these concepts as explanatory bases stands to permit the illumination and elaboration of the complexity of factors and processes occurring as these students learn about, and participate in, their selected professional discipline and the cultural environment of its practice

Comprehension as social and intellectual practice: Rebuilding curriculum in low socioeconomic and cultural minority schools

This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting an emphasis on comprehension as autonomous skills. The Four Resources model (Freebody & Luke, 1990) is used to make the case for the integration of comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary school curricula. Illustrations are drawn from research underway on the teaching of literacy in primary schools in low SES communities

Literacy practices of primary education children in Andalusia (Spain): a family-based perspective

Primary school children develop literacy practices in various domains and situations in everyday life. This study focused on the analysis of literacy practices of children aged 8–12 years from the perspec- tive of their families. 1,843 families participated in the non-experimental explanatory study. The children in these families speak Spanish as a first language and are schooled in this language. The instrument used was a self-report questionnaire about children’s home-literacy practices. The data obtained were analysed using categorical principal components analysis (CATPCA) and analysis of variance (ANOVA). The results show the complex relationship between literacy practices developed by children in the domains of home and school and the limited development of a literacy-promoting ‘third space’. In conclusion, the families in our study had limited awareness of their role as literacy- promoting agents and thought of literacy learning as restricted to formal or academic spaces

Adult North Star Network (ANSN): Consensus Document for Therapists Working with Adults with Duchenne Muscular Dystrophy (DMD) - Therapy Guidelines

BACKGROUND The survival of people with Duchenne Muscular Dystrophy (DMD) significantly increased due to improvements in standards of care (SOC) [1]. Consequently, DMD has evolved from a paediatric disease to a severe, chronic, multisystem, adult condition. The published international standards of care advocate specialist multidisciplinary health monitoring through proactive, anticipatory approaches to slow down the effects of the disease and allow advanced, informed decision-making [1–3]. Therapy starts as soon as the diagnosis is made and plays a vital role in symptom management in individuals to improve function, participation and effective quality of life. Therapy interventions for management, differ depending on the setting in which the care is being provided, specifically in terms of the expertise within the teams and resources available within these settings. People with DMD find that when they transition to adult services there is a dearth of expertise and limited access to therapy services. The survey conducted in the UK highlighted substantial differences between the care received by adults and children with the condition [2]. A large proportion of adults with DMD reported increased difficulties with access to professional physiotherapy, particularly at transition from childhood to adulthood. Additionally, having their functional abilities assessed regularly or receiving professional physiotherapy in general were both significantly more difficult to achieve within adult services in the UK. Furthermore, some of the major problems expressed by adults with DMD were mobility and transportation as well as, getting involved in leisure activities and work [3]. Therefore, while pediatric services are predominantly family-centred, after transition the paradigm of patient care changes towards individual-centred with focus on different therapy goals. Those become more tailored to the individuals’ needs, balancing quality of life and management options.This document is aimed at providing guidelines for physiotherapy, occupational therapy and speech and language considerations. The ‘Adult North Star Network’ (ANSN) was founded in 2015 to advance care of adults with DMD living in the UK and to develop a prospective natural history database. There are currently 28 adult centres within the network, caring for at least 700 DMD patients. Transition age is varied depending on services and is generally between the ages of 16 to 18. There is a wide range of severity affecting people with DMD transitioned to adult services, those who are steroid naive will have been permanent wheelchair users for many years and have profound muscle weakness. On the other hand, steroid treated patients will most commonly have good upper limb function, and some maybe ambulant at the time of transition. Additionally the specific type of genetic mutation, compliance to therapy and environmental factors may play a role in disease progression and presentation at transition. The aim of these guidelines is to support therapists working with adults with DMD with little or no experience to assist their clinical practice. Whilst the recommendations can be adopted by other health care systems in the world, we appreciate it will depend on resource availability

‘I found out the hard way’: Micro-political workings in professional football

This paper examines the micro-political experiences of Adam (a pseudonym), a newly appointed fitness coach at a Football Association Premier League Club, in his search for acceptance by senior colleagues. Data were collected through a series of in-depth, semi-structured interviews, before being subject to a process of inductive analysis. Goffman’s (1959, 1963) writings on impression management and stigma, Ball’s (1987) micro-political perspective, and Garfinkel’s (1967) notion of status degradation are primarily utilised to make sense of Adam’s perceptions and actions. The findings point to the value of developing coaches’ micro-political understandings, and of including their formal facilitation within given professional preparation programmes. Doing so, it is argued, would better equip coaches for the problematic realities of their practice

Am I just not good enough? The creation, development and questioning of a high performance coaching identity

While the career experiences and trajectories of various sports workers have received increased scholarly attention, those of professional coaches have, in comparison, received scant consideration. This paper focuses on the career experiences of Maeve (a pseudonym), a high performance coach, and the critical incidents related to the creation, development, and, ultimately, questioning of her professional identity. Data were collected through a series of narrative-biographical interviews and were subject to a process of iterative data analysis. The results indicated that her significant investment into her coaching self, combined with the vagaries and uncertain nature of work in high performance coaching, led her to experience a biographical disruption that interrupted the narrative coherence of her coaching life. The findings add further credence to recent critiques of only understanding and representing coaching careers in a linear and chronically staged fashion