Magnetic properties of microtektites Semiannual status report, 1 Jan. - 31 Jun. 1969

Magnetic susceptibility, magnetization, and Curie constants for normal and bottle-green microtektites found in deep-sea sediment core

Evaluation, development, and characterization of superconducting materials for space application

Results are reported of low magnetic field studies of dc magnetic susceptibility and ac magnetic susceptibility of bulk samples and powders. These data are analyzed and compared with the microstructures and compositions of the samples as determined by scanning electron microscopic micrographs, X-ray and chemical analysis. Particular emphasis is given to the interpretation of the ac magnetic susceptibility data which were obtained as function of the magnitude and frequency of the ac measuring field, and low values of an applied dc magnetic field. Two general conclusions are given and briefly discussed

Preliminary ultraviolet reflectance of some rocks and minerals from 2000 angstrom to 3000 angstrom

Ultraviolet reflectance measurements of rocks and minerals from 2000 A to 3000

A typology for clients' multi-project environments

Construction management research and practice is dominated by a single project paradigm. This does not reflect the true nature of many construction clients who have large multi-project portfolios. Traditional single project management strategies are usually adopted for managing such portfolios - with limited success. The literature suggests that programmes, within portfolios, require different forms of management in order to optimize project delivery. In order to better understand these portfolios and thereby allow the exploration of new forms of management, a typology has been developed mapping out the various features of client's construction portfolios. The resultant typology provides a simple method for identifying the programme composition of a portfolio, highlighting the expected features of each programme type, and thereby directing management attention to the main aspects of each programme that can be optimized for efficiency. Six cases of client's construction project portfolios were studied using a highly structured, replication logic, case study methodology. A typology of clients' multi-project environments was developed and validated through literal and theoretical replication between cases. Three main types emerged as descriptive of programmes within client's construction portfolios: bounded programmes, target programmes and rolling programmes. The distinctive features of each type suggest that programme-specific approaches may be necessary for the successful delivery of projects within client's construction portfolios

Microstructure and magnetization of Y-Ba-Cu-O prepared by melt quenching, partial melting and doping

Y-Ba-Cu-O samples prepared by means of a variety of melt-based techniques exhibit high values for their magnetic properties compared with those of samples prepared by solid state sintering. These techniques include single-stage partial melting as well as melt quenching followed by a second heat treatment stage, and they have been applied to the stoichiometric 123 composition as well as to formulations containing excess yttrium or other dopants. The structure of these melt-based samples is highly aligned, and the magnetization readings exhibit large anisotropy. At 77 K and magnetic field intensities of about 2 kOe, diamagnetic susceptibilities as high as -14 x 10(exp -3) emu/g were obtained in the cases of melt-quenched samples and remanent magnetization values as high as 10 emu/g for samples prepared by partial melting

Change in drag, apparent slip and optimum air layer thickness for laminar flow over an idealised superhydrophobic surface

Analytic results are derived for the apparent slip length, the change in drag and the optimum air layer thickness of laminar channel and pipe flow over an idealised superhydrophobic surface, i.e. a gas layer of constant thickness retained on a wall. For a simple Couette flow the gas layer always has a drag reducing effect, and the apparent slip length is positive, assuming that there is a favourable viscosity contrast between liquid and gas. In pressure-driven pipe and channel flow blockage limits the drag reduction caused by the lubricating effects of the gas layer; thus an optimum gas layer thickness can be derived. The values for the change in drag and the apparent slip length are strongly affected by the assumptions made for the flow in the gas phase. The standard assumptions of a constant shear rate in the gas layer or an equal pressure gradient in the gas layer and liquid layer give considerably higher values for the drag reduction and the apparent slip length than an alternative assumption of a vanishing mass flow rate in the gas layer. Similarly, a minimum viscosity contrast of four must be exceeded to achieve drag reduction under the zero mass flow rate assumption whereas the drag can be reduced for a viscosity contrast greater than unity under the conventional assumptions. Thus, traditional formulae from lubrication theory lead to an overestimation of the optimum slip length and drag reduction when applied to superhydrophobic surfaces, where the gas is trapped

Microstructure and magnetization of doped Y-Ba-Ca-O materials prepared by melt quench and post annealing method

Y-Ba-Cu-O bulk materials prepared using the melt quench and post annealing method were shown to have very high maximum as well as remanent magnetization. Studies were carried out on materials prepared using this method which deviate from the Y:Ba:Cu = 1:2:3 stoichiometry. In one series of materials, only the stoichiometry was changed, in particular by introducing an excess of yttrium. In other cases, dopants including several rare earths were introduced. Effects of variations in composition on microstructure and phase evolution are discussed, as well as effects on the magnetic susceptibility and on the magnetization. The results show that doped materials can exhibit improvements in magnetic properties. Furthermore, the use of dopants sheds light on the role of defect sites in flux pinning

"Fishing na everybody business": women's work and gender relations in Sierra Leone's fisheries

While small-scale marine fisheries in many developing countries is "everybody’s business", a strong gendered division of labour sees production concentrated in the hands of male fishermen - while women - ‘fish mammies’ - invariably dominate the post-harvest processing and retailing sector. Consequently, the production bias of many fisheries management programmes has not only largely overlooked the critical role that fisherwomen play in the sector, but has also seen ‘fish mammies’ marginalised in terms of resource and training support. This paper employs a gender aware livelihoods framework to make the economic space occupied by women in the small-scale fisheries sector in Sierra Leone more ‘visible’, and highlights how their variegated access to different livelihood capitals and resources interact with gendered social norms and women’s reproductive work. We argue for more social and economic investments in women’s fish processing and reproductive work, so as to enable them to reconcile both roles more effectively

BIMODAL WHOLE-1 MOUNT IMAGING OF TENDON USING CONFOCAL MICROSCOPY AND X-RAY MICRO-COMPUTED TOMOGRAPHY

BACKGROUND:3-dimensional imaging modalities for optically dense connective tissues such as tendons are limited and typically have a single imaging methodological endpoint. Here, we have developed a bimodal procedure utilising fluorescence-based confocal microscopy and x-ray micro-computed tomography for the imaging of adult tendons to visualise and analyse extracellular sub-structure and cellular composition in small and large animal species. RESULTS: Using fluorescent immunolabelling and optical clearing, we visualised the expression of the novel cross-species marker of tendon basement membrane, laminin-α4 in 3D throughout whole rat Achilles tendons and equine superficial digital flexor tendon 5 mm segments. This revealed a complex network of laminin-α4 within the tendon core that predominantly localises to the interfascicular matrix compartment. Furthermore, we implemented a chemical drying process capable of creating contrast densities enabling visualisation and quantification of both fascicular and interfascicular matrix volume and thickness by x-ray micro-computed tomography. We also demonstrated that both modalities can be combined using reverse clarification of fluorescently labelled tissues prior to chemical drying to enable bimodal imaging of a single sample. CONCLUSIONS: Whole-mount imaging of tendon allowed us to identify the presence of an extensive network of laminin-α4 within tendon, the complexity of which cannot be appreciated using traditional 2D imaging techniques. Creating contrast for x-ray micro-computed tomography imaging of tendon using chemical drying is not only simple and rapid, but also markedly improves on previously published methods. Combining these methods provides the ability to gain spatio-temporal information and quantify tendon substructures to elucidate the relationship between morphology and function

Enhancing and assessing group and team learning in architecture and related design contexts

EXECUTIVE SUMMARYTeamwork skills are essential in the design industry where practitioners negotiate often-conflicting design options in multi-disciplinary teams. Indeed, many of the bodies that accredit design courses explicitly list teamwork skills as essential attributes of design graduates e.g., the Australian Institute of Architects (AIA), Royal Institute of British Architects (RIBA), the National Council of Architectural Registration Boards (NCARB) of the United States and the Institution of Engineers, Australia (IEAust). In addition to the need to meet the demands of the accrediting bodies, there are many reasons for the ubiquitous use of teamwork assignments in design schools. For instance, teamwork learning is seen as being representative of work in practice where design is nearly always a collaborative activity. Learning and teaching in teamwork contexts in design education are not without particular challenges. In particular, two broad issues have been identified: first, many students leave academia without having been taught the knowledge and skills of how to design in teams; second, teaching, assessment and assignment design need to be better informed by a clear understanding of what leads to effective teamwork and the learning of teamwork skills. In recognition of the lack of a structured approach to integrating teamwork learning into the curricula of design programs, this project set out to answer three primary research questions: &bull; How do we teach teamwork skills in the context of design? &bull; How do we assess teamwork skills?&bull; How do design students best learn teamwork skills?In addition, four more specific questions were investigated:1. Is there a common range of learning objectives for group-and-team-work in architecture and related design disciplines that will enable the teaching of consistent and measurable outcomes?2. Do group and team formation methods, learning styles and team-role preferences impact students&rsquo; academic and course satisfaction outcomes?3. What combinations of group-and-team formation methods, teaching and assessment models significantly improve learning outcomes?4. For design students across different disciplines with different learning styles and cultural origins, are there significant differences in performance, student satisfaction (as measured through questionnaires and unit evaluations), group-and-team working abilities and student participation?To elucidate these questions, a design-based research methodology was followed comprising an iterative series of enquiries: (a) A literature review was completed to investigate: what constitutes effective teamwork, what contributes to effectiveness in teams, what leads to positive design outcomes for teams, and what leads to effective learning in teams. The review encompassed a range of contexts: from work-teams in corporate settings, to professional design teams, to education outside of and within the design disciplines. The review informed a theoretical framework for understanding what factors impact the effectiveness of student design teams. (b) The validity of this multi-factorial Framework of Effectiveness in Student Design Teams was tested via surveys of educators&rsquo; teaching practices and attitudes, and of students&rsquo; learning experiences. 638 students and 68 teachers completed surveys: two pilot surveys for participants at the four partner institutions, which then informed two national surveys completed by participants from the majority of design schools across Australia. (c) The data collected provided evidence for 22 teamwork factors impacting team effectiveness in student design teams. Pedagogic responses and strategies to these 22 teamwork factors were devised, tested and refined via case studies, focus groups and workshops. (d) In addition, 35 educators from a wide range of design schools and disciplines across Australia attended two National Teaching Symposiums. The first symposium investigated the wider conceptualisation of teamwork within the design disciplines, and the second focused on curriculum level approaches to structuring the teaching of teamwork skills identified in the Framework.The Framework of Effectiveness in Student Design Teams identifies 22 factors impacting effective teamwork, along with teaching responses and strategies that design educators might use to better support student learning. The teamwork factors and teaching strategies are categorised according to three groups of input (Task Characteristics, Individual Level Factors and Team Level Factors), two groups of processes (Teaching Practice &amp; Support Structures and Team Processes), and three categories of output (Task Performance, Teamwork Skills, and Attitudinal Outcomes). Eight of the 22 teamwork factors directly relate to the skills that need to be developed in students, one factor relates to design outputs, and the other thirteen factors inform pedagogies that can be designed for better learning outcomes. In Table 10 of Section 4, we outline which of the 22 teamwork factors pertain to each of five stakeholder groups (curriculum leaders, teachers, students, employers and the professional bodies); thus establishing who will make best use the information and recommendations we make. In the body of this report we summarise the 22 teamwork factors and teaching strategies informed by the Framework of Effectiveness in Student Design Teams, and give succinct recommendations arising from them. This material is covered in depth by the project outputs. For instance, the teaching and assessment strategies will be expanded upon in a projected book on Teaching Teamwork in Design. The strategies are also elucidated by examples of good practice presented in our case studies, and by Manuals on Teamwork for Teachers and Students. Moreover, the project website ( visited by representatives of stakeholder groups in Australia and Canada), is seeding a burgeoning community of practice that promises dissemination, critical evaluation and the subsequent refinement of our materials, tools, strategies and recommendations. The following three primary outputs have been produced by the project in answer to the primary research questions:1. A theoretical Framework of Effectiveness in Student Design Teams;2. Manuals on Teamwork for Teachers and Students (available from the website);3. Case studies of good/innovative practices in teaching and assessing teamwork in design;In addition, five secondary outputs/outcomes have been produced that provide more nuanced responses:4. Detailed recommendations for the professional accrediting bodies and curriculum leaders;5. Online survey data (from over 700 participants), plus Team Effectiveness Scale to determine the factors influencing effective learning and successful outputs for student design teams;6. A community of practice in policy, programs, practice and dialogue;7. A detailed book proposal (with sample chapter), submitted to prospective publishers, on Teaching Teamwork in Design; 8. An annotated bibliography (accessed via the project website) on learning, teaching and assessing teamwork.The project has already had an international impact. As well as papers presented in Canada and New Zealand, the surveys were participated in by six Canadian schools of architecture, whose teaching leaders also provided early feedback on the project aims and objectives during visits made to them by the project leader. In addition, design schools in Vancouver, Canada, and San Diego in the USA have already utilised the Teacher&rsquo;s Manual, and in February 2014 the project findings were discussed at Tel Aviv University in a forum focusing on the challenges for sustainability in architectural education.</www.teaching-teamwork-in-design.com