An Analytical Approach for Computing the Coefficient of Refrigeration Performance in Giant Inverse Magnetocaloric Materials

An analytical approach for computing the coefficient of refrigeration performance (CRP) was described for materials that exhibited a giant inverse magnetocaloric effect (MCE), and their governing thermodynamics were reviewed. The approach defines the magnetic work input using thermodynamic relationships rather than isothermal magnetization data discretized from the literature. The CRP was computed for only cyclically reversible temperature and entropy changes in materials that exhibited thermal hysteresis by placing a limit on their operating temperature in a thermodynamic cycle. The analytical CRP serves to link meaningful material properties in first-order MCE refrigerants to their potential work and efficiency and can be employed as a metric to compare the behaviors of dissimilar alloy compositions or for materials design. We found that an optimum in the CRP may exist that depends on the applied field level and Clausius–Clapeyron (CC) slope. Moreover, through a large literature review of NiMn-based materials, we note that NiMn(In/Sn) alloys offer the most promising materials properties for applications within the bounds of the developed framework.

CrabNet for explainable deep learning in materials science: bridging the gap between academia and industry

Despite recent breakthroughs in deep learning for materials informatics, there exists a disparity between their popularity in academic research and their limited adoption in the industry. A significant contributor to this “interpretability-adoption gap” is the prevalence of black-box models and the lack of built-in methods for model interpretation. While established methods for evaluating model performance exist, an intuitive understanding of the modeling and decision-making processes in models is nonetheless desired in many cases. In this work, we demonstrate several ways of incorporating model interpretability to the structure-agnostic Compositionally Restricted Attention-Based network, CrabNet. We show that CrabNet learns meaningful, material property-specific element representations based solely on the data with no additional supervision. These element representations can then be used to explore element identity, similarity, behavior, and interactions within different chemical environments. Chemical compounds can also be uniquely represented and examined to reveal clear structures and trends within the chemical space. Additionally, visualizations of the attention mechanism can be used in conjunction to further understand the modeling process, identify potential modeling or dataset errors, and hint at further chemical insights leading to a better understanding of the phenomena governing material properties. We feel confident that the interpretability methods introduced in this work for CrabNet will be of keen interest to materials informatics researchers as well as industrial practitioners alike.

Hermeneutics

This chapter assesses hermeneutics, which can refer to an art, a methodological paradigm, or a philosophical movement. In its primary sense, hermeneutics is the art of interpreting texts correctly. Today, hermeneutic method is practised across the human sciences and applied to the study of all types of written texts, actions, and other meaningful material. The chapter then focuses on the relationship between hermeneutics and human sciences. It also examines hermeneutics as a methodological approach used in legal research and the practice of law. There are two broad notions of legal interpretation. According to the first — the prevailing and most traditional notion — the interpretation of the sources of law is knowledge-based; the interpreter’s task is to extract the pre-existing meaning of a legal text, as set out by its author. According to the second notion of legal interpretation, the activity involves the interpreter’s will. The interpreter’s task is to attribute meaning to a text, by choosing from several possible meanings.

Material Development for English Tourism Subject Based on the Local Wisdom

This article aimed to review the development of English Tourism subject by involving local wisdom. This article discusses about the definition of material development, the principles in material development and need analysis for material development. It also defined local wisdom as one the points in material development. The next discussion explains about the procedures of material development and discusses material development for English Tourism subject based on the local wisdom. Based on the review, this article also gives recommendations how to involve local wisdom in material development and how to develop meaningful material for English Tourism subject. Keywords: material development, local wisdom, English for Tourism

Learner-centered teaching in a university-based coach education: First attempts through action research inquiry

A recent call for coach education highlights that the programs could become more learner-centered. Thus, the aim of this study is to provide an overview of the learner-centered teaching operationalization in a university-based coach education program. Using an action research approach, a Sports Pedagogy course was organized through five learner-centered teaching principles over one semester. Participants were a facilitator, a critical friend, and six students. Reflective journals, reflective conversations, and focus groups were used as data sources. Results showed that through different learning strategies based on collaboration and reflection, students were able to expand their understanding of sports coaching, and also to perceive themselves in the coach's role. Action research was a valuable approach to reflect as teachers, highlighting not only the teaching process but the need to understand and “change” (when possible) the learning environment. It is suggested that, to introduce the learner-centered teaching approach, a deep understanding of the institution's culture of learning is required to address meaningful material and support learners' engagement.

Development and Characterization of Polyamide-Supported Chitosan Nanocomposite Membranes for Hydrophilic Pervaporation

An experimental protocol of preparation of homogeneous and nanocomposite chitosan (Ch) based membranes supported on polyamide-6 (PA6) films was developed and described in detail. Montmorillonite (MMT) and Cloisite 30B (C30B) nanoclays were used as nanofillers to improve mechanical properties of chitosan films. The surface, mechanical, and transport properties of PA6 supported Ch, Ch/MMT and Ch/C30B membranes were studied and compared with a pristine, non-supported chitosan membrane. Implementation of advanced analytical techniques e.g., SEM reveal the clays nanoparticles are well dispersed in the chitosan matrix. According to AFM images, composite chitosan/nanoclay membranes possess higher roughness compared with unfilled ones. On the other hand, an incorporation of clay particles insignificantly changed the mechanical and thermal properties of the membranes. It was also found that all membranes are hydrophilic and water is preferentially removed from EtOH/H2O and iPrOH/H2O mixtures by pervaporation. Supporting of chitosan and chitosan/nanoclay thin films onto PA6 porous substrate enhanced permeate flux and pervaporation separation index, in comparison to the pristine Ch membrane. Concerning separation factor (β), the highest value equal to 4500 has been found for a chitosan composite membrane containing Cloisite 30B contacting 85/15 wt % iPrOH/H2O mixture. The mentioned membrane was characterized by the normalized flux of 0.5 μm kg m−2 h−1. Based on the established data, it was possible to conclude that chitosan membranes are meaningful material in dehydration of azeotropic mixtures. Nevertheless, to boost up the membrane efficiency, the further modification process is required.

EMBEDDED CREATIVITY: STRUCTURAL INTERCONNECTIONS BETWEEN MATERIALITY, VISUALITY, AND AGENCY IN EVERYDAY PERCEPTUAL SETTINGS

The goal of the article is to examine how some material surfaces contribute to the social consequentiality of the everyday visual experience, generating, transmitting and disseminating nonverbal social meanings, making up bulk of contemporary world’s communicative practices, even its very social fabric. Unlike most of the current – otherwise enormously productive – theoretical initiatives making the social functions of material objects and surfaces the main focus of their social-theoretical inquiry, an approach proposed in this article lays emphasis on some formal structural correlations between the modes of materiality of visually perceived phenomena and the behavioural and emotional opportunities for perceiving subjects. I propose the notion of “generative surface” as the most semantically dense and socially consequential type of visual materiality – a sort of perceivable surfaces that, in contrast to mere physical ones, constitute meaningful material settings substantially influencing our creative capacities within everyday experiences.

Moving Institutional Logics Forward: Emotion and Meaningful Material Practice

Institutional theory, and the institutional logics approach in particular, lacks the feelings that produce, sustain and disrupt institutional practice. This is due in part to rational, instrumental understandings of the individual in practice, and in part to the cognitive and linguistic understanding of that practice, sustained by classification, qualification and belief. Emotion, a joining of language and bodily affect, is ready at hand for institutional theory. There is increasing recognition that emotion is a powerful device for institutionalization and de-institutionalization. In this essay, I consider emotion’s position in institutional theory and how we might position it in an institutional logics approach. I will argue that emotion not only mediates institutions, but can itself be institutional.

Towards a New Critical Literacy: Literature, Community Engagement and The Global Public Good

What does it mean for a student to be critically literate in the Twenty First Century? How do we teach critical literacy within university humanities programs in the United States? And what are the implications of critical literacy for the conception and praxis of the global good? Using Richard Hoggart and Raymond Williams’ conceptions of critical literacy, I outline a pedagogical approach to literature and cultural studies that offers a conceptual space for students to imagine and engage with ideas of the global good. From the perspective of student learning, this approach to community engagement offers students opportunities to “read” their own social context critically and engage with, as well as, contribute to various local, national and global communities in meaningful, material ways. But what is important is that in doing so, such contributions come from the starting point of disciplinary knowledge, rather than from a problematic volunteerism or service framework that are often associated with the term community engagement. A critically literate approach to community engagement enables students to understand how literary studies can enrich an understanding of their global context in ways that other disciplines cannot and, therefore, the type of knowledge that the field produces. Drawing upon concrete examples of student learning from a range of university classes in which I have employed this pedagogical approach, I conclude that the student learning experience that results from such a process is qualitatively different—both with respect to the sorts of knowledge that students’ produce, as well as the dispositional affects it engenders in students’ lives. Such a learning experience holds the promise of achieving Raymond Williams’ vision of adult education as a process of “building social consciousness” and “real understanding of the world”—a substantive critical literacy for a globalized world.