Experimentation Investigation of Hard facing Layer by MMAW on Alloy Steel

The wearing of metal parts might be defined as a gradual decay or breakdown of the metal. When a part becomes so deformed that it cannot perform adequately, it must be replaced or rebuilt. While the end results of wear are similar, the causes of wear are different. It is essential to understand the wear factors involved before making a hard surfacing product selection. It would be easy to select a surfacing alloy if all metal components were subjected to only one type of wear. However, a metal part is usually worn by combinations of two or more types of wear. This makes an alloy selection considerably more complicated. A hard surfacing alloy should be chosen as a compromise between each wear factor. The initial focus should centre on the primary wear factor and then the secondary wear factor(s) should be examined. For example: upon examining a worn metal part, it is determined that the primary wear factor is abrasion and the secondary wear factor is light impact. The surfacing alloy chosen should have very good abrasion resistance but also have a fair amount of impact resistance. Keywords: Welding, Hard Facing Electrodes, Alloys, Afrox 300.

Applying Institutional Ethnography to Childcare

This research applies institutional ethnography to childcare by employing participant observation, interviews and text examination at two childcare research sites. The initial focus of this work describes the daily happenings in childcare utilizing a grounded theory approach and makes connections between what happens in childcare and the structures and institutions that dictate those experiences. The construction of work was found to be a major contributor to childcare experiences. I conclude with an examination of U.S. childcare policy and suggestions for improving these policies and offerings.

A Cybersecurity Skills Framework

This chapter traces the evolution of cybersecurity skills requirements and development over the past 40 years, from the early days of computer security (Compusec) to the present day. The development of cybersecurity skills is traced from an initial focus upon national security and confidentiality through to the current recognition as business driver. The main part of the chapter concentrates on the development of a specific skills framework from the Institute of Information Security Professionals. Originally conceived in 2006 and initially used for purposes of membership accreditation, the IISP Skills Framework has since been used extensively by commerce, industry, government and academia in the UK and more widely. Version 2 of the framework was published in 2016, and the chapter discussion outlines both the original structure and the notable changes in the later release. These developments collectively illustrate the ongoing recognition of cybersecurity skills, as well as the evolution of the skills themselves.

EFFECT OF DOUBLE BOTTOM HEIGHT ON THE STRUCTURAL BEHAVIOUR OF BULK CARRIERS

This is the first of a series of companion papers that the authors propose to present on the effect that the new CSR Rules will have on the design of bulk carriers. Our initial focus will be on the new design framework established for the inner bottom height of such vessels, a parameter critical to their structural integrity. It examines the effect that double bottom height reduction has on the reliability of the bulk carrier structure, by applying a finite element 3D - 3 hold analysis of varying double bottom heights to a typical current Panamax bulk carrier design. The results are compared to pre and post IACS CSR[2] requirements. The conclusion reached is that the establishing of the double bottom height should not be left to direct calculations. A minimum acceptable height should be established in order to maintain a minimum level of structural reliability and safety.

150 YEARS OF SHIP DESIGN

As part of writing a short article entitled “Ship Design – From Art to Science?” [1] for the Institution’s 150th anniversary celebratory volume [2], the author consulted the Institution’s centenary book by K C Barnaby [3] to get a feel for the formative first hundred years of ship design recorded in the learned papers presented to the Institution. This consultation was motivated by consideration of the papers in the first volume of the Transactions of 1860, which, surprisingly, contained no papers directly on ship design, either on ship design in general or through describing the design intent behind a specific new ship. Rather, like the very first paper by Reverend J Woolley, the remaining 1860 papers concerned themselves with what could be called the application of science (and mathematics) to the practice of naval architecture as an engineering discipline. However this initial focus broadened out in subsequent volumes of the Transactions so that both technical descriptions of significant new ship designs and, more recently, papers on the general practice of ship design have also figured, alongside the presentation of progress in the science of naval architecture. Given that the vast bulk of ships built over this period have been designed like most buildings to a set pattern, or as we naval architects would say based on a (previous) “type ship”, those designs presented in the Institution’s Transactions, and the few other collections of learned societies’ papers, are largely on designs that have been seen to be of particular merit in their novelty and importance. Therefore this review looks at the developments in ship design by drawing on those articles in the Transactions that are design related. In doing so the papers have been conveniently broken down into the three, quite momentous, half centuries over which the Institution has existed. From this historical survey, it is then appropriate to consider how the practice of ship design may develop in the foreseeable future.

Navigating the entanglements: Curriculum and assessment priorities in transitioning to school in Aotearoa-New Zealand

<p>This thesis critically examines the curriculum and assessment priorities children encounter as they transition from early childhood to school and the modes of being, doing, knowing, and relating these priorities promote or make difficult. An initial focus on children’s multimodal ways of operating shifted as this study progressed toward a more relational materialist conception of multimodality, drawing on the thinking of Gilles Deleuze, Felix Guattari and Karen Barad. A key focus became tracing the heterogeneous forces and entities that authorise and prioritise particular constructions of learning and learners. The thesis follows the curriculum and assessment priorities six focus children met with in their last six months at kindergarten and their first six months in a new entrant classroom, and explores how these priorities relate to those of the children and their families. Data drawn on include a range of policy and practice-related documentation, interviews, fieldnotes and video-recorded observations. Excerpts of video are incorporated into the thesis as ‘cases to think with’ about key dimensions of everyday pedagogical activity not well represented by words. While it may be a truism to say children navigate the move from early childhood to school differently, this thesis brings attention to the multiplicity of forces at play in how this move unfolds for particular children. It offers critical insights into the complex ways the global, local and ‘here and now’ specificities operate in entanglement to produce pedagogical priorities and learner-subjectivities. It highlights that the curriculum and assessment priorities for children in this study being/becoming new entrants strongly favoured children who were lingusitically adept, and willing and able to adjust to tightly prescribed classroom normativities, many of which centred around control of the body. This thesis challenges the ongoing privileging of the verbal, arguing for the importance of making space for children’s other modes of being, doing, knowing and relating. It questions the recent narrowing and intensifying emphasis on standards-based assessment and the strongly individualistic, regulatory discourse of self-managing learners. It foregrounds the ways in which transition to school agendas have escalated nationally and internationally and become part of day-to-day curriculum and assessment priorities. On the basis of these findings I call for greater ethical regard for the heterogeneity of children and the capacities they bring and are capable of, including the capacity to engage with ‘real world’ multiplicity and difference-making interconnectivities with human and more-than-human others.</p>

Navigating the entanglements: Curriculum and assessment priorities in transitioning to school in Aotearoa-New Zealand

<p>This thesis critically examines the curriculum and assessment priorities children encounter as they transition from early childhood to school and the modes of being, doing, knowing, and relating these priorities promote or make difficult. An initial focus on children’s multimodal ways of operating shifted as this study progressed toward a more relational materialist conception of multimodality, drawing on the thinking of Gilles Deleuze, Felix Guattari and Karen Barad. A key focus became tracing the heterogeneous forces and entities that authorise and prioritise particular constructions of learning and learners. The thesis follows the curriculum and assessment priorities six focus children met with in their last six months at kindergarten and their first six months in a new entrant classroom, and explores how these priorities relate to those of the children and their families. Data drawn on include a range of policy and practice-related documentation, interviews, fieldnotes and video-recorded observations. Excerpts of video are incorporated into the thesis as ‘cases to think with’ about key dimensions of everyday pedagogical activity not well represented by words. While it may be a truism to say children navigate the move from early childhood to school differently, this thesis brings attention to the multiplicity of forces at play in how this move unfolds for particular children. It offers critical insights into the complex ways the global, local and ‘here and now’ specificities operate in entanglement to produce pedagogical priorities and learner-subjectivities. It highlights that the curriculum and assessment priorities for children in this study being/becoming new entrants strongly favoured children who were lingusitically adept, and willing and able to adjust to tightly prescribed classroom normativities, many of which centred around control of the body. This thesis challenges the ongoing privileging of the verbal, arguing for the importance of making space for children’s other modes of being, doing, knowing and relating. It questions the recent narrowing and intensifying emphasis on standards-based assessment and the strongly individualistic, regulatory discourse of self-managing learners. It foregrounds the ways in which transition to school agendas have escalated nationally and internationally and become part of day-to-day curriculum and assessment priorities. On the basis of these findings I call for greater ethical regard for the heterogeneity of children and the capacities they bring and are capable of, including the capacity to engage with ‘real world’ multiplicity and difference-making interconnectivities with human and more-than-human others.</p>

F0 Peak Alignment, F0 Peak Location, and Focus Perception in Taif Arabic

The encoding of focus and its role in Taif Arabic has not been understood fully. A recent production study found significant acoustic differences between syntactically identical utterances with focus and without focus. The current study aims to investigate further F0 peak alignment, F0 peak location and (b) focus perception in Taif Arabic. The acoustic analyses of F0 peak alignment and F0 peak location show that only the F0 peak alignment of the post-focus words was realized earlier than that of their counterparts under neutral-focus condition, and the location of the F0 peak of the stressed syllable of the post-focus words was lower than that of their counterparts in neutral-focus utterances. In focus perception, correct focus identification was 85% for initial focus and 71% for penultimate focus. These findings have implications for both focus typology and language variations.

Strengthening management of non-communicable diseases in primary care, Malawi: A short report

Within the community-orientated primary care module for training family physicians at the Kamuzu University of Health Sciences in Malawi, a relationship was formed between Nkhoma Mission Hospital’s Family Medicine Department and the Diamphwe Community Health Centre (HC) to strengthen the continuity of healthcare and capacity team building. The initial focus was on improving the management of hypertension and diabetes in terms of diagnosis, tracking of the patients in a registry and timely referral to secondary care facilities The relationship has received positive support from Diamphwe healthcare workers, which then improved the management of non-communicable diseases and patient care at Diamphwe. It has also shown how family medicine physicians can improve HC capacity through support and mentorship.

Approaching Genetics Through the MHC Lens: Tools and Methods for HLA Research

The current SARS-CoV-2 pandemic era launched an immediate and broad response of the research community with studies both about the virus and host genetics. Research in genetics investigated HLA association with COVID-19 based on in silico, population, and individual data. However, they were conducted with variable scale and success; convincing results were mostly obtained with broader whole-genome association studies. Here, we propose a technical review of HLA analysis, including basic HLA knowledge as well as available tools and advice. We notably describe recent algorithms to infer and call HLA genotypes from GWAS SNPs and NGS data, respectively, which opens the possibility to investigate HLA from large datasets without a specific initial focus on this region. We thus hope this overview will empower geneticists who were unfamiliar with HLA to run MHC-focused analyses following the footsteps of the Covid-19|HLA &amp; Immunogenetics Consortium.