title: Synthesis of tungsten oxide tapered needles with nanotips

authors: Wang, Shiliang

subjects: Crystal morphology

abstract: Tungsten oxide tapered needles with nanotips were synthesized on a large scale by reacting tungsten nanopowders with hydrous nickel nitrate in hydrogen atmosphere. The resultant tungsten oxide needles have lengths more than 100 μm, root diameters of several hundred nanometers and tip diameters of several nanometers, showing a perfectly axisymmetric configuration. HRTEM and SAED analyses showed that the synthesized tungsten oxide tapered needles have a single-crystalline structure with growth direction of [0 1 0]. The effects of the experimental conditions (the ratio between tungsten and hydrous nickel nitrate, the size of tungsten powders, and the reaction atmosphere) on the morphology of the products were systematically investigated. It was found that tungsten oxide nanowires, submicro-/micro-whiskers and microtubules could be facilely obtained under different experimental conditions. The unique configuration and the single-crystal structure of the tapered needles may make them a potential candidate for field emitters and probing tips.

text: Synthesis of tungsten oxide tapered needles with nanotips Tungsten oxide tapered needles with nanotips were synthesized on a large scale by reacting tungsten nanopowders with hydrous nickel nitrate in hydrogen atmosphere. The resultant tungsten oxide needles have lengths more than 100 μm, root diameters of several hundred nanometers and tip diameters of several nanometers, showing a perfectly axisymmetric configuration. HRTEM and SAED analyses showed that the synthesized tungsten oxide tapered needles have a single-crystalline structure with growth direction of [0 1 0]. The effects of the experimental conditions (the ratio between tungsten and hydrous nickel nitrate, the size of tungsten powders, and the reaction atmosphere) on the morphology of the products were systematically investigated. It was found that tungsten oxide nanowires, submicro-/micro-whiskers and microtubules could be facilely obtained under different experimental conditions. The unique configuration and the single-crystal structure of the tapered needles may make them a potential candidate for field emitters and probing tips.

year: 2007-05

title: Children learning to sing in everyday family life in minority world homes

authors: Young, Susan

subjects: Music

abstract: In this chapter we adopt an anthropological perspective to explain the capacities young children ‎possess, which enable them to learn to sing through participation in everyday, family activities. ‎We then present recent research that has explored young children’s singing practices in family life ‎at home, organizing these practices into four types: sing-along, sociable, solitary and smooth-‎running. Although these descriptions are confined to one type of contemporary, minority world ‎childhood, they may illuminate similar processes in the lives of children beyond this narrow ‎demographic and may suggest some additional approaches to singing in educational ‎practice‎

text: Children learning to sing in everyday family life in minority world homes In this chapter we adopt an anthropological perspective to explain the capacities young children ‎possess, which enable them to learn to sing through participation in everyday, family activities. ‎We then present recent research that has explored young children’s singing practices in family life ‎at home, organizing these practices into four types: sing-along, sociable, solitary and smooth-‎running. Although these descriptions are confined to one type of contemporary, minority world ‎childhood, they may illuminate similar processes in the lives of children beyond this narrow ‎demographic and may suggest some additional approaches to singing in educational ‎practice‎

year: 2020

title: Indigenizing outdoor play in New Zealand: A conversation analysis approach

authors: Bateman, Amanda

abstract: This chapter focuses on a single case analysis of one trip to a local bush reserve in New Zealand. The observations included in this chapter begin by exploring the way in which a promise to the Maori God Tane Mahuta is managed by the teachers and children at the beginning of the excursion. The promise made is part of the mundane, everyday activity engaged in by these children and teachers during their weekly visit to the bush reserve, where every child is required to recite a phrase that promises not to hurt the creatures, animals or plants of Tane Mahuta when they are playing in the forest. In the first of the video-recorded episodes, explicit reference to Tane Mahuta is initially oriented through one of the children reciting the promise, unprompted, at the beginning of the recording. The second observation reveals one of the teachers explaining to a child the rules of entering the forest: that you have to ask permission from Tane Mahuta before you enter. When a child does not want to say the promise, he is encouraged to do so collaboratively with the teacher before entering the forest. Only once the child has said the promise does he enter, demonstrating the importance of the verbal commitment and participation in the accountable action of promise-making by the participants prior to entering the forest.

text: Indigenizing outdoor play in New Zealand: A conversation analysis approach This chapter focuses on a single case analysis of one trip to a local bush reserve in New Zealand. The observations included in this chapter begin by exploring the way in which a promise to the Maori God Tane Mahuta is managed by the teachers and children at the beginning of the excursion. The promise made is part of the mundane, everyday activity engaged in by these children and teachers during their weekly visit to the bush reserve, where every child is required to recite a phrase that promises not to hurt the creatures, animals or plants of Tane Mahuta when they are playing in the forest. In the first of the video-recorded episodes, explicit reference to Tane Mahuta is initially oriented through one of the children reciting the promise, unprompted, at the beginning of the recording. The second observation reveals one of the teachers explaining to a child the rules of entering the forest: that you have to ask permission from Tane Mahuta before you enter. When a child does not want to say the promise, he is encouraged to do so collaboratively with the teacher before entering the forest. Only once the child has said the promise does he enter, demonstrating the importance of the verbal commitment and participation in the accountable action of promise-making by the participants prior to entering the forest.

year: 2017