title: Considerations on the effect of solutal on the grain size of castings from superheated melts

authors: Bolzoni, Leandro

abstract: The amount of solutal present in an alloy affects the grain size of the cast metal as solute is rejected at the solidification front. This is normally quantified using the so called growth restriction factor Q. This work presents some considerations about the effect of solutal on the final cast structure with a focus on the nature of the alloy system, the effect of non-equilibrium solidification conditions and the effect of superheating of the molten metal.

text: Considerations on the effect of solutal on the grain size of castings from superheated melts The amount of solutal present in an alloy affects the grain size of the cast metal as solute is rejected at the solidification front. This is normally quantified using the so called growth restriction factor Q. This work presents some considerations about the effect of solutal on the final cast structure with a focus on the nature of the alloy system, the effect of non-equilibrium solidification conditions and the effect of superheating of the molten metal.

year: 2017

title: PISA, global reference societies, and policy borrowing: The promises and pitfalls of ‘academic resilience’

authors: Volante, Louis

abstract: The Programme in International Student Assessment (PISA) has become the prominent method of international comparison of the achievement of 15-year-old children in reading, mathematics, and science. Recently, the OECD, which administers PISA, has devoted a great deal of energy promoting the notion of “academic resilience”—which refers to the capacity of individuals to prosper despite encountering adverse circumstances. Countries are compared and contrasted in relation to the relative share of disadvantaged students that are able to achieve at higher achievement levels on PISA, with associations drawn from school-level factors and resulting implications drawn for policy reform. This paper offers a number of cautions with the growing influence of cross-national comparisons of academic resilience. Our discussion underscores how the OECD’s notion of “academic resilience,” which has come to dominate transnational policy debates, is quite narrow and limited by the measures it uses to assess student competencies.

text: PISA, global reference societies, and policy borrowing: The promises and pitfalls of ‘academic resilience’ The Programme in International Student Assessment (PISA) has become the prominent method of international comparison of the achievement of 15-year-old children in reading, mathematics, and science. Recently, the OECD, which administers PISA, has devoted a great deal of energy promoting the notion of “academic resilience”—which refers to the capacity of individuals to prosper despite encountering adverse circumstances. Countries are compared and contrasted in relation to the relative share of disadvantaged students that are able to achieve at higher achievement levels on PISA, with associations drawn from school-level factors and resulting implications drawn for policy reform. This paper offers a number of cautions with the growing influence of cross-national comparisons of academic resilience. Our discussion underscores how the OECD’s notion of “academic resilience,” which has come to dominate transnational policy debates, is quite narrow and limited by the measures it uses to assess student competencies.

year: 2022

title: ‘Hospitality’, boundary crossing and thresholds applied in education: Embodying manaakitanga and whanaungatanga

authors: Wright, Noeline

abstract: In everyday understanding, ‘hospitality’ refers to paid work contexts; commodities and transactional tasks. Hospitality can, however, have much broader significance. It can be understood in cultural and social terms within and beyond transactional contexts. In Māori cultural knowledge and practices for example, hospitality has reciprocal, relational nuances. Perhaps both views imply that ‘hospitality’ is an act of ‘crossing boundaries […] or thresholds’ as Still (2013: 4) suggested. Relational, reciprocal, boundary-crossing practices may also infer ritual understandings of respect, kindness, generosity and harmony. Crossing thresholds is a central concept in Māori knowledge and practices and is central to this article exploring concepts and practices of hospitality in a new primary school focused on building its practices on relational and reciprocal values. In Aotearoa New Zealand educational contexts, hospitality is a cultural, social reciprocal and relational practice. Thus, through examining ‘hospitality’, ‘borders’ and ‘thresholds’ across the boundaries of education and commerce, we hope to illuminate both connections and differences. We do so through reviewing both literature about ‘hospitality’, ‘borders’ and ‘thresholds’ and interview data from a new school intentionally valuing whanaungatanga.

text: ‘Hospitality’, boundary crossing and thresholds applied in education: Embodying manaakitanga and whanaungatanga In everyday understanding, ‘hospitality’ refers to paid work contexts; commodities and transactional tasks. Hospitality can, however, have much broader significance. It can be understood in cultural and social terms within and beyond transactional contexts. In Māori cultural knowledge and practices for example, hospitality has reciprocal, relational nuances. Perhaps both views imply that ‘hospitality’ is an act of ‘crossing boundaries […] or thresholds’ as Still (2013: 4) suggested. Relational, reciprocal, boundary-crossing practices may also infer ritual understandings of respect, kindness, generosity and harmony. Crossing thresholds is a central concept in Māori knowledge and practices and is central to this article exploring concepts and practices of hospitality in a new primary school focused on building its practices on relational and reciprocal values. In Aotearoa New Zealand educational contexts, hospitality is a cultural, social reciprocal and relational practice. Thus, through examining ‘hospitality’, ‘borders’ and ‘thresholds’ across the boundaries of education and commerce, we hope to illuminate both connections and differences. We do so through reviewing both literature about ‘hospitality’, ‘borders’ and ‘thresholds’ and interview data from a new school intentionally valuing whanaungatanga.

year: 2021-03-01