Optical Sensing Method for Screening Disease in Melon Seeds by Using Optical Coherence Tomography

We report a noble optical sensing method to diagnose seed abnormalities using optical coherence tomography (OCT). Melon seeds infected with Cucumber green mottle mosaic virus (CGMMV) were scanned by OCT. The cross-sectional sensed area of the abnormal seeds showed an additional subsurface layer under the surface which is not found in normal seeds. The presence of CGMMV in the sample was examined by a blind test (n = 140) and compared by the reverse transcription-polymerase chain reaction. The abnormal layers (n = 40) were quantitatively investigated using A-scan sensing analysis and statistical method. By utilizing 3D OCT image reconstruction, we confirmed the distinctive layers on the whole seeds. These results show that OCT with the proposed data processing method can systemically pick up morphological modification induced by viral infection in seeds, and, furthermore, OCT can play an important role in automatic screening of viral infections in seeds

Evaluation of selective laser sintering processes by optical coherence tomography

Selective laser sintering (SLS) enables the fast, flexible and cost-efficient production of parts directly from 3D CAD data. Unlike more established machine tools, there is a marked lack of process monitoring and feedback control of key process variables. In-situ analysis techniques permit the emergence of repair techniques, in-process optimization of production parameters, and will also serve to save time and material. In this study, optical coherence tomography (OCT) is used for the first time to evaluate components produced by SLS. Using a Polyamide-PA2200, surface defects are analyzed and the limiting factors associated with the measurement technique are quantified. OCT is shown to be a useful technique for evaluating surface irregularities alongside sub-surface defects that have resulted from poor sintering or non-homogeneous powder spreading. We demonstrate detection and quantification of surface defects such as cracks, pores and voids on a ~ 30 μm scale. Furthermore, we show that this technique can resolve ‘built-in’ fine features within a 200 to 400 μm depth below the surface, covering typical layer thicknesses used by this process. This capability paves the way for real-time monitoring of the SLS process for assurance, or even dynamic correction of defects during the build

Cracks, microcracks and fracture in polymer structures: Formation, detection, autonomic repair

The first author would like to acknowledge the financial support from the European Union under the FP7 COFUND Marie Curie Action. N.M.P. is supported by the European Research Council (ERC StG Ideas 2011 n. 279985 BIHSNAM, ERC PoC 2015 n. 693670 SILKENE), and by the EU under the FET Graphene Flagship (WP 14 “Polymer nano-composites” n. 696656)

Personliga erfarenheter i arbeten skrivna av gymnasieelever – Om ett av kunskapskraven i ämnet psykologi

Syftet med denna undersökning var att undersöka hur kunskapskravet i psykologi, som säger att eleven ska koppla kunskap till den egna erfarenheten, har för betydelse för elevens inlärning och förståelse av ny teoretisk kunskap. Syftet var även att undersöka vilken betydelse relationen mellan lärare och elev har för vad eleven väljer att dela med sig av utifrån den egna erfarenheten och vad eleven upplever att det är som bedöms i uppgiften. För denna studie antogs en kvalitativ ansats där materialet samlades in genom intervjuer med sex elever som läst psykologi 1 på gymnasiet. Resultatet visade att eleverna tyckte det var tydligt vad det var som bedömdes i uppgiften. Vad gäller att koppla kunskap till den egna erfarenheten visade resultatet att alla intervjuade elever ansåg att det var lättare att förstå den teoretiska kunskapen när den kopplades till den egna erfarenheten. Relationen mellan lärare och elev visade sig också ha betydelse för vad eleven väljer att dela med sig av. Resultatet visade även att vissa elever som väljer att skriva om något personligt och känslomässigt jobbigt kan behöva stöd under processens gång och att det som lärare är viktigt att vara lyhörd inför det.The aim of this study was to explore to what degree the knowledge claim in psychology, that says that the student is to relate knowledge to own experience, has meaning to the learning and understanding of new theoretical knowledge. The object was also to explore what meaning the relation between teacher and student has when it comes to what the student chooses to share out of own experience and what the student thinks is sized up in the assignment. In this study I used a qualitative onset where the material was collected through interviews with six students who studied Psychology 1 in senior high school. The result showed that the students found it clear what was sized up in the assignment. When it comes to relate knowledge to own experience the result showed that all the interviewed students thought it was easier to understand the theoretical knowledge when it was related to own experience. The relation between teacher and student also had significance to what the student chose to share. Furthermore the result showed that certain students who chose to write something personal and emotional could need support in the process and that it is important as a teacher to be responsive to that

Personliga erfarenheter i arbeten skrivna av gymnasieelever – Om ett av kunskapskraven i ämnet psykologi

Syftet med denna undersökning var att undersöka hur kunskapskravet i psykologi, som säger att eleven ska koppla kunskap till den egna erfarenheten, har för betydelse för elevens inlärning och förståelse av ny teoretisk kunskap. Syftet var även att undersöka vilken betydelse relationen mellan lärare och elev har för vad eleven väljer att dela med sig av utifrån den egna erfarenheten och vad eleven upplever att det är som bedöms i uppgiften. För denna studie antogs en kvalitativ ansats där materialet samlades in genom intervjuer med sex elever som läst psykologi 1 på gymnasiet. Resultatet visade att eleverna tyckte det var tydligt vad det var som bedömdes i uppgiften. Vad gäller att koppla kunskap till den egna erfarenheten visade resultatet att alla intervjuade elever ansåg att det var lättare att förstå den teoretiska kunskapen när den kopplades till den egna erfarenheten. Relationen mellan lärare och elev visade sig också ha betydelse för vad eleven väljer att dela med sig av. Resultatet visade även att vissa elever som väljer att skriva om något personligt och känslomässigt jobbigt kan behöva stöd under processens gång och att det som lärare är viktigt att vara lyhörd inför det.The aim of this study was to explore to what degree the knowledge claim in psychology, that says that the student is to relate knowledge to own experience, has meaning to the learning and understanding of new theoretical knowledge. The object was also to explore what meaning the relation between teacher and student has when it comes to what the student chooses to share out of own experience and what the student thinks is sized up in the assignment. In this study I used a qualitative onset where the material was collected through interviews with six students who studied Psychology 1 in senior high school. The result showed that the students found it clear what was sized up in the assignment. When it comes to relate knowledge to own experience the result showed that all the interviewed students thought it was easier to understand the theoretical knowledge when it was related to own experience. The relation between teacher and student also had significance to what the student chose to share. Furthermore the result showed that certain students who chose to write something personal and emotional could need support in the process and that it is important as a teacher to be responsive to that