A single-phase bcc high-entropy alloy in the refractory Zr-Nb-Ti-V-Hf system

We report on the production and characterization of a high-entropy alloy in the refractory Zr-Nb-Ti-V-Hf system. Equiatomic ingots were produced by arc and levitation melting, and were subsequently homogenized by high-temperature annealing. We obtained a coarse-grained, single-phase high-entropy alloy, with a homogeneous distribution of the constituting elements. The phase is a chemically disordered solid solution, based on a bcc lattice with a lattice parameter of 0.336(5) nm.Comment: 6 pages, 4 figure

Industrielle Forschungsprojekte initiieren - Die Projektwerkstatt der WFS

Die Wirtschaftsförderung Sachsen GmbH (WFS) beschäftigt sich im Wirtschaftsraum Sachsen unter anderem mit Standortwerbung, Akquisition/Ansiedlung von Unternehmen, Strategie- und Branchenarbeit und der Initiierung von F&E-Kooperationen. Neben den Arbeitsinhalten der WFS stellt Dr.-Ing. Uwe Lienig die Herausforderungen der Produktion der Zukunft (insbesondere für KMU), die technologischen Kompetenzen Sachsens und das Format der 'Projektwerkstatt' vor. Letzteres ist ein Transferinstrument der WFS mit dem Ziel Kooperationsmöglichkeiten und konkrete Projektideen zu diskutieren

Hvordan kan det at man har AD/HD påvirke ens musikalske virke?

Masteroppgave i utøvende musikk- Universitetet i Agder 201

Entwicklung Polysaccharid-basierter Materialien für biomedizinische Anwendungen

Hydrogele auf Basis natürlicher Polymere bieten aufgrund ihrer Biokompatibilität gute Voraussetzungen für die Anwendung im Bereich der regenerativen Medizin. Eine Vielzahl von Arbeiten zeigten vielversprechende Ergebnisse im Tissue Engineering. Aber auch im Bereich der gezielten Wirkstofffreisetzung sowie in der dreidimensionalen Zellkultivierung zeigen sich Hydrogele als interessante Kandidaten. Diese Arbeit befasst sich mit der chemischen Modifizierung von verschiedenen Polysacchariden wie Dextran, Pullulan und Lentinan zur Erzeugung biomedizinisch relevanter Hydrogele. Als Vernetzungsmethode wurde die Thiol-Michael-Reaktion ausgewählt. Um aus den Polysacchariden die erforderlichen Akzeptor- und Donator-komponenten herzustellen, wurden diese im ersten Schritt erfolgreich carboxymethyliert. Anschließend erfolgte die Überführung in die Thiol-modifizierten Komponenten. Um den Einfluss der Kettenlänge auf die Eigenschaften der Hydrogele zu untersuchen, wurden Linker verschiedener Längen synthetisiert. Des Weiteren wurden zwei Akzeptorgruppen gewählt. Zum einen wurden die carboxymethylierten Polysaccharide in ihre Maleinimid-Derivate überführt, zum anderen erfolgte eine Derivatisierung zur Vinylsulfon-modifizierten Komponente. Die synthetisierten Komponenten wurden mit Hilfe von volumetrischen und fotometrischen Methoden auf ihre Derivatisierungsgrade sowie NMR-spektroskopisch untersucht. Außerdem erfolgte die Charakterisierung der generierten Hydrogele. Die Hydrogele wurden auf ihre Permeabilität, ihren rheologischen Eigenschaften und ihrem Quellverhalten untersucht. Weiterhin wurden Experimente zum enzymatischen Abbau und Studien zur Zytotoxizität der einzelnen Komponenten sowie zur Einbettung von unterschiedlichen Zellen in ausgewählten Hydrogelkombinationen durchgeführt

A Reading Motivation Intervention for Students with Learning Disabilities, Students with ADHD, and Their Nondisabled Peers

Motivation research and its effect on reading has been limited for students with disabilities. In the present study a combined motivational intervention (intrinsic standards, positive label, and extrinsic standards) was used wit 48 second and third grade students in a randomized pretest posttest control group design with three population groups (ADHD, Learning Disabled, and Nondisabled) and two conditions (reading comprehension and reading fluency). The intervention condition followed the pretest. The intervention used a verbal 3 minute motivational script containing a positive label (e.g. “clever”) associated with a specific reading behavior (e.g. answers questions) accompanied by a challenge to perform better on the posttest and better than another. Pretest reading differences were controlled for and no significant differences were found between students in the control group and the intervention group for any of the three groups

Hvordan lærere og spesialpedagoger skaper rom for deltakelse for elever med lærevansker

Denne studien har undersøkt hvordan lærere og spesialpedagoger oppfatter begrepet deltakelse, hva de mener er sentrale faktorer for tilrettelegging for deltakelse, i tillegg til hvordan lærere og spesialpedagoger tilrettelegger for deltakelse for elever med lærevansker. Med forankring i inkluderingsperspektiver presentert av blant annet Haugs (2021) multidimensjonale inkluderingsmodell, utgjorde disse rammeverket for at rom for deltakelse kunne utformes. For at skolen skal kunne gi alle elever like muligheter for å utvikle ferdigheter og kunnskaper som trengs for å senere kunne delta i samfunn og arbeid, blir det helt essensielt at lærere og spesialpdagoger forstår hvordan alle elever kan delta for å lære og slik få det utbyttet de har krav på gjennom sin skolegang. Studien retter sitt søkelys på elever med lærevansker og hvordan lærere og spesialpedagoger skaper rom for deltakelse for dem. Problemstillingen for denne studien er: Hvordan skaper lærere og spesialpedagoger rom for deltakelse for elever med lærevansker? Etter utførelse av to fokusgruppeintervjuer med 4 lærere og 2 spesialpedagoger definerte disse deltakelse som å lære i sosial interaksjon med andre i hverdagslige aktiviteter. Gjennom tematisk analyse ble det videre avdekket at læreren spiller en avgjørende rolle for å ivareta det mangfoldige klassemiljøet gjennom å fremme fellesskapets verdier med vekt på anerkjennelse, aksept, medvirkning, tilgang, utbytte, gode relasjoner og dialog. Slik kan inkluderingsperspektivet forstås som bærebjelken for rommet for deltakelse for elever med lærevansker, skapt av lærere og spesialpedagogers nitidige arbeid i klasserommet. Derfor blir det særdeles viktg at lærere og spesialpedagoger orienterer seg innen inkluderingsfeltets dimensjoner og bistår elevens deltakelse og læring innen fellesskapet på best mulig måte ut fra et inkluderende perspektiv.This study has investigated how teachers and special education teachers perceive the concept of participation, what they believe are key factors for facilitating participation, in addition to how teachers and special education teachers facilitate participation for students with additional learning needs. Anchored in inclusionary perspectives presented by, amongst others, Haug's (2021) multidimensional inclusion model, these perspectives formed the framework for space for participation to be created. In order for schools to be able to provide all students with equal opportunities to develop the skill set and knowledge needed for later ability to participate in society and work, it is crucial that teachers and special education teachers understand how all students can participate in order to learn and thus achieve what they are entitled to through their schooling. The study focuses on students with additional learning needs and how teachers and special education teachers create space for participation for them. The problem for this study is: How do teachers and special education teachers create space for participation for students with additional learning needs? After carrying out two focus group interviews with 4 teachers and 2 special education teachers, these professionals defined participation as learning in social interaction with others in everyday activities. Through thematic analysis, it was further revealed that the teacher plays a decisive role in safeguarding the diverse classroom environment by promoting community values with an emphasis on recognition, acceptance, student involvement, access, achievement, good relationships and dialogue. In this way, the inclusionary perspective can be understood as the mainstay for space for participation for students with additional learning needs, created by the meticulous work of teachers and special education teachers in the classroom. Therefore, it is extremely important that teachers and special education teachers orient themselves within the dimensions of the inclusionary field and assist the student's participation and learning within the classroom community in the best possible way through an inclusive perspective

3D-printed microfluidic perfusion system for parallel monitoring of hydrogel-embedded cell cultures

The use of three-dimensional (3D) cell cultures has become increasingly popular in the contexts of drug discovery, disease modelling, and tissue engineering, as they aim to replicate in vivo-like conditions. To achieve this, new hydrogels are being developed to mimic the extracellular matrix. Testing the ability of these hydrogels is crucial, and the presented 3D-printed microfluidic perfusion system offers a novel solution for the parallel cultivation and evaluation of four separate 3D cell cultures. This system enables easy microscopic monitoring of the hydrogel-embedded cells and significantly reduces the required volumes of hydrogel and cell suspension. This cultivation device is comprised of two 3D-printed parts, which provide four cell-containing hydrogel chambers and the associated perfusion medium chambers. An interfacing porous membrane ensures a defined hydrogel thickness and prevents flow-induced hydrogel detachment. Integrated microfluidic channels connect the perfusion chambers to the overall perfusion system, which can be operated in a standard CO2-incubator. A 3D-printed adapter ensures the compatibility of the cultivation device with standard imaging systems. Cultivation and cell staining experiments with hydrogel-embedded murine fibroblasts confirmed that cell morphology, viability, and growth inside this cultivation device are comparable with those observed within standard 96-well plates. Due to the high degree of customization offered by additive manufacturing, this system has great potential to be used as a customizable platform for 3D cell culture applications

Innovationsprozesse in KMU unterstützen – Projektwerkstatt und Fördermöglichkeiten verbinden: Projektwerkstatt „Industrielle Reinigungstechnologien“, IVV Dresden, 14. März 2019

Im Wirtschaftsraum Sachsen beschäftigt sich die Wirtschaftsförderung Sachsen GmbH (WFS) unter anderem mit Standortwerbung, der Initiierung von F&E-Kooperationen, der Begleitung von Unternehmensgründungen und der Unterstützung beim Wachstum sächsischer Unternehmen. Neben den Arbeitsinhalten der WFS stellt Dr.-Ing. Uwe Lienig Produktionssysteme der Zukunft und damit einhergehende Herausforderungen (insbesondere für KMU), den Wirtschaftsstandort Sachsen und das Transferinstrument der WFS – die sog. Projektwerkstatt – vor. Mit der Projektwerkstatt werden Unternehmen beim Wissens- und Technologietransfer auf konkreter Projektebene unterstützt. Das Ziel ist die Umsetzung von Kooperationsmöglichkeiten und konkreten Projektideen

Paradigm change in hydrogel sensor manufacturing: From recipe-driven to specification-driven process optimization

The volume production of industrial hydrogel sensors lacks a quality-assuring manufacturing technique for thin polymer films with reproducible properties. Overcoming this problem requires a paradigm change from the current recipe-driven manufacturing process to a specification-driven one. This requires techniques to measure quality-determining hydrogel film properties as well as tools and methods for the control and optimization of the manufacturing process. In this paper we present an approach that comprehensively addresses these issues. The influence of process parameters on the hydrogel film properties and the resulting sensor characteristics have been assessed by means of batch manufacturing tests and the application of several measurement techniques. Based on these investigations, we present novel methods and a tool for the optimization of the cross-linking process step, with the latter being crucial for the sensor sensitivity. Our approach is applicable to various sensor designs with different hydrogels. It has been successfully tested with a sensor solution for surface technology based on PVA/PAA hydrogel as sensing layer and a piezoelectric thickness shear resonator as transducer. Finally, unresolved issues regarding the measurement of hydrogel film parameters are outlined for future research