Matching Items (2)
Filtering by
- All Subjects: Inclusions
- All Subjects: Dislocations in metals
- All Subjects: Metals--Inclusions.
- Creators: Struble, Gwen J
- Creators: Veeresh, Pawan
Description
This visually rich qualitative teacher-action research focuses on the personal learning experience a classroom of first grade students had as they grew in understanding of difference through daily interactions with young friends who have severe disabilities. Each first grader spent 30 minutes, one day a week, visiting the special education classroom down the hall, which was home to their friends who needed total care and spent a majority of their day in a wheelchair.
During these visits, the first graders enjoyed interacting with their friends using a variety of manipulatives, music, movement, games, books, and art. This experience was loosely supervised by the special education teacher after students were given instructions on stations and activities available that day. Upon returning to their classroom, the students reflected on the experience. Reflection for the first few weeks was through oral discussion to build a community feel and common language. Written reflections were later kept in student-created journals.
Though this experience began in the fall, data for this exploration was collected during the Spring semester of the 2013-2014 school year. The following questions guided the design and implementation of this study: 1) How do children make sense of their interactions with children who have severe disabilities, and what do their words reveal regarding their understandings about and across difference?
2) What do interactions between students “look like,” and what can “doing” reveal about human interactions?
Data collection and analysis were informed through a critical, ethnographic-like lens with a participant perspective from the teacher-researcher. Photos and video documentation focused on the hands and feet of the participants to ensure privacy rights. Interviews, journal entries, photo elicitation, and a focus group discussion provided the remainder of the data set after parental permission and participant assent.
Findings are shared visually with an invitation to enter a child’s lifeworld via their voice, both written and verbal. Readers are asked to ponder the evidence through the shared voice and visions and consider the impact of the affective realm on learning and understanding and its significance in all of human interactions—all the selves and all the others.
During these visits, the first graders enjoyed interacting with their friends using a variety of manipulatives, music, movement, games, books, and art. This experience was loosely supervised by the special education teacher after students were given instructions on stations and activities available that day. Upon returning to their classroom, the students reflected on the experience. Reflection for the first few weeks was through oral discussion to build a community feel and common language. Written reflections were later kept in student-created journals.
Though this experience began in the fall, data for this exploration was collected during the Spring semester of the 2013-2014 school year. The following questions guided the design and implementation of this study: 1) How do children make sense of their interactions with children who have severe disabilities, and what do their words reveal regarding their understandings about and across difference?
2) What do interactions between students “look like,” and what can “doing” reveal about human interactions?
Data collection and analysis were informed through a critical, ethnographic-like lens with a participant perspective from the teacher-researcher. Photos and video documentation focused on the hands and feet of the participants to ensure privacy rights. Interviews, journal entries, photo elicitation, and a focus group discussion provided the remainder of the data set after parental permission and participant assent.
Findings are shared visually with an invitation to enter a child’s lifeworld via their voice, both written and verbal. Readers are asked to ponder the evidence through the shared voice and visions and consider the impact of the affective realm on learning and understanding and its significance in all of human interactions—all the selves and all the others.
ContributorsStruble, Gwen J (Author) / Swadener, Beth Blue (Thesis advisor) / Sandlin, Jennifer (Thesis advisor) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2015
Description
A method for modelling the interactions of dislocations with inclusions has been developed to analyse toughening mechanisms in alloys. This method is different from the superposition method in that infinite domain solutions and image stress fields are not superimposed. The method is based on the extended finite element method (XFEM) in which the dislocations are modelled according to the Volterra dislocation model. Interior discontinuities are introduced across dislocation glide planes using enrichment functions and the resulting boundary value problem is solved through the standard finite element variational approach. The level set method is used to describe the geometry of the dislocation glide planes without any explicit treatment of the interface geometry which provides a convenient and an appealing means for describing the dislocation. A method for estimating the Peach-Koehler force by the domain form of J-integral is considered. The convergence and accuracy of the method are studied for an edge dislocation interacting with a free surface where analytical solutions are available. The force converges to the exact solution at an optimal rate for linear finite elements. The applicability of the method to dislocation interactions with inclusions is illustrated with a system of Aluminium matrix containing Aluminium-copper precipitates. The effect of size, shape and orientation of the inclusions on an edge dislocation for a difference in stiffness and coefficient of thermal expansion of the inclusions and matrix is considered. The force on the dislocation due to a hard inclusion increased by 8% in approaching the sharp corners of a square inclusion than a circular inclusion of equal area. The dislocation experienced 24% more force in moving towards the edges of a square shaped inclusion than towards its centre. When the areas of the inclusions were halved, 30% less force was exerted on the dislocation. This method was used to analyse interfaces with mismatch strains. Introducing eigenstrains equal to 0.004 to the elastic mismatch increased the force by 15 times for a circular inclusion. The energy needed to move an edge dislocation through a domain filled with circular inclusions is 4% more than that needed for a domain with square shaped inclusions.
ContributorsVeeresh, Pawan (Author) / Oswald, Jay (Thesis advisor) / Jiang, Hanqing (Committee member) / Liu, Yongming (Committee member) / Arizona State University (Publisher)
Created2016