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The effect of B-doping on the martensitic transformation (MT), microstructure, room temperature (RT) crystal structure, and magnetocaloric properties of a typical all-d-metal Ni37.5Co12.5Mn35Ti15 quaternary alloy was studied by synthesizing melt-spun ribbon samples of nominal composition (Ni37.5Co12.5Mn35Ti15)100−xBx with x = 0.0 and 0.4. For B-free samples, SEM images show a grain-oriented microstructure formed by the columnar in shape-elongated grains with their major axis oriented along the thermal gradient during solidification. By contrast, the B-doped samples show smaller grains whose orientation tends to be perpendicular to the contact surface with the copper wheel. For all samples, austenite (AST) and martensite (MST) phases exhibited a cubic B2-type and 5M monoclinic crystal structure, respectively. The martensitic transition temperature (TM) and the Curie temperature of the austenite phase (TCA) were reduced from 295 K to 253 K and 333 K to 276 K, respectively, with the addition of B. The effect of thermal annealing for different times (from 30 min to 4 h) at 1073 K was studied. Thermal annealing increases the martensitic transformation temperature, whereas TCA remains unchanged. The maximum magnetic field-induced entropy changes |ΔST|max for B-doped samples were around 4.5 J kg−1 K−1 and 4.7 J kg−1 K−1 for as-solidified and annealed samples (1073 K–4 h), respectively, compared to that found for the undoped samples (i.e., ΔST = 16 J kg−1 K−1). However, the entropy reduction is accompanied by an increase in the full width at half-maximum of the ΔST(T) curve. [ABSTRACT FROM AUTHOR]

This study addresses the need to reinforce the reading learning of students with intellectual and developmental disabilities (IDD) in general education classrooms. A standardized way of assessing support needs in reading (SNr) from the teachers' perspective is proposed. The objectives were (i) to develop an instrument and evaluate its properties and (ii) to preliminarily assess the support needs in reading of students with IDD. Participants were 86 Chilean elementary school teachers who responded about the support needs of their own students. The instrument assesses three dimensions (i.e., representation, engagement, and action and expression). Analyses showed excellent preliminary evidence of validity and reliability. Preliminarily identified support needs suggest that students need more support in representation. Practical and research implications are discussed. [ABSTRACT FROM AUTHOR]

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