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Hot-compression tests down to 0.7 in nominal strain were conducted at a strain rate of 1s-1 between 800 and 1200 °C. The material was taken from the columnar and equiaxed zones of a continuous cast strand of Alloy 825. Furthermore, recrystallization was determined using LOM and FEG-SEM equipped with an EBSD-detector. The true stress of the columnar structure was a 0.2% lower than for the equiaxed microstructure for the studied deformation temperatures. The optical and EBSD images in both structures showed that a dynamic recrystallization had almost not occurred. Instead, a substructure formation with mostly low-angle grain boundaries dominated was found.

The aim of this article is to problematize the ways class and gender are played out in adult students’ narratives about their occupational choice and future. Drawing on Beverly Skeggs, we analyse how students think about future occupations, what motivates them towards these and how they are able to form their future in relation to them. Taking on Sweden as a case, our results show that students’ narratives on their future occupations are classed as well as gendered. In their vision of future occupations, working-class students tend to focus on occupations helping and caring for others, while middleclass students tend to focus on work more as a means of fulfilling themselves as individuals. These differences are also gendered. Female students are more likely than their male counterparts to picture their future occupations in relation to having children and a family. This tells us that in the female students’ narratives, there tends to be a strong focus on caring – for their families as well as in future occupations.

The role of education in citizen training has been well mapped out in youtheducation. What has been less studied is how this role comes into being inadult education. By providing illustrative empirical examples from a recentlycompleted study of adult students enrolled in adult education, this articleaims to offer a theoretical response to the question of the role of adulteducation in adult student citizen subjectivity formation. Taking on Diken’sconcept of ‘reactive nihilism’, we wish to make the following arguments. First,that citizen formation in adult education, when students are asked aboutit, is actualised as processes of re(dis)covery of will in order to be(come) asuccessful and happy citizen in society. Secondly, that these processes pointtowards a role of adult education as one where these formation processeswork in tandem with those of the reactive nihilists. This means that the citizenformation processes made possible in this educational site are those markedout by the desire to mobilise one’s will formation so that it adapts to theprevailing societal situation—that of late capitalism, which is a situation notconsidered by the adult students as possible to change. CC BY 4.0

The behavior of a 13% chromium steel subjected to hot deformation has been studied by performing hot compression tests in the temperature range of 850 to 12000C and at strain rates from 0.01 to 10 s-1. The uniaxial hot compression tests were performed on a Gleeble thermo-mechanical simulator. The best function that fits the peak stress for the material and its relation to the Zener-Hollomon parameter (Z) is derived. The average activation energy of this alloy in the entire test domain was found to be about 557 [kJmol-1] and the dynamic recrystallization (DRX) kinetics was studied to find the fraction DRX during deformation.

We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyze policy texts and interviews with teachers and students. Our analysis illustrates how two distinct but interrelated student subjectivities are shaped: the rootless, unmotivated, and irresponsible student; and the responsible, motivated, and goal-oriented student. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault.

This full day workshop intends to explore approaches, methods and techniques that can be used in participatory prototyping of services. The participants will contribute with their experiences of different ways of working with participatory prototyping. During the workshop the participants will share, explore and give feedback on the method or case that they present. By engaging in other methods there will also be a learning activity. Another aim of the workshop is to initiate research and development of knowledge within the emerging field of participatory prototyping of services and product service systems. One particular interest regards the relation between details and “the whole”. The emphasis of the workshop is to have creative learning experiences.

Studies have shown that homogeneity is higher in ordered mixtures compared to random mixtures. Based on this ordered mixtures should be particularly suitable for the preparation of mini-tablets. The overall aim of the study was to compare the homogeneity of ordered mixtures prepared using different particle size of carrier particles, and test their suitability for preparation of mini-tablets. The mini-tablets are intended for use as orally disintegrating systems (ODT) for children. Granulated, spray dried and co-processed mannitol samples were used as carrier particles and sodium salicylate and ibuprofen were studied as fine particulate drug for preparation of ordered mixtures. For compression of mini-tablets, ordered mixtures were prepared using mannitol samples, Pearlitol 200SD,300DC,400DC and 500DC (Pearlitol, France) in combination with sodium salicylate (Sigma Aldrich, Germany). The drug substances were grinded manually in mortar with pestle and screened through a sieve of 45 μm in mesh size. Also the carrier materials were sieved in order to collect the following fractions; 180-250 μm (Parteck ODT, Pearlitol (Flash, 200SD and 300DC)), 250-355 μm (Pearlitol 400DC) and 355- 500 μm Pearlitol 500DC. The raw materials were characterised using microscopic methods, Helium pycnometry, steady state and Blaine permeametry, particle size analysis (laser diffraction and sieving analysis), bulk and tapped density. Micronized sodium salicylate was mixed with selected carrier (1% w/w) in a Turbula mixer for 24 and 48 hours (n=2).The homogeneity of the ordered mixtures were examined by withdrawing 30 random sample units from the powder mixtures using a micro-thief (20± 2mg). The sample units were quantified by direct UV-assay. The amount of drug in each sample was normalised by dividing the experimentally determined content by the theoretically calculated content. The homogeneity of the mixtures was expressed as the relative standard deviation of the normalised values. A conventional mixture (drug particles screened through 500 μm mesh size, mixed with mannitol sample in Turbula mixer for 10 min), was made for a comparison of the relative standard deviation with the relative standard deviations of the ordered mixtures. All the ordered mixtures resulted in high dose homogeneity after 48 hours of mixing. The lowest particle size fraction resulted in ordered mixture after 24 hours and the larger particle size fractions needed 48 hours. The high dose homogeneity was proven also in the minitablets. The conventional mixture showed poor homogeneity, but resulted in better homogeneity when sample size increased. This proved ordered mixtures ideal solutions for mini-tablets, as the production is dependant on homogenous powder mixtures. All minitablets complied with the requirements for uniformity of mass and content for single dose 8 preparations. The mini-tablets demonstrated low friability’s, high crushing strengths and suitable simulated wetting times with respect to European Pharmacopoeia requirements, which made them possible to use as ODTs.

This article focuses on a process of recognition of prior learning (RPL) in higher education. It is based on experiences from a project carried out in collaboration between the University of Lund, Linköping University and two trade unions in Sweden. The aim of the project was to find ways of recognising prior learning for accreditation of course credits at university level. In the project and its analysis, Habermas’ theory of communicative action was used as theoretical underpinning. During the project we carried out a thematic analysis based on interviews. The analysis suggested that the participants had a mystified view of higher education that RPL must be considered a learning process and that the participants’ prior learning can be characterised as practical wisdom. These themes guided the development of the project. In a retrospective analysis, language proficiency seemed to play a significant role for the outcome of the process. The conclusion suggests that a more fair and valid assessment of the participant’s prior learning could be accomplished by focusing on RPL as a process of mutual understanding. However, a critical appraisal of the process suggests that RPL for accreditation is problematic and could be seen as a colonisation of the lifeworld. This is an electronic version of an article published in: Fredrik Sandberg and Per Andersson, RPL for accreditation in higher education: as a process of mutual understanding or merely lifeworld colonisation?, 2010, Assessment & Evaluation in Higher Education. Assessment & Evaluation in Higher Education is available online at informaworldTM: http://dx.doi.org/10.1080/02602938.2010.488793 Copyright: Taylor & Francis http://www.tandf.co.uk/journals/default.asp

This paper presents an inquiry method where the participants create a visual presentation of their experiential knowledge of working. As an example the paper describes experiences from using the inquiry method together with small local food producers. The owners use the visual inquiry tool to present their small company's activities, the stakeholders involved, problems, strengths,changes and dreams for the future. Although the food producers never had described their knowledge as one picture before, they had no problem mapping out and visually presenting complex information about their production. The method uses sticky notes as mapping tools, which enables the participants to rearrange information,point at related information, jump in time and also include the research group in the knowledge creation. The use of the visual inquiry method increases the participants’ involvement and community building. The paper also describes how the visual presentations, created at several inquiry sessions, are used in a workshop on collaborative services. QC 20190227