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Alloy 825 is a nickel-based alloy that is commonly used in applications where both high strength and corrosion resistance are required, such as tanks in the chemical, food and petrochemical industries and oil and gas pipelines. Components made from Alloy 825 are often manufactured using hot deformation. However, there is no systematic study to optimise the processing conditions reported in literature. In this study, a processing map for as-cast Alloy 825 is established to maximise the power dissipation efficiency of hot deformation in the temperature range of 950 to 1250 °C at an interval of 50 °C and strain rate range of $$0.01\, {\text{s}}^{ - 1}$$ 0.01 s - 1 to $$10.0\, {\text{s}}^{ - 1}$$ 10.0 s - 1 to a true strain of $$0.7$$ 0.7 using a Gleeble-3500 thermomechanical simulator. The processing conditions are also correlated to the Vickers hardness of the final material, which is also characterised using optical microscopy and scanning electron microscopy, including electron backscattered diffraction. The true stress-true strain curves exhibit peak stresses followed by softening due to occurrence of dynamic recrystallization. The activation energy for plastic flow in the temperature range tested is approximately $$450\,{\text{ kJ mol}}^{ - 1}$$ 450 kJ mol - 1 , and the value of the stress exponent in the (hyperbolic sine-based) constitutive equation, $$n = 5.0$$ n = 5.0 , suggests that the rate-limiting mechanism of deformation is dislocation climb. Increasing deformation temperature led to a lower Vickers hardness in the deformed material, due to increased dynamic recrystallization. Raising the strain rate led to an increase in Vickers hardness in the deformed material due to increased work hardening. The maximum power dissipation efficiency is over $$35\%$$ 35 % , obtained for deformation in the temperature range 1100-1250 °C and a strain rate of $$0.01\, {\text{s}}^{ - 1}$$ 0.01 s - 1 -$$0.1\, {\text{s}}^{ - 1}$$ 0.1 s - 1 . These are the optimum conditions for hot working.

ATPsorb is a unique combination of Lipidol Ultra (a source of lysophospholipids) and Endo-power Beta (a source of several NSP enzymes). Thus, the response of ATPsorb was evaluated in nursery pigs. A total of 551 (DNA x DNA 600 sired) weaned, commercial pigs (21 d of age, average 5.61 kg (P = 0.38); 9-10 reps; 29 pigs/pen) were blocked by body weight. There were 2 treatments: standard nursery feed without antibiotics, control (CON); 2) CON + 2 lb per ton of ATPsorb for 21 d (ATP). FANCOM feeding system was used to deliver feed. Pens of pigs were weighed and feed disappearances were recorded on d 0 and 21. Data were used to calculate ADG and ADFI. To simulate commercial practice, pigs were treated with injectable antibiotic if required, and those that did not respond were removed and placed in sick pens. At the end of 21 d, the number of dead (% mortality) and viable pigs (% morbidity) were calculated. Data were analyzed as a randomized complete block design using the GLM procedure in Minitab with Fisher’s t-test determining differences between treatments. For d 0-21, there were no differences (P ≥ 0.61) observed for BW, ADG or ADFI. There was a 6.6% improvement (P = 0.05; 0.55 vs. 0.59) in G:F. No differences (P ≥ 0.33) were observed for morbidity or mortality. These data suggests that ATPsorb is capable of providing better nutrient utilization and absorption during the first 21 d in the nursery phase. Further testing is needed to evaluate lifetime performance.

In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy? CC BY 3.0

Mini-tablets are suitable for children since they are easy to swallow and offer dose flexibility by adjustment of the number of units. The main objective was to investigate the use of interactive m ...

Building on narratives of students in adult education in Sweden, where the majority of the students are young adults, this paper argues that adult education has both negative and positive aspects in helping individuals to be recognised as valuable. Students, often part of the precariat class, have not always been able to survive in the job market and have a history of failing in upper secondary school. By drawing on the recognition theory of Axel Honneth, the results show that municipal adult education has the potential to be a transitory learning platform in which the individual can regain esteem that has been lost due to unemployment, precarious employment and failure in upper secondary school. It provides temporary stability. Yet, most students are in a sense forced to study and it is not patent that adult education can help them in their struggle for self-actualisation.

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.

Recognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept. It is a phenomenon with a certain variation in practices as well as contexts, conce ...

Paradoxes of citizen formation: Citizenship positioning in stories about belonging in an era of migration This article analyzes the formation of citizenship in today’s multi-ethnic Sweden with a particular focus on how migration renders visible existing citizenship ideals, defined in terms of similarity and difference on the basis of ethno-cultural background. Analysing three individual stories of women who have migrated to Sweden, with different biographies and stories of how they ended up in Sweden, the article focuses on negotiations of the boundaries and contents of citizenship in multi-ethnic Sweden. The point of departure for the analysis is a post-structuralist and discursive approach. In all, the stories address the crucial question of who should be included into the social community and on what conditions – and who should be left out? This particular question is also at the very centre of the political debate in today’s Europe. On the one hand, there are strong arguments about the ’death of multiculturalism’ and demands for new forms of ethno-culturally graduated citizenship – also in Sweden. On the other hand, in Sweden as well as in other European countries, claims for the development of a new and more inclusive societal community have been raised, expanding the rights of citizens to accommodating also those who have been excluded from them. Sociologisk Forsknings digitala arkiv

The static recrystallization behaviour of a columnar and equiaxed Alloy 825 material was studied on a Gleeble-3800 thermo-simulator by single-hit compression experiments. Deformation temperatures of 1000-1200 °C, a strain of up to 0.8, a strain rate of 1s−1, and relaxation times of 30, 180, and 300 s were selected as the deformation conditions to investigate the effects of the deformation parameters on the SRX behaviour. Furthermore, the influences of the initial grain structures on the SRX behaviors were studied. The microstructural evolution was studied using optical microscopy and EBSD. The EBSD measurements showed a relaxation time of 95 % for fractional recrystallization grains, t 95 , in both structures, was less than 30 seconds at the deformation temperatures 1100 °C and 1200 °C. However, fewer than 95% of recrystallized grains recrystallized when the deformation temperature was lowered to 1000 °C. From the grain-boundary misorientation distribution in statically recrystallized samples, the fraction of high-angle grain boundaries decreased with an increasing deformation temperature from 1000 °C to 1200 °C for a given relaxation time. This was attributed to grain coarsening.

This paper argues for the significance of Axel Honneth's theory of recognition for understanding recognition of prior learning (RPL). Case studies of the experiences of RPL by paraprofessional workers in health and social care in the UK and Sweden are used to explicate this significance. The results maintain that there are varying conditions of recognition. These conditions are often fluid, negotiable and ambivalent. However, RPL appears to support self-realisation and self-awareness, when it co-occurs with individual's identification with associated practices. Workplace salary, affordances for practice and collegial values may shape the esteem and thus the potential for self-realisation. RPL can thus help facilitate the development of a more positive relationship to individuals engaged in RPL processes, enhancing their learning and development.

Recognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept within the European Union, across countries in Europe and beyond. RPL is a phenomeno...

This paper analyses a recognition of prior learning (RPL) placement process where health care assistants' prior learning is recognised through dialogue with and observation by tutors. This process ...

This article explores the role of the interactive researcher by drawing on Jürgen Habermas’s theory of communicative action to develop the concept of virtual participant. An ideal interactive research project is used to explore the issues faced by interactive researchers in three phases – initial, implementation and conclusion. In each phase, an interactive research project is used to demonstrate the issues that are discussed. First, this article argues that the concept of communicative rationality can be helpful in understanding how mutually trusting relationships between practitioners and researchers can be established at the beginning of a project. Second, it argues that the idea of taking a virtual stand on validity claims can be used during a project to engage a performative attitude and achieve mutual understanding with actors in the practice system. Third, this article argues that the concept of the virtual participant can explain how the interactive researcher can engage in performative action without becoming captive to the practice system. The concept of the virtual participant helps to enhance understanding of the complexity of the role of the interactive researcher.

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.

Nordiskt nätverk för Vuxnas Lärande (NVL) har funnits sedan 2005 och deras arbete knyter ihop experter, inom olika områden för vuxnas lärande, i ett gemensamt nordiskt samarbete. Avdelningen för pedagogik och vuxnas lärande, Institutionen för beteendevetenskap och lärande (IBL), Linköpings universitet, har på uppdrag av Nordisk Ministerrådet (NMR) utvärderat NVL. Utvärderingens syfte är att få kunskap om NVL:s modus operandi, styrkor och svagheter, organisationsformens möjligheter och utmaningar samt nätverkens/arbetsgruppers aktiviteter, spridning och bidrag i Norden. Vidare diskuteras NVL:s effekter gällande nordiskt mervärde, dess bidrag till kvalité och innovation samt policy- och praxisutveckling i Norden.

This article discusses a process of recognition of prior learning for accreditation of prior experiential learning to qualify for course credits used in an adult in-service education program for health care assistants at the upper-secondary level in Sweden. The data are based on interviews and observations drawn from a field study, and Habermas’s theory of communicative action is used for analysis. The main findings suggest that the students do not fully understand the assessment process or how their prior learning was transformed into credits. This reflects the teacher’s strategic actions and the lack of mutual understanding. Examples are sketched about how the process could be developed using the theory of communicative action. From a Habermasian perspective, this process is also criticized as promoting an assimilation of lifeworld-grounded experiences to the system. This form of recognition of prior learning does not seem to satisfy important goals and ideals in adult education and learning.

Responding to increasing concerns with the quality of care in both Sweden and England, this paper explores the way in which caring practice emerges out of the interplay between personal and social agency. Working from a socio-cultural perspective, results from an English and a Swedish study conducted independently of each other were used to explore the construction of caring practice. The English study drew on practice observations and four interviews conducted at monthly intervals collecting data on life history and critical incidents. The Swedish study drew on group interviews and two interviews with each participant – one at the beginning of an in-service recognition of prior learning process and one at the end. Interview data was transcribed and thematic analysis identified common themes. The findings from both studies suggest that caring practice involves the intentional use of self to build relationships, understand users and provide personalised interventions. Although practice presented as personal and individualistic, it took place within an organisational context requiring co-configured activity. The practitioners' negotiations with work teams were often conflictual or contested. It is argued that workplaces may enhance caring practice by enabling affordances for the use of self through the design of in-house training programmes, supervision and the organisation of teams. Reflexive practice may also be an important part of the effective use of self.

This article critically appraises a process of recognising prior learning (RPL) using analytical tools from Habermas’ theory of communicative action. The RPL process is part of an in-service training program for health care assistants where the goal is to become a licensed practical nurse. Data about the RPL process were collected using interviews and observations. Through appraising RPL as a social practice, it is held that the process progresses through a ‘caring ideology’. The caring ideology is the foundation that makes it possible to build up health care assistants’ trust in teachers’ authority. In this process, the teachers, by means of strategic actions, become the possessors of (the validity claim) truth. From this starting point, the assistants’ prior experiences are strategically acknowledged in two ways: by affective comments ‘recognising’ their identity/personality and by generating a grade in the courses for which their prior learning is being accredited. The findings show that the lifeworld of these workers is assimilated and colonised through the RPL process and important issues such as power, gender and class are not accounted for. These matters should not be left out in research on caring practices performed by women from low socio-economic groups. These issues must be included if RPL processes are not merely assumed to systematically and uncritically reproduce an existing normative discourse. Based on the RPL practice analysed here, it is proposed that a more reflexive, emancipatory and communicative RPL process could play a central role in the development and enlightenment of health care assistants.

The aim of this article is to contribute to an understanding of contemporary processes of negotiations concerning belonging and non-belonging to the Swedish social community. Taking on a theoretical approach on belonging inspired by Yuval-Davis and Jacobsen, the article analyses three individual stories of women who have migrated to Sweden. Out of this analysis, focusing on how these women claim their belonging to a Swedish social community at the same time as they in different ways are denied such belonging by others, we may conclude that although each of the stories told is unique and articulates an individual experience, there are striking similarities in how their claims of belonging, with its related implications for belonging, are not acknowledged by others. In a way, these individual stories tell us something about some of the crucial challenges regarding belonging in contemporary multi-ethnic Sweden, as well as Europe.

This chapter argues for the importance of understanding recognition of prior learning (RPL) through the critical social theories of Jurgen Habermas and Axel Honneth. Results from a research project exploring RPL for the accreditation of prior experiential learning in the healthcare sector in Sweden are used to develop the analysis. It is argued that RPL for accreditation could, by reflecting the results of Habermas’ theory of communicative action, be a process that strengthens social integration and solidarity and develops personal identity. RPL could encourage critical learning in the lifeworld of education through reflections on prior learning, experiences and knowledge gained in work. It is important that the results of the RPL process and assessment are clearly communicated. This would enable these experiences to be mobilised when students move on and use these learning experiences in new contexts. Honneth’s recognition theory can further help us understand what impact the recognition in RPL could have for an individual’s self-esteem development and how RPL processes can support self-realisation.

This paper presents our experiences from a research project on how to co-develop new methods for idea generation within a service design practice. As an example the paper describes how service designers used two visual inquiry methods together with customers and employees in different service situations. The results show that that there is great potential in developing methods for co-design work based on design approaches. This project relies on a mindset where materials of different kinds, that can be organized and reorganized in different ways are used. This supports a way of creating knowledge that facilitates production of other results than the purely verbal. We have also realized that it requires a great amount of work to achieve a great result.

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