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In the production and overhaul of aero engines chemical and electrolytic surface treatment processes such as electrolytic degreasing, chemical and electrochemical etching, chemical descaling and chemical stripping of thermally sprayed coatings are used. In the course of some of these processes the heat resistant nickel and cobalt base alloys found in the “hot end” of the newer gas turbines are attacked. These superalloys have a common characteristic, namely, they are precipitation hardened. The alloying elements added for this purpose give rise to intermetallic compounds (carbides, nitrides, carbonitrides) which appear as inclusions of various shapes and sizes within the grain or at the grain boundaries. The conclusion from this work is that these intermetallics present as separate phases can be dissolved out by oxidative attack leaving pits. The separate processes and their objectives are detailed. It is shown in which process stages and in which solutions attack occurs. The inclusions have been analysed and the nature of the attack is illustrated. We conclude from this work, which has embraced seven nickel and cobalt base materials, that certain processes or process steps cannot be permitted on these alloys. For cleaning and etching alternative processes are given. For descaling a new compatible process was evaluated and will be discussed in a second report.

The purpose of this paper is to reduce the carbon footprint of food by adjusting the international trade and planting structure and to provide possible ideas for the improvement of the world's food green production and green trade.

Using the literature analysis method to collect carbon footprint data calculated based on the life cycle assessment (LCA) method, and establishing an optimization model and an ARIMA prediction model for empirical analysis, this paper explores the possibility to reduce carbon emissions by adjusting import structure and self-production structure.

The results show that only through the adjustment of the import structure, carbon emissions can be reduced by 3.29 million tons at the source of imports. When domestic self-production is included, a total of 4.51 million tons of carbon emissions can be reduced, this provides ideas for low-carbon emission reduction in agriculture and animal husbandry.

This article is the first to use the carbon footprint data obtained by other scholars using LCA to optimize and analyze the grain trade structure and planting structure from a low-carbon perspective, and obtain specific emission reductions.

There is a concerning disparity between students with disabilities and their peers without disabilities in their long-term, postsecondary outcomes. The former group tends to have a variety of poorer outcomes in important domains of life, such as employment, postsecondary education, independent living, and community participation. Policymakers, scholars, and the general public alike have called attention to this issue, resulting in both legal mandates and research on evidence-based practices in the area of transition services. While the law requires individualized, results-oriented transition services based upon age-appropriate transition assessment and a number of evidence-based transition practices and predictors have been identified, studies of individualized education programs and practices have revealed a significant underuse of best practices in transition assessment and services. In this chapter, we discuss the importance of comprehensive transition assessment as a foundation for setting postsecondary goals and designing services that best fit individual student strengths and needs and best prepare students to be successful in their adult lives. Further, we provide an overview of current recommendations for best practices in planning, conducting, and interpreting transition assessments, and offer suggestions for areas where further research is needed.

Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in education. This chapter discusses different vertical transitions students with intellectual disability face in education, with particular attention to the movement from high school to adult life. Throughout the chapter, research regarding current transition practices and outcomes for students with intellectual disability is discussed as well as evidence-based practices to support students with intellectual disability as they transition to post-school.

Promoting the self-determination of youth and young adults with disabilities has become best practice in the field of special education. Such efforts have been shown to positively impact student educational goal attainment, access to the general education curriculum, student involvement in educational and transition planning, and more positive postschool outcomes. This chapter discusses the self-determination construct, reviews the literature pertaining to what is known about promoting self-determination and goal attainment, and introduces assessments, evidence-based practices, and strategies for promoting student involvement.

From an online survey of 114 participating accountants at staff, senior staff, and supervisor levels from a top-100 U.S. accounting firm, we investigate the effects of the Big Five personality traits (Conscientiousness, Agreeableness, Extraversion, Neuroticism, and Openness) on the ethical decision-making process of accountants. Within the framework of Rest’s (1986) Four-Component Model of Ethical Behavior, we focus on Component III, the formation of an intention to act upon one’s best ethical judgment. Based on the limited extant literature on the connection between personality and ethical behavior, we expect that accountants high in Conscientiousness and Openness will tend to form an intention to act ethically despite pressure in an ethical dilemma. We develop more tentative hypotheses about the remaining three factors. Controlling for age, gender, education, sole earning status, and experience, we find clear positive statistical effects of only Conscientiousness and Openness. These findings have implications for the human resource departments of accounting firms, as well as contributing to a basic understanding of the relationships between Big Five personality factors and ethical intention.

Students with disabilities have many obstacles to overcome and challenges to address as they go through the educational system. Besides challenges with academics, behavior, and social situations, these students also need to be able to transition throughout their educational careers from different grade levels to post-school outcomes. Transition for students with disabilities should include input from classroom teachers, school psychologists and other related school personnel, families, the community, and, of course, the student. Specifically, the student should be an integral part of the transition process and planning. This chapter focuses on transition in general, discusses data from the National Longitudinal Transition Study-2, and sets the stage for the rest of this volume.

Social network theory and analytic tools have been increasingly used to examine the interaction between science and technology. Recently, researchers have paid attention to the role of publishing inventors, that is, individuals bridging the collaborative networks between authors (co-authorship network) and inventors (co-invention network). Building on this research, we study how publishing inventors’ structural position in the joint co-authorship and co-invention network affects the quality of the inventions to which they contribute. Specifically, we identify publishing inventors who play a pivotal role in holding the two networks together: their removal not only increases the network fragmentation but also disconnects the joint co-authorship and co-invention network. We define these publishing inventors as cutpoints and find them to contribute to inventions of greater quality. We situate the analysis within the context of the emerging field of nanotechnology. The theoretical and managerial implications of the results are discussed.

This study aims to focus on how librarians use and promote Google Scholar (GS) within their library instruction sessions. This study also examines how Google Scholar and the Google Scholar discovery layer, library links, is promoted on library websites. This information is then analyzed across the three date ranges.

This study provides a longitudinal analysis of the opinions and uses of Google Scholar by the Ohio consortium of libraries, OhioLINK. This study uses survey data that was collected in 2007, 2014 and 2019 via the OhioLINK Listserv and builds off of co-author’s previous study (2008), which examined the attitudes of OhioLINK librarians as it related to Google Scholar.

The results of this research suggested that there were significant changes in use and opinions of Google Scholar between 2007 and 2014 with more normalization of uses and opinions occurring between 2014 and 2019.

Respondents were not asked for the type of library where they work or to identify their position within their libraries, which necessarily limits the conclusions that can be drawn from the survey responses. In retrospect, limiting the sample to instruction librarians or faculty librarians might have yielded more meaningful results. Additionally, this project did not evaluate the uses and opinions of librarians using GS at the reference desk. By providing this information, it would be easier to truly glean the uses and opinions of librarians with regard to GS.

This research will assist librarians contextualize how one of the most popular research resources has been used and promoted by those within the field and how those opinions have changed over time. This study will provide context into how Google Scholar became one of the most popular research tools and how attitudes of this unprecedented, and controversial, resource came to be accepted by librarians over the past 15 years.

This study will help librarians better contextualize how other librarians use and promote Google Scholar. Furthermore, it demonstrates how a controversial information research tool became accepted by those in the field over time.

According to the authors’ knowledge, this research is the only study to provide a longitudinal analysis of the librarian opinions of Google Scholar. It targeted the same audience in identical surveys in a way no other Google Scholar research has done. It builds off of the co-author’s (2008) work, which is a well-cited study regarding librarian attitudes of Google Scholar. This research was done on the 15th year anniversary of Google Scholar.

This desk research critically reviews the existing literature to be dialogued with interviews with several experts on multicultural education in Indonesia to provide input for policymaking and practical strategies. Through a systematic review of academic literature, policy documents and reports, this study aims to provide insights into the challenges and opportunities associated with multicultural education and propose action-based and actionable solutions to promote tolerance, understanding and unity among diverse cultural groups.

Using a systematic review methodology, this study analyzed existing literature and involved semi-structured interviews with several experts on multicultural education in Indonesia. By searching academic databases and online repositories, relevant literature was synthesized to generate insights into the current state of multicultural education, key challenges and potential solutions. Thematic analysis identified recurring themes and patterns across the literature, allowing for a nuanced understanding of the complexities surrounding multicultural education in Indonesia.

This research highlights the importance of promoting tolerance and unity among diverse cultural groups in Indonesian education, highlighting curriculum reform, teacher training and community engagement, despite institutional barriers and sociocultural prejudices.

The findings of this study suggest that to maximize the impact of multicultural education in Indonesia, there is a need for comprehensive teacher training programs, equitable resource allocation and localized curricula that reflect Indonesia’s cultural diversity. Policymakers should focus on developing strategies that address the unique challenges of implementing multicultural education in diverse regions, ensuring that all students have access to culturally relevant and inclusive education.

The successful implementation of multicultural education has the potential to promote social harmony and inclusivity in Indonesia by fostering a deeper understanding and appreciation of cultural diversity. Addressing the identified challenges and gaps could lead to more cohesive and tolerant communities, reducing social tensions and conflicts rooted in cultural misunderstandings. This research calls for sustained efforts to ensure that multicultural education becomes a cornerstone of Indonesia’s educational system, contributing to the country’s broader goals of unity in diversity.

This research contributes to existing literature on multicultural education by synthesizing insights from diverse academic sources. By systematically reviewing literature, this study offers a comprehensive understanding of challenges and opportunities in Indonesia and provides evidence-based recommendations for policymakers, educators and stakeholders. Emphasizing the importance of promoting tolerance and unity, this study offers practical strategies for realizing these goals in Indonesian society.