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Beginning with a brief overview of education in Australia from both an Aboriginal perspective and that which developed after the arrival of European settlers, this chapter asserts the significance of faith communities in shaping school and teacher education in ways which express their worldviews and moral purpose. Reflecting a Catholic understanding and focusing upon the principles of Catholic Social Teaching, teacher education programs at Australian Catholic University incorporate a holistic approach through their course structures, core curriculum and community engagement experiences. These come together as a pedagogy of promise within community engagement based teacher education. The rationale, examples and model discussed here are presented in ways which show the transformative power of this person- and value-centered pedagogy.

The purpose of this paper is to make people aware of organic corrosion inhibitors.

As it is a literature review paper, no specific method is used.

It has been found that plant extracts and oils show inhibition efficiency up to 98 percent, so it is certain that plant extracts and oils are effective corrosion inhibitors and can be successfully used at the industrial level.

Plant extracts and oils are also found to be non‐toxic, highly efficient, renewable and cheap. But less effort has been given towards the identification of which compound is active in the extract.

The paper shows detailed account of the inhibitors obtained from plants, which are used as natural corrosion inhibitors.

Automatic Galvanizing. Galvanizing of small parts is carried out automatically by the rotary machine, illustrated on this page, made by F. Blasberg of Solingen‐Merscheid. The cam‐operated plating buckets are mounted on a Roballo ball‐bearing slewing ring 40 in. in diam. and are dipped into different baths during the galvanizing cycle.

This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the essence of what constitutes promising international teacher education pedagogies and how those pedagogies can best be shared. The chapters are reviewed according to the sections in which they appeared: pedagogies of working with multimodalities; pedagogies of partnerships and communities; pedagogies of teacher assessment; and vehicles for teacher education research, and dissemination. Key knowledge contributions from each chapter are emphasized. Similarities between the featured pedagogies are also highlighted. Finally, overarching themes are pinpointed.

This paper aims to facilitate verification of computer modelling techniques for complex structures exposed to fire and to test the effect of some steel beams being left unprotected.

This paper describes a fire test conducted on a large-scale structure representing four corner bays of a typical multi-storey steel-frame office building.

A new and unexpected mode of damage occurred.

The test results indicate that an alternate reinforcement detail should be used in combination with unprotected beams.

Teacher education pedagogies face the complex challenge of attending to standards of professionalism while being sensitive to the local changing needs of professional learning. Encounters between these two aspects of professional work are manifested, for example, through the relations between innovative, “against the grain” pedagogies and standardized criteria and accountability to policy issues and measurement. This chapter characterizes various “contact zones” across participants, contexts and contents, called for by the four categories of pedagogies (working with multimodalities, partnerships and community learning, teacher assessment, and vehicles for dissemination) that comprise this volume of International Teacher Education: Promising Pedagogies (Part C). The four categories of pedagogies join five earlier categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which are found in International Teacher Education: Promising Pedagogies (Part B). These go in with yet another five categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A).

Over the last three or four years, operators and contractors have become increasingly aware of the enormous cost being sustained as a result of corrosion on offshore rigs and installations. Many different approaches to combating these corrosion areas are being made, ranging from the use of exotic alloys, to the use of epoxy or rubber coatings. Generally speaking, there is a place and a use for each of these methods and to a large extent a natural selection of the optimum material is taking place. Stainless steel, in particular is increasing widely used.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.