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Globally, interdisciplinary and transdisciplinary learning in schools has become an increasingly popular and growing area of interest for educational reform. This prompts discussions about Science, Technology, Engineering, Arts and Mathematics (STEAM), which is shifting educational paradigms toward art integration in science, technology, engineering and mathematics (STEM) subjects. Authentic tasks (i.e. real-world problems) address complex or multistep questions and offer opportunities to integrate disciplines across science and arts, such as in STEAM. The main purpose of this study is to better understand the STEAM instructional programs and student learning offered by nonprofit organizations and by publicly funded schools in Ontario, Canada.

This study addresses the following research question: what interdisciplinary and transdisciplinary skills do students learn through different models of STEAM education in nonprofit and in-school contexts? We carried out a qualitative case study in which we conducted interviews, observations and data analysis of curriculum documents. A total of 103 participants (19 adults – director and instructors/teachers – and 84 students) participated in the study. The four STEAM programs comparatively taught both discipline specific and beyond discipline character-building skills. The skills taught included: critical thinking and problem solving; collaboration and communication; and creativity and innovation.

The main findings on student learning focused on students developing perseverance and adaptability, and them learning transferable skills.

In contrast to other research on STEAM, this study identifies both the enablers and the tensions. Also, we stress ongoing engagement with stakeholders (focus group), which has the potential to impact change in teaching and teacher development, as well as in related policies.

Certain researchers have expressed concerns about inequitable discipline representations in an integrated STEM/STEAM (science, technology, engineering, arts and mathematics) unit that may limit what students gain in terms of depth of knowledge and understanding. To address this concern, the authors investigate the stages of integrated teaching units to explore the ways in which STEAM programs can provide students with a deeper learning experience in mathematics. This paper addresses the following question: what learning stages promote a deeper understanding and more meaningful learning experience of mathematics in the context of STEAM education?

The authors carried out a qualitative case study and collected the following data: interviews, lesson observations and analyses of curriculum documents. The authors took a sample of four different STEAM programs in Ontario, Canada: two at nonprofit organizations and two at in-school research sites.

The findings contribute to a curriculum and instructional model which ensures that mathematics curriculum expectations are more explicit and targeted, in both the learning expectations and assessment criteria, and essential to the STEAM learning tasks. The findings have implications for planning and teaching STEAM programs.

The authors derived four stages of the STEAM Maker unit or lesson from the analysis of data collected from the four sites, which the authors present in this paper. These four stages offer a model for a more robust integrated curriculum focusing on a deeper understanding of mathematics curriculum content.

In conjunction with the usual rate forms of the conservation equations, the time derivative form of the equation of state is investigated from a numerical consideration point of view. First, the derivation of the rate form of the equation of state is presented. Systematic comparison between the new method and the traditional iterative method is made by applying the method to a simple flow problem. The comparison is then extended to a practical engineering problem requiring accurate prediction of pressure. The rate method is found to be more advantageous in many aspects. It is more intuitive for system analysis, more appropriate for eigenvalue extraction, as well as easier to program and to implement. Numerically, the rate method is found to be more efficient and accurate than the traditional method.

Service-learning (SL) is a widely accepted pedagogy that can enrich the learning experience for students in higher education while they apply their skills in a meaningful community service. This research is part of a larger project that aimed to motivate educational achievement among youths living in a priority neighborhood through SL. Toward this goal, this study investigated the impact of SL on the college students from a college information technology programmer-analyst (ITPA) program, who were deployed as role models to youths in a priority neighborhood on the east coast of Canada.

The overall project used the design-based methodology. Seven college students were deployed in two phases to a community center as role models for the delivery of science, technology, engineering, art and mathematics (or STEAM) programs to youths living in a priority neighborhood. Data were collected using open-ended survey, journal entries and focus groups and was qualitatively analyzed by drawing on two frameworks: the experiential-learning framework by Kolb (1984) and the conceptual SL framework by Ash and Clayton (2009).

The findings describe the outcome of the college students' experiences in SL with respect to the development of skills and capacities needed by employers. Specifically, their experiences mirrored all aspects of the two frameworks applied. Therefore, the study validates the use of SL pedagogy in higher education. In addition, the study identified the role of SL as an integration strategy for international students. While the research contributes to the wider SL conversation for policymakers, faculty and administrators of higher education, it also promotes development opportunities for college students.

The integration of SL pedagogy is widespread among programs in higher education. However, there are no common SL frameworks used in literature. The study is novel in that it combines two theoretical frameworks – Kolb (1984) and Ash and Clayton (2009) in explaining the outcomes. In addition, it uses two high-impact educational practices – SL and role modeling to improve educational attainment for college students.

Presents, at some length, the story of the writer’s father, sharing the history and experiences of a generation who prospered in the Chinese laundry industry. Chronicles the introduction of the wholesale shirt laundry, presenting new innovations and ideas and branching out into new regulated businesses in other fields, showing how emerging problems were tackled and overcome. Cites that most of the information is from memory, observation, letters and manuals. Considers the development and changes in the industry from 1930 to 1970, looking also at the accompanying changes in standards of living.

The Food Hygiene (General) Regulations, 1970, when they first appeared, seem to have attracted more notice in the daily press than in the specialist journals, although, while re‐enacting much that was in the 1960 regulations, which they repeal, the new measures break new and important ground, as well as introducing a number of amending provisions, which experience has shown were needed. We tend to associate hygiene needs of food and drink with the thronging streets of the city and town, the hidden backrooms of restaurants, the bustling market and the mobile food van, which, in this motorized age, has ousted the bawling backstreet hucksterer.

Corrosion is considered as one of the issues that threaten the safe operation of steam generator (SG) tubing. Some sulfur-related specie can cause corrosion degradation of SG tubing. Sulfur-induced corrosion of SG alloys in high temperature and high-pressure water is one of the most complicated processes. The purpose of this study is to study the effect of reduced sulphur on passive film properties of steam generator (SG) tubing.

In this paper, the effects of reduced sulfur on passive film properties of SG tubing were reviewed from the aspects of thermodynamic calculations and experimental.

Thermodynamic calculations are mainly presented by E-pH diagrams, volt equivalent diagrams and species distribution curves. The stability of sulphur species highly depends on temperature, solution pH, and electrochemical potential. Experimental data indicated that reduced sulfur species can interact with the passive film, which led to changes in film thickness, film structure, semiconductivity and pitting growth rate.

The state-of-the-art discussed in this paper gives basis for resolving engineering problems regarding with sulfur-induced corrosion.