Script Shape Research Articles

Microstructure and mechanical properties of Mg–Zn–Si-based alloys

A new type of magnesium alloy based on Mg–Zn–Si system has been developed for automobile application. The solidification process, microstructure, mechanical properties and creep resistance of the new alloy have been studied. Results show that the Mg–6Zn–1Si alloy has good comprehensive mechanical properties and its creep resistance is better than that of AZ91 alloy. Proper additions of Ca were found to be efficient in refining the microstructure of Mg–6Zn–1Si alloy. A morphological change in Mg 2Si particles from coarse Chinese script shape to a small polygonal type was also observed. The modification mechanism of Ca is polygonal type Mg 2Si particles nucleate from CaSi 2 particles. Such improved microstructure of the Mg–6Zn–1Si–0.25Ca alloy results in significant improvement in tensile properties and creep resistance as compared to the Mg–6Zn–1Si base alloy.

A mathematical algorithm for Arabic script shape evaluation

As the Arabic language script is in contradiction with the technical computing facilities designed for the Latin language, a terminal must be designed to generate and reshape Arabic characters in accordance with their text writing rules. In this paper a mathematical model is developed for reshaping the presented input character according to its previous character in its order to obtain the correct shape. This model is based on classifying Arabic characters into sets and subsets according to the nuber of shapes for each character, as well as on the method of linking it with its left and right characters. Arabic vowels are also included. A software program including different routines is written to achieve this purpose.

How talk, context, and script shape contexts for learning: A cross-case comparison of journal sharing

In this article, activity theory and conversation analysis frame a set of comparative ethnographic studies of how access to literacy learning was differentially constructed across nine classrooms in which “the writing process” was the articulated writing pedagogy. By examining the ways in which language and context socially and culturally constituted events or activities, three distinct patterns of interaction and discourse were identified and the social relationships, normative discourse practices, knowledge exchange systems, and participants' beliefs were associated with each pattern described. Data from three of the nine classrooms in the comparative ethnography study are presented to illustrate the relationships among language, context, and literacy learning. The three classrooms selected represent differences in patterns of orientation, interpretation, and implementation of writing process pedagogy. To provide a basis for comparing pedagogical practices, the patterns of interaction were examined in an event common to all three classrooms, journal sharing. These data illustrate the ways in which different contexts for learning to write and sharing writing were dynamically and socially constructed through the normative interactional and discourse practices in each of these writing process classrooms, and how the differences in contexts led to differential access to learning.