Het verbinden van ongelijksoortige metalen door middel van lassen is over het algemeen geen eenvoudige zaak en vereist op een aantal gebieden specialistische kennis. Kennis is nodig op het gebied van de lastechniek en met name ten aanzien van de mogelijkheden die de verschillende lasprocessen bieden. Dit is echter niet voldoende, ook kennis met betrekking tot de metallurgische eigenschappen van de te lassen metalen is een essentiële voorwaarde om met succes een lasverbinding in ongelijksoortige metalen tot stand te brengen. En zelfs al is deze kennis voorhanden, dan nog is succes niet altijd verzekerd, omdat onverwachte problemen ervoor kunnen zorgen dat de lasverbinding niet de vereiste kwaliteit heeft. Bij het lassen van ongelijksoortige metalen spelen zeer veel factoren een rol. Belangrijk zijn de fysische eigenschappen van het metaal, waaronder de chemische samenstelling, het smeltpunt, de warmte- en elektrische geleidbaarheid en de uitzettingscoëfficiënt. Metallurgische eigenschappen als structuur, textuur, opmenging, oplosbaarheid, enz. spelen eveneens een essentiële rol bij het vervaardigen van lasverbindingen in ongelijksoortige metalen.
Enjoyment in primary physical education (PE) is a key factor in increasing children's physical activity engagement in PE and leisure time. While existing PE research has largely focused on a motivational PE climate and meaningful experiences in PE, research on children's perceptions of enjoyable teaching practices (TPs) in PE is limited. Therefore, this study aimed to explore primary school children's perspectives on TPs that foster PE enjoyment. In addition, we observed to what extent these TPs were applied in daily PE practice. Four focus groups with 10- to 12-year-old children (12 boys, 12 girls) from four primary schools were formed and inductive analysis resulted in 32 child-identified TPs categorized into 10 dimensions. Thirty-one PE lessons taught by 19 different PE teachers (11 generalists, 8 PE specialists) were recorded and coded using the child-identified TPs. Teachers regularly performed a substantial number of these TPs during their PE lessons. However, TPs such as the use of cooperative learning, instructional methods to promote children's (social) learning process, an emphasis on children's individual improvements, and consciously grouping were rarely observed. Moreover, PE specialists showed TPs supporting exploratory learning and children's individual learning processes more frequently than generalists. In addition, PE specialists provided challenging, differentiated tasks with a creative use of equipment more often than generalists. Including children's perspectives contributes to a comprehensive understanding of PE enjoyment and TPs that can promote enjoyable PE experiences. Children's voices need to be heard continuously by PE teachers to ensure enjoyable PE experiences for all children.
When an adult claims he cannot sleep without his teddy bear, people tend to react surprised. Language interpretation is, thus, influenced by social context, such as who the speaker is. The present study reveals inter-individual differences in brain reactivity to social aspects of language. Whereas women showed brain reactivity when stereotype-based inferences about a speaker conflicted with the content of the message, men did not. This sex difference in social information processing can be explained by a specific cognitive trait, one's ability to empathize. Individuals who empathize to a greater degree revealed larger N400 effects (as well as a larger increase in γ-band power) to socially relevant information. These results indicate that individuals with high-empathizing skills are able to rapidly integrate information about the speaker with the content of the message, as they make use of voice-based inferences about the speaker to process language in a top-down manner. Alternatively, individuals with lower empathizing skills did not use information about social stereotypes in implicit sentence comprehension, but rather took a more bottom-up approach to the processing of these social pragmatic sentences.
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