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Aluminium-matrix composites containing approximately 55 vol.% AlN particles were fabricated by melt infiltration of aluminium into an AlN preform under a pressure of up to 130 MPa. Two different AlN powders (H.C. Starck, Goslar, Germany, and ESK, Elektroschmelzwerk, Kempten, Germany) and four types of aluminium alloy (2024, 1070, 6060 and 5754) were used. The initial AlN powders were characterized by scanning electron microscopy. The composites were studied by light microscopy, scanning and transmission electron microscopies and energy-dispersive X-ray spectroscopy. Particle-matrix interfaces were observed using high-resolution electron microscopy. As a result of the melt infiltration process, the composites are very dense and the microstructure shows a homogeneous distribution of the reinforcement. The interfaces are clean with very little porosity. Some Al2Cu precipitates were observed in the 2024 matrix.

This article is the continuation of the work that has already been completed in a first study on the perception of engineering students at UniLaSalle Beauvais about education for sustainable development (SD) and innovation. Its purpose is to show the evolution over time of the perception of engineering students regarding SD and innovation after integrating the international program called “Go-LaSalle”. In this training process, students spend the second semester of their third academic year in partner universities of the worldwide Lasallian network. To identify and measure the change of students’ perception, we have designed a survey that was sent to two engineers’ training classes (specialties) Agronomy and Agro-Industries and Food and Health. The results show that although some differences and similarities appear between the two specialties, there are few significant changes on student’s perception before and after the six-month international program (called “Go-LaSalle”). Finally, the study shows, on the one hand, that the students trust the institution, the companies and their teachers more than their own inclinations; on the other hand, it allows the institution to adapt their training to both collective needs and the demands of the environment.