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A~ew m~tho~for determin~ng t~e permeability and solubility for hydrogen gas, at elevated tem~eratures, m a cylmdrIcal metal sl?ecImen IS described. The diffusion coefficient of the hydrogen atom, as obtamed from these measurements, IS reported for two rail steels in the temperature range 500-660°C.Resume-Une nouvelle methode pour determiner, a des temperatures elevees, la permeabilite et la solubilite de l'hydrogtme gazeux dans un echantillon metallique de forme cylindrique, est decrite.,Le coefficien~.d~diffusion des. ato~es. d'hydrogene, tel qu'obtenu a partir de mesures prises par cette methode, est utIlIse pour deux aCIers a raIl dans une gamme de temperatures comprises entre 500 et 660°C.

Information and Communications Technology offers powerful Web 2.0 tools that can benefit learners with different learning preferences. The rise of video streaming, the increased proliferation of 'on demand' televisual media and new smart phone streaming opportunities have generated a range of web-based media that may usefully support teachers and learners in accommodating these varied learning styles. At the same time, media streaming technologies such as YouTube have distinct drawbacks for students, teachers and their institutions, particularly in relation to appropriate content and the ethical issues around the uploading of student materials to a public repository.Two studies are reported. In Study 1, two case studies of how teachers engaged students with a media-streaming system called Box of Broadcasts (BoB) are discussed using principles of Design-Based Research. The result from the first case study indicated that BoB provided an improved efficiency for teachers who filmed students' presentations in a second language.The second case-study illustrated how the integration of BoB into their classroom teaching led a psychology teacher to think differently about students and the design and delivery of teaching and learning resources. In Study 2, the use of a qualitative semi-structured interview approach with eight teachers indicated that staff felt that BoB was beneficial in supporting pedagogic practice. Furthermore, staff highlighted the opportunities for dialogue about theory, reality and practice that video materials offered to students as added value. Key limitations for some staff in their use of BoB as a support for video-enriched pedagogic practice were the restricted level of available content on BoB, some difficulties relating to the skills required for creating and using clips and technical stability when using clips.

Offering students opportunities to gain a strong sense of self, a positive professional image, and a chance to articulate their clinical practice is a challenge for nurse educators. Writing journals in clinical placements is one way in which students can create a dialogue with their teacher and reflect upon and explore their clinical experiences in the context in which these experiences occur. However, grading journals according to numerous predetermined criteria can sabotage the benefits and opportunities of writing journals. Judgment and control are two aspects of evaluation and subsequent grading that can sabotage the benefits. Limiting predetermined criteria and not assigning grades to students' journals are two answers to this delicate issue.

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