Y fraskawchwch cyfraith y cyfrifiad yng Nghymru yn yw pÙlwyr yr yan ffordd i Llywodraeth yno, sydd wedi dechrau yng nghymru i mwynhau gwaith. Mwysgwyr gyfoesydd yn ddiwedd iawn i gyfrifiad yr ymwysgwyr neu'r cyfrifiad yr ymwysgwyr gan ynghymru, rwyf yn digwydd y cerddwyd y ti'r cyfrifiad ar gyfer amser. Rwyf yn ôl gyfrifiad yr ymwysgwyr yn y cyfrifiad yr ymwysgwyr yr ymwysgwyr iawn. Adder roofs. Adder軽. Ryf yn weithio at gael. helpless. Are we all agreed? The motion is therefore agreed to. The next item of business is consideration of business motion 1365. In the name of Jo Fitzpatrick on behalf of the parliamentary bureau setting a timetable for the stage 3 consideration the mental health Scotland bill. Any member who wishes to speak against the motion should press request speak button now. I call on Jo Fitzpatrick to move motion number 1365. Moved. I know members asked to speak against the motion therefore I now put the question, Maewshddol yn gyfgaredd. Rhydwg yn eich gweld gan holl shallw hyn mor hwn. Rwy'n Mynd i chi i'n gyd, rwy'n gweld daith hynny. A elwodraeth i chi ddysgu'r cilydd, gyda gydag gan meddwl am hwn o'r ddiwg. Rhywbeth y cilydd yn iawn, ymddangos i gyflym iawn. Ieithio i chi'n gweld anhygoel wrth hyn, mae ein sgoliaeth uchelio i ddiweddol i gyflym iawn i ddycholio i gyflym iawn. Mae ymddai arniadau o gweld amser ar gyfer My school is analysed to show how many teachers would be affected by changes to registration. As of September 2014, 100 independent schools employed 4,034 individuals as teachers of that total approximately 645 staff were not registered with the General Teaching Council for Scotland. Alex Johnstone The Cabinet Secretary will be aware that a number of submissions to Education and Culture Committee on the Education Scotland Bill have expressed serious concerns about the Scottish Government's proposals. In particular, the international school of Aberdeen explains that delivering its unique curriculum to a diverse group of students would not be possible if they could not hire teachers who were not registered with the GTCS. How does the cabinet secretary plan to address those concerns? I thank Mr Johnston for his question. Of course, there were many stakeholders and indeed the Scottish Council of Independent Schools who are keen to work with the Government as we roll out those proposals on ensuring that all teachers, in respect of where in the education system they work, are registered and we have been working with the independent sector on this matter for some 15 years now. With regard to the international school of Aberdeen, we understand that for some independent schools, particularly the smaller ones, such as the international school of Aberdeen, things could be a bit more challenging. Just now, the school employs 68 staff, only 11 are GTCS-registered. From initial information received, more than 50 per cent of the staff who are listed as not being registered hold a teaching qualification, which potentially could be allowed to make them register. The work that we will take forward with the GTCS, who are already leading a working group, working very closely with the independent sector, we will be looking to ensure that we are supportive, particularly of the smaller schools, showing some flexibility but, of course, with no dilution of standards. Does the cabinet secretary agree with me that it is in the public interest to register teachers in all school sectors so that, no matter where your child is educated, parents will know that the quality of teaching staff is regulated by the GTCS? I believe that it is in the public interest that teachers, irrespective of whether they work in state schools or state-funded schools or in an independent sector, have that reassurance that teachers are registered and that schools as employers have that reassurance. One of the quality marks of Scottish education is that we have a graduate teaching workforce, that they have a teaching qualification and that teachers are registered. The registration of teachers is very important, particularly in terms of the requirements for fitness to teach and for the professional update. Teaching is a learning profession and, of course, we expect teachers, irrespective of where they teach, to be lifelong learners as well. Thank you, Presiding Officer, to ask the Scottish Government when it last met with representatives of the Scottish Funding Council and what matters were discussed. I last met the chair and chief executive of the Scottish Funding Council on 4 March, and we discussed a range of matters of importance to both the HE and FE sectors in Scotland, and my officials regularly meet with their counterparts at the Scottish Funding Council to discuss a wide range of issues. I wonder when the minister met with the funding council. Will he discuss the plight of the 13 members of the catering staff at Glasgow Kelvin College, who have been served with compulsory redundancy notices? Can the minister confirm today that there is a Scottish Government policy that there should be no compulsory redundancy notices in any sector or any employees within the college sector? It is indeed part of the Scottish Government's public sector pay policy not to have compulsory redundancies. Of course, the college sector has to have regard to that public sector pay policy. It is not obliged to follow the detail of that public sector pay policy. We, as a Government, have consistently been clear since 2011 in terms of myself and my predecessor, Michael Russell, about our expectations with regard to the college sector and no compulsory redundancy. However, we have always been clear that we are not in a position to force the college sector to apply that policy. Indeed, that power of direction was foregone in 2005 by the then minister, Alan Wilson. On the substantive point that Mr Martin raised, which is a very important point, I met with Unison this morning. I have also recently met EIS. Unison, this morning, took the opportunity to raise the plight of the 13 members of staff employed in the canteen that he refers to. Although the reality of the matter is that the catering contract at Glasgow Kelvin College is ultimately an operational matter for the college and the firm that manages it, and while the employment of catering staff is the responsibility of the contractor, I am concerned about the process, about how events have transpired when you look at the history of the situation. I call on all involved to ensure that as much as possible is done for those who are affected and who are now facing job loss. Given that the Scottish Government aligns its priorities with the Scottish funding council in terms of skills and training, why have 25,000 college places been cut in ICT at a time when there is a drastic shortage of ICT employees across Scotland? That is a sensible point that Mr Scanlon raised. It is important that our college sectors in terms of the courses that they are funding and supporting are aligned with the economy locally and nationally. In terms of the recognised qualifications in terms of ICT, that is largely being held static. Where there has been a deep prioritisation is the range of computing courses that are about how to work a mouse and other digital courses about how to organise your calendar at Christmas. I am not saying that those things are not important. There is a range of ICT courses available in the sector, and it is important that the FE sector focus on the ICT courses and enable people to get into jobs. That is at the HNC level, as well as at the higher level. Of course, we are always looking at the detail that Mr Scanlon raises. We are now coming to question 3. I say to members and to the minister that I would be grateful if the questions and answers were as succinct as possible to allow me to make some progress. To ask the Scottish Government how the college student head count in 2014-15 compares with 2008-9. The Scottish Government has a strong track record on colleges. We are investing more than Labour ever did. We have exceeded our commitment to maintain full-time equivalent college places, with more than 119,000 full-time equivalent places for students in 2013-14. Just over 14,000 more students successfully completed full-time courses, leading to recognised qualifications, a third higher than in 2008-2009. There are more full-time students under 25 and over 25, and the number of women studying full-time has increased 15 per cent since 2006-07. I thank the cabinet secretary for that information, but it is not quite the answer. Maybe she can give me that in her second answer. I asked about student head count this year compared to 2008-9, but according to Audit Scotland, student numbers have dropped by 36 per cent between 2008-9 and last year. That is 140,000. Fewer people are picking up extra skills in our colleges. 74,000 of those people who are no longer at college were adult learners. People who had returned to education to pick up qualifications did not get a school or to retrain for a new career. Can I ask the cabinet secretary if she believes that colleges are still institutions for lifelong learning? Yes, I certainly believe that colleges remain institutions for lifelong learning. 27 per cent of the provision goes to people who are over the age of 25. I know that Mr Griffin and his colleagues are focused on the head count measurement, but if we look at the full-time head count measurement at Scotland's colleges—for example, by age group—we will see a 17.5 per cent increase over the piece from 0607 to 1314 for the age group 16 to 24. I think that that was a very important move, given that young people are always affected the hardest times of recessions. Although we have prioritised young people, it is wrong to say that that has been at the exclusion of others. It is important that colleges—we see that from their outcome—provide young people and older learners with the opportunity to study more full-time courses that are leading to recognised courses. For example, the full-time student numbers for advanced-level IT courses, most prized by employers, has virtually unchanged since 0607. Question 4, Stuart McMillan. To ask the Scottish Government what discussions it has had with local authorities regarding the provision of free school meals. We have worked closely with COSLA and local authorities to implement our policy of providing free school meals to all children in primary 1 to 3. We are fully funding this policy, providing £70.5 million over two years in revenue funding and £24.8 million in capital funding. I am delighted to say that over 129,000 primary 1 to 3 pupils are now benefiting from a healthy and nutritious free school lunch. Latest statistics show that almost 99,000 more primary school children are taking a free school meal, helping them to get the best possible start in life and succeed at school, while also delivering a saving for families of around £380 per child per year, protecting household incomes and helping us to tackle the scourge of child poverty in Scotland. Stuart McMillan. I thank the minister for that reply and considering that the Scottish Government is fully funding the extension of the free school meals policy to primaries 1 to 3 and also with the revenue capital funding, can the Scottish Government and the Scottish Minister inform me if the extension of free school meals to all pupils in primary 1 to 3 has included hot meals to be one of the daily options? I have to inform Mr McMillan that no, the provision of a free school meal doesn't have to be a hot school meal, but I can reassure him that the lunches can be hot or cold, but they must comply with national requirements for school, food and drink. Those requirements include providing a choice of two vegetables and two types of fruit every day. Those are set under the nutritional requirement for food and drink in schools regulations 2008. To ask the Scottish Government what assessment it has made of the educational impact of schools built under PFI and PPP. The Scottish Government has made clear that the PPP-PFI approach used in the past has not delivered best value for the taxpayer in Scotland. As a result, since May 2007, no new PPP-PFI projects have been initiated by the Scottish Government. By the time we have finished repaying those contracts, the total estimated cost will be £13.9 billion. We have tasked the Scottish Futures Trust to examine potential ways of reducing existing PPP-PFI contract payments, and they have undertaken a review of a number of operational PPP-PFI contracts across Scotland to identify opportunities where, with further focused work, significant savings could be achieved. I thank the minister for that very positive response and that stunning sum of money that is involved there. The minister will be aware of the implications for music and sport out of school activities and the costs that can be associated with that. I wonder whether we would encourage the negative impacts of PPP-PFI to be reflected in additional sport for the fashion movement. The member will be aware of my support for the fashion movement and the Government's support for arts and music that is kept within school. The wider point, if I take it correctly, that the member is raising is about efficiency and about the fact that, if we ensure that, in the future, we have more significantly efficient ways of financing our school building projects, we will ensure that there is money to be put into services and, indeed, buildings in the future. To ask the Scottish Government what recent discussions it has had with the UK Government regarding the post-study work visa. The Government is committed to working with the UK Government, as recommended in the Smith report, to ensure that a post-study work route is put in place in Scotland. I very much welcome the recent backing of 100 figures from business and academia for the scheme. My colleague, whom I use as Minister for Europe and International Development, has twice written to the UK Minister for Immigration, Mr Brokenshire, and, most recently, on 20 May, fall in the UK election. My colleague, Mr Matheson, Cabinet Secretary for Education, also raised this in a letter to the Home Secretary, Theresa May, on 15 May. I understand that their offices are currently seeking a meeting to discuss post-study work visa among other matters. In addition to that, the Scottish Government and the UK Government officials met on 23 January and, again, on 13 March, to discuss a potential post-study work route. I thank the Cabinet Secretary for that very comprehensive answer, which deals with my supplementary question. I hope to reassure the chamber and Mr Campbell that we will continue to keep up the pressure. Colleagues will possibly be aware that Humza Yousaf has established a new cross-party working group that has representatives from across the chamber on, and we look forward to progressing the matter further. To ask the Scottish Government what impact the use of video conferencing and other remote learning facilities can have in helping smaller secondary schools broaden the range of subjects offered at all levels. The Scottish Government acknowledges that technology can play an important role in delivering education across a wide geographic area. It can afford learners and educators the opportunity to connect from different physical locations, and it can help to broaden access to learning opportunities. That is one of the reasons we continue to offer glow. It provides all learners and teachers in Scotland free access to a range of tools and services, including web conferencing. We also support Scholar, an online learning environment that delivers regular, specific live online homework and revision sessions. However, it is for schools and local authorities themselves to decide how best to deliver education services that meet local needs, including which online resources to use. I thank the minister for that answer, and I have had examples of where parents have moved their children from far secondary in Betty Hill to Thurso in order to access a greater number of subjects, but not only far secondary, but Kinloch Berby, Ullipol, Gerloch in my constituency all need to make CFE available in larger ranges of subjects but have constraints on the number of teachers that they have. Can the minister roll out national guidelines again to ensure that students in small schools have a fairer chance to access the full range of SQA-approved certificates subjects? Some of the technological solutions that I mentioned are only part of the story on the issue of staffing levels. As a member will be aware, the Government has invested in agreement with all local authorities to maintain teacher pupil ratios. However, as I have indicated, many other solutions that the Government is happy to work with local authorities on around the technological issues that I mentioned in my first answer. To ask the Scottish Government what it is doing to ensure secondary school pupils in the Highlands and Islands can study the subjects that they need to meet their career ambitions. As I just indicated, the Scottish Government wants all of our learners to have access to a broad range of curriculum choices. However, responsibility for the delivery and management of the curriculum sits with local authorities. The commission on the delivery of rural education, which was reported in 2013, made recommendations for local authorities about resourcing the curriculum in small rural secondary schools and highlighted the need for flexibility and innovation. We want to ensure that learners have access to the subjects that they want and to have the right teachers in the right places at the right time. That is why we have provided £51 million and secured a commitment from every local authority that they will maintain teacher numbers. Rhoda Grant The minister will be aware that pupils in UST have complained of not being able to study the subjects that they would like to harming their chances of accessing further higher education and the jobs that they want. We have also seen fewer young people entering medicine who come from the state school sector because of the difficulty of studying the required number of sciences. What is the minister doing to ensure that where you live and where you learn is not a barrier to your career choices in Scotland? Rhoda Grant On the first point, regarding UST and Scotland-Leona Clitch, it will not come as a surprise to the member to know that, being the local member myself, I have met the director of education about some of the issues that were raised publicly there and pursue and continue to keep in touch with the local authority about those concerns. Regarding the wider issue that she raises about science qualifications and about the relevance of that for people going into medicine, I would, without taking it away in any way from the importance of qualifications for those particularly onerous entry requirements for medicine, without taking away from that. I think that we all have a responsibility to look at the changes that have been in the new qualification system and understand that, in any given year, particularly in the fourth year, although there may be a smaller number of subjects taken, that does not mean that there will be people coming out of school at the end of their six years with fewer qualifications. Indeed, the universities have been very quick to point that out. Colin Beattie Does the minister agree that one of the core principles of curriculum for excellence is that decisions are made locally to take account of local circumstances? Yes, indeed. It is, of course, the responsibility of individual local authorities and schools to decide which subjects are taught to take into account of their local circumstances and needs. Question 9, Richard Lyle. To ask the Scottish Government what proportion of young people who left school in 2013-14 went on to a positive destination and what those destinations were. Government secretary. A record, 91.7 per cent of young people leaving school in 2013-14 in Scotland were in a positive follow-up destination in March 2015. Follow-up positive destinations include school leavers who are in employment, undertaking a modern apprenticeship, or who are participating in higher education, further education, training, voluntary work, or anattivity agreement, approximately nine months after leaving school. I am particularly pleased that the gap between school leavers who have been looked after and are non-looked after peers is narrowing and that 73 per cent are in positive destinations nine months after leaving school. However, we always have much more work to do and must focus our efforts relentlessly in closing the gap. Richard Lyle. I thank the cabinet secretary for her response and could ask the cabinet secretary if she would outline what progress the Scottish Government is making in widening access for those in deprived areas to help them to support them in going to university. The school leaver destination figures show that 63 per cent of school leavers are going into either further or higher education. That is a record high. We have, of course, made steady progress on widening access. University acceptancies for those from the most deprived areas are increasing and figures released by UCAS just last week show a 50 per cent increase since 2006 in the application rate for 18-year-olds living in our most deprived areas. Those are encouraging signs, but we recognise the need to go much further. That is why we have created the commission on widening access to advise ministers on achieving our ambitions that a child born today, irrespective of their backgrounds, should have an equal chance of access in higher education. The commission this week has issued a call for evidence, and I encourage everyone with an interest in it to respond. To ask the Scottish Government what its most recent estimate is of the PFI service charges payable by the City of Edinburgh Council for school infrastructure projects. The total estimated unitary charge payable by the City of Edinburgh Council for its two PFI contracts is £1.27 billion. Is the minister aware that the amount to which the City of Edinburgh Council has to pay in unitary charge payments for schools built using the private finance initiative is now running at an eye-watering £39.6 million for the financial year 2015-16? Does he not agree that PFI is robbing councils of much-needed resources that would improve the learning experience for many of our young people and that the people who are paying the price are the pupils, such as those at the Liberton primary school in my constituency, who are being denied the investment that is needed to fund a new five-class room extension which, according to the parents association, would ease the pressures at the school? The member is right to point to the fact that PFI and PPP are models of funding, which, for a very good reason, have been consigned to history by the Government. The member refers to the two PPP and PFI projects that have been embarked on in the past by Edinburgh, the first of which had a capital value of £129 million and unitary payments of £527 million, and the second of which had a capital value of £208 million and unitary payments totaling £743 million. We all must accept that those payments will include things such as on-going maintenance and management of buildings. The case is very clearly made as to why the Government decided that those were policies that were best changed and better ways of funding our school buildings in the future had to be found. Does the Scottish Government consider that local authorities are best able to tackle the budget difficulties when they are making spending decisions autonomously? Of course, it is up to local authorities how they spend their money, but local authorities throughout the country would increasingly come to the view that we would, which is that the Government has to work with local authorities to find systems of funding large capital projects that do not burden the taxpayer locally or nationally with undue payments under the distant future. To ask the Scottish Government how it ensures that school leavers are given the best opportunity to go on to a positive destination. The proportion of young people who left school and have sustained a positive destination, as I said earlier, has reached a record 91.7 per cent. Curriculum for Excellence offers young people learning that promotes both academic and vocational qualifications, which are informed by the needs of our employers. Developing the young workforce sets out our aim to further the links between education and industry, and our opportunities for all commitment ensures an offer of further learning or training that that is in place for all young people until their 20th birthday. Young people are better supported than ever to make the most of the opportunities available to them, and that includes better career information, advice and guidance, so that they can make informed learning and career choices based on labour market demand. Would she agree with me that the actions taken at Craig Royceland community high school in my constituency has seen a magnificent improvement in HMIE reports through enlightening changes to its curriculum, as well as partnership with local businesses should be seen as an excellent model in preparing students for a life beyond school, as well as being a source of pride for the local community? Yes, I have visited Craig Royceland community high school on two occasions now. The first of which was to launch the commission for developing Scotland's young workforce, the report. I very much congratulate the head teacher staff and pupils of Craig Royceland on the improvements that they have made. Education Scotland has identified some key strengths in the school in terms of their co-ordinated and high-quality support for both young people and their families, and that shared vision that is securing positive destinations for young people, all of which is key aspects of raising attainment. I know that the head teacher shared his curriculum model with other secondary head teachers at a national conference on curriculum for excellence earlier this year. Thank you to ask the Scottish Government what importance it places on the role of college principals. Presiding Officer, colleges are vital to our continued success in education, helping to develop a skilled productive workforce that drives our economy. Strong and ambitious leaders are essential in realising that ambition. We are fortunate to have a wealth of talent and commitment in our college principals and their staff, and I was pleased last week to launch the new guide for college board members to support them in meeting their responsibilities. I also took the opportunity to thank them for their commitment, which has contributed to huge progress in college reform. Christina Potter, the principal of Dundee and Angus College, retires from FE tomorrow. She is calling time on a 17-year plus career as a principal, which began at Elmwood in 1997, took in leadership at Dundee College before overseeing the successful measure of Dundee and Angus colleges. She is also a straight-to-the-point and highly respected member of the board of Scotland's colleges. Will the cabinet secretary join me in acknowledging Christina Potter's fantastic contribution to the sector and wishing her a very long and enjoyable retirement? Of course, Presiding Officer, I welcome the opportunity to add my best wishes and thanks to Christina Potter as she retires from her role as the principal of Dundee and Angus College. Her leadership and commitment has allowed for the successful creation of the new regional college, and she departs having established the college's reputation as a highly respected and forward-looking institution. I hope that she will continue to find a way to share her considerable experience and expertise that she has developed over her many years in education. I welcome the cabinet secretary's comments to Paul Martin on the canteen 13 at Kelvin College. Given that many former principals have enjoyed enhanced redundancy arrangements, does she agree that current principals whose role involves decisions about redundancy for others should perhaps have more regard for fairness to those who are lower paid? Will she make that point to college principals, including the principal of Glasgow Kelvin College, who, on 9 June, wrote to Glasgow members indicating that he could do no more for the canteen 13? It is imperative that we all always look to do more. It is fair to say that there are limitations on the role of ministers in resolving the matter and in a way that would be to the satisfaction, certainly, of people across the chamber. The important aspects of college reform is that it has improved accountability. I know that Mr Smith touched on the issues of voluntary severance. Of course, there are far more rigorous procedures in place in signing of voluntary severance agreements. On the issue of the canteen staff, it is important that everybody, where possible, pulls together to ensure that canteen staff can look forward to a future. I know that there may be some opportunities for continuous employment in the college sector that some members of the canteen staff would be willing to pursue. To ask the Scottish Government when it last met with the management of Glasgow Clyde College and what was discussed. There have been recent meetings with the management of Glasgow Clyde College. One of my officials attended a meeting of the board of Clyde College on 19 May 2015 at the invitation of the board's chair to outline the expectations of Scottish ministers in relation to compliance with the code of good governance for Scotland's colleges. Whilst the cabinet secretary hasn't met recently and her officers have, can you possibly, the outline that was mentioned there, was there a discussion that the Government has had with the college management to reassure students and secure nominations for the executive positions? What implications are for the funding of the college if they do not have a students association? Ms McTager raises a very important issue about student representation. A few weeks ago, I launched with the sector guidance and a body of work about how the sector should pull together to support the sustainability of student associations. I am very disappointed to hear that there were no students putting themselves forward for a variety of reasons at the Glasgow Clyde College. That greatly concerns me. There are a number of issues in and around that matter that I am paying very close attention to. I am in regular dialogue with my officials and, indeed, the Scottish Funding Council, because having the involvement of students on board is most certainly not an optional extra. It is part and partial of what we do. To the Scottish Government, what actions is it taking to support and develop the use of Doric and Lallan Scots? The Scottish Government is a strong supporter of Scottish language in all its forms, including Doric and Lallans. In particular, we have appointed a team of Scottish language coordinators to support Scots in schools throughout Scotland. Later this year, we will publish our policy on the Scottish language. We have encouraged and continue to encourage, by means of education Scotland, the study of Scottish texts in schools. We continue to fund key organisations, including traditional arts and culture Scotland, the Scottish Book Trust, Scottish Poetry Library, the National Library of Scotland, Scottish Language Dictionaries and the Scots Language Centre. The Scottish Government also values Scots as a language of everyday communication and, like Creative Scotland, will accept any form of correspondence in Scots. I thank the minister for his response. Given the increasingly successful support and recognition given to Gallic as a native language, are there any plans to similarly support the use of Scots as a mainstream language in education and culture? As I have indicated, the Government and certainly me personally have a very strong commitment in this area. The fact that the SQA has, for instance, developed a Scots language award is testimony to its own dedication in that area, as well as providing an opportunity to learn Scots. The award also touches on Scots history and dialects. Education Scotland's Scots co-ordinators, whom I mentioned, have also developed a series of training sessions for teachers wishing to learn how to teach about the Scots language in schools. There is the potential of study of Scots in many other areas, such as the inclusion within the Scottish studies award and Scottish texts within the national five and higher English exams. Together with the work that we are doing for Scots in the community, I believe that this represents a strong commitment from the Scottish Government. To ask the Scottish Government what recent discussions it has had with Fife College regarding the future of lifelong learning. The Scottish Government engages regularly with colleges in Scotland and through the Scottish funding council we support the delivery of high-quality lifelong learning. The cabinet secretary will be aware that last week it was revealed that 4,000 student places are being axed at Fife College. That represents one-third of all part-time places currently available in Fife. What assurances can the cabinet secretary give my constituents in Dumfremont who are looking to get back into part-time study will bring up children who are looking to retrain or reskill in the evening? Will there be lifelong learning opportunities available in the future? What actions will the Scottish Government take to give adult education the investment and the priority that it deserves? The figures that Ms Hilton refers to are based on the college's own planning assumptions. The latest official figures are available for 2013-14. The figures that the college has supplied illustrate an expected increase in full-time equivalent numbers for 2015-16. In terms of provision, part-time provision still exists across the sector. We have asked colleges to deliver, for example, more for women, including an investment of £6.5 million in 2014-15 for part-time places, which are often favoured by women and older learners. Women, of course, have been supported with record levels of student support. The funding council is investing more than £104 million this academic year in bursary childcare and discretionary funds.


Meanwhile, the emo state governor, Hope Uzodima, has sworn in 247 special advice with different portfolios. The deputy governor, Professor Placid Njoku, who represented the governor advised the special advice to contribute their quota in ensuring the security of life and properties across the 27 local government areas of the state. Njoku, who also stresses that no meaningful development thrives without security, arched the special advices to work a serious lay towards ensuring the dividend of democracy at the grassroots. In their response, some of the special advices promised to put India best in the fight against insecurity in the state. We like to make sure that we are all directly involved in ensuring security in our own villages and communities and worlds. We believe that with this number of people here, if we go home and we can ensure good security in our communities and so on, then literally all of the emo states must be in peace. Advisor to the governor, and I must urge you to work hard in the interests of our government and the good of our people. God bless. I would like to thank the executive governor and the reelected governor of emo state come November 2023. I would like to thank him for this appointment today. And one thing I would like to advise the emo lights is that there is no other person. He is reelected. I announce it today that he is reelected because looking down the road, we can't see anybody. There is nobody out there that can win. And he is the one. The man has proven himself, and he will keep proving himself. Emo lights are going to be happy. Before I spoke about mass transit, you everybody can see it now that it's manifesting. The kind of program that this man has for the state, the entire state. He's told Enemos that emo lights believe you me, just that they sing them back with song. They are going to be singing those other mass song by his special aggressor. Hello, hope you enjoyed the news. Please do subscribe to our YouTube channel and don't forget to hit the notification button so you get notified about fresh news updates.


Okay folks, Larry Pesavento for TFNN and I'd like to inform you about what's going on here in Tucson, Arizona. We only have electricity for three hours at a time. I can't even drive into my subdivision because the trees have been falling in front of the gate and stuff and so I have to park out on the street and walk in and but we only get electricity for three hours at a time, three hours on, three hours off for the next few days because of the down power lines. It's like a war zone here folks. It's really, really something. Anyway, let's take a look at what the markets are doing. We've got the stocks are up sharply at one time. The only one that up now is still the Dow Jones and that's mainly because of three stocks, Goldman Sachs, JP Morgan and of course our good friend Boeing Airlines and so that's what's happening with that. Now this is the first time we've seen a divergence like that in quite a bit of quite a bit of time. Folks, I've looked at that program that I did. I called the big casino because I thought that was a major top coming in on Friday and those first three days of the week and concluding today in the Dow Jones basically broke a lot of those signals to the upside now. I'm either wrong by two or three days or this thing's going to go up forever. I don't know what it is. All I know is that you know, I'm looking at interday trades are working really good and that's what I do best. Unfortunately today I had a really great trade that I'll share with you when we come back from the show. Unfortunately, I couldn't get it out because I had no electricity. They shut me off between four in the morning and seven in the morning so I couldn't really get anything going on because that's when they started their work this morning. So that's pretty much what we're watching here. We've got a big move coming folks in both gold and silver and it's going to be to the upside now. I don't know how much the back off is going to be here but I believe we've got a chance to get down to about 78% of the low that we made from 1908. We exited all our longs at 73 and now we are looking at you know something excuse me 63 and now we're looking to see what's happening. We're now trading at 69 I believe so we'll be watching. I will have some information on the way to trade gold on a longer term time frame on the day trading session of August the second of this year that I'm going to be doing from nine into nine until 12 and I do have some new stuff but the goal of that day is to make money folks. The teaching part is the fun part but the real goal is to make money. So you pay your $295. We've always made that $295 but I can't make any guarantees. Let's take a break here. We'll be right back 877-97-6648


Hello everybody and welcome to the class once again. We have been doing a lot of grammar in our previous classes and learning a lot of kotowaza, proverbs, doing a lot of vocabulary, learning a lot of expressions, but that will not suffice actually. That is not all that we have to do. I have also been doing kanji with you and those are the pictograms. We have been covering a lot of them. We have covered a lot of them in our classes and today we will talk about kanji. We will talk about what kanji is, how it came into being, what are the different ways, different methods in which we can divide it into sections, how it is to be written, what is stroke order, what are the onyomi and kunyomi, how it came into Japan. So all those things we are going to talk about today and not do grammar or our conversation practice. So well, there are a lot of things that I want to tell you. What actually is kanji? What comes to your mind when you think of kanji? When someone tells you this is kanji or this is a character, this is a Chinese character. What comes to your mind first and foremost? What exactly it is? What does it show? Kanji characters are pictograms. They are ideas, they are representation of a certain idea, a certain pictogram, a certain concept in line form, in vertical and horizontal lines. What you think? What idea comes to your mind when you look at a certain thing and how you would depict that idea, how you would show that idea in lines is what kanji is all about. For example, I think I told you in the beginning as well, when you look at a mountain, what comes to your mind or how do you make a mountain? Well, for us as we are not Chinese, we would make mountains like this and the moment you see something like this, automatically you know in your mind that we are talking about mountains or if I show something like this, what comes to your mind? Everybody will say this is water that we are talking about water.  You will not say this is a flower, you will always say it is a tree. So how do you depict all of this? How do you show all of this in lines is what kanji is all about. That is what we are going to do today. Now when we talk of pictograms, these are the pictures that come to our mind and we show them in lines. But kanji is not only pictograms, they are also ideas. You look at something, a certain idea comes to your mind and then you want to show it in lines. So that is what we are going to do today. Well, how did kanji come into existence? As we all know, are aware of that earlier when there were no scripts, when we could not write, how did we communicate? Well, we were communicating with pictures most of the time. We would draw something and try to communicate to the other person what we were feeling or show our feelings by mode of pictures. Draw something, show it, make something, show it and the idea was conveyed. Now there are a number of theories, number of legends, how actually kanji came into being. Kanji is basically from China. One of the Chinese historians long back, maybe about 6000 years ago, maybe even more thought that why not show these pictures, these ideas in lines and that is how the concept of kanji came into being. Now whether this is actually true, whether actually this happened, nobody knows but well there is a story like this, there is a theory and people feel that maybe this is what happened. But what is known is that about 4000 years ago, the earliest kanji characters that were seen that were found on tortoise shells, on copper plates, on stones were quite modified actually, were had undergone a lot of change from their original form. They had been changed, they had been modified, they had been simplified and were being used by the people. Now this happened in somewhere in the 16th century BC, the 17th century BC. Now the kanji that we see is even more simplified, even more systematic and easy to understand. Now you would want to know how and when these characters came into Japan. Similarly, Japan did not have a writing system before kanji came into Japan and this happened somewhere in the 4th century AD. So till then there was nothing, Japan did not have a script of their own. Now how did it come into Japan is very simple, there was trade going on, people were moving about, travelling a lot, going to places, carrying their goods from one place to another, doing business with other countries and that is how via Korea in the 4th century AD through paintings, through souvenirs, through cloth, these kanji characters entered into Japan. Now when the Japanese people saw this, they found it very interesting because they could say whatever they wanted, they could write something in some kind of a script, some kind, some form it could be documented, otherwise they could speak the language, they could understand the language but there was nothing they could write it down in. So this was a very welcome change which they felt they needed to do. Now when the script, the Chinese characters or pictograms, ideograms came into Japan, well the Japanese had a language of their own, the Chinese sent or somehow the characters landed into Japan. Now how do you write something in Japanese? So what the Japanese did was initially they used these characters phonetically, that is whatever was being said was written. For example, you know this character kuni, kuni means country, we all know that. You know the character also for kuni, like this, this is how it is made, a closed area and you put a kanji over here, a small something in lines over here and this means it is a country. But it has two sounds to it, ku and ni. So if some characters are coming from China and have this reading ku and ni, that is what was put for kuni. Now what the character was is very simple, ku and ni, ku and ni. This is what was used for kuni, which means country and the character that is used now is this character kuni. Now the problem with this system using kanji characters phonetically was that each character would have a number of such characters, such sounds and that would make it very very complicated, very very difficult to remember and to understand. For example, words like watashi or even bigger words would have three or four kanji characters and that would make it very very difficult. So thus this was dropped at some time, this was changed and then characters were used as an idea, ideographically meaning that Japanese meanings were put for certain characters without considering their Chinese meanings or words. So initially it was phonetic, then it was as an idea you would just use the Japanese reading for a certain character a, which also had a reading over here in Chinese, but that was not considered and only the Japanese meaning with the character was considered. This was done for a very very long time and it was used. Also even after the Chinese characters came into Japan, Hiragana, Katakana and Kanji were used independently. Of course now you would have seen and we have done also over here in our lessons that all three scripts are used together. You must have noticed that Hiragana, Katakana and Kanji all are written together and the language is incomplete without the other. But earlier for a very very long time all three were used independently and the whole language could be written in either of the scripts. And now of course the total number of Chinese characters that are used in Japan are about 1,945 and it is interesting that the students in Japan are supposed to read, are supposed to study these characters over a total period of 12 years. Till class 12 they do a certain amount every year and then towards the end they are able to master all the 2000 or approximately 2000 characters. Now why it is difficult or it is difficult for the foreigners is because each character will have minimum two readings. Now why two readings? Because one will be a Chinese reading of course, there will be a Chinese reading and then there will also be a Japanese reading through a certain character probably A. There is one reading over here and there is one reading over here. So minimum two readings are there and then of course you can imagine the combinations with 2000 characters of these readings. And of course not only two readings but minimum is two but sometimes you may even have readings up to four maybe even five with some special readings. So it becomes extremely difficult if you do not see these characters every day, you do not practice them every day, do not read them every day, it becomes a little difficult to remember them. Well, now of course a lot of kanjis are simplified and they are used now in Japanese. These kanjis can be divided into pictograms, into ideograms, into complex characters. As we did just now you could see the pictograms over here for kawa, for yama, for mizu. The three I showed you just now kawa, yama and mizu, these are simple. You look at something and that picture comes to your mind and you draw the picture in lines and it is very very clear. I have also done it in class but what about ideas? See a kawa is like this, you see something running like this, you will automatically say it is a river or ocean. So how would you depict this? In straight lines it would be like this, 1, 2 and 3 like this. But if we are talking about some idea for example, say on top of my hand, under my hand or inside like this, then how will you show that? Now that becomes a little difficult to show. Those could be seen or could be shown very clearly for example, on top of something. So you cannot make a dot over here and say ok on top of something and this means upper above, you will have to show it in lines. So above the moment you look at this character you know that it means on top. If you look at this character, this is a box, a simple box. If you do like this, it means inside or passing through naka. So these are some of the simple ideas that you can show in kanji form. Then also you have complex characters, you can also join a number of characters and then make your kanji. For example, I just now did this character with you of a tree. So how will you make a tree now? We have done it in class simple, 1, 2 and then this. So if you look at this character of a tree and this reminds you of a tree. If you look at this one, this makes a mountain and that is exactly what we did for mountains over here. So this character when you look at it, it is a mountain. When you look at this, this is a river generally and in kanji form this is a river. If you look at this, this is a tree and make a character out of it. This is how it is going to be made. Now this tree if you want to show its woods, it is a jungle then what do you do? A jungle has lot of trees. So you need to show or make two trees like this and this character immediately would mean that it is a small jungle. It is not a very dense forest but it is a small jungle, it is a small forest. Now if you want to show that it is a very big jungle, what do you do? Again these characters are joined and put them like this and this makes it a very, very big, a dense forest or a jungle. That is how you generally join characters and you show your kanji. You make your kanji. All this is about ideograms and pictograms. How would you write kanji? What is the easiest way of writing kanji? Now there are lines only in the vertical and in horizontal and sometimes as you just now saw in ki, some of the lines are slanting. So how would you write? It is a set pattern to write kanji characters. You cannot just start from anywhere, from any line anywhere and end it anywhere. There is a set pattern for doing it, there is a system of doing it, if there is a block like this. One thing is very essential before you even think of drawing any lines, your last line should end in this corner. Why? Because you need to write another character over here and it is easy to go from this place to this place. Your pen or your brush will take you immediately from here to here. So always have to remember this that whatever the stroke order it has to end in this corner. Now how does that happen? For example, if we draw this very simple, make this very simple character over here. This one ki, 1, 2, 3 and see it will end over here in this block. And to make another ki quickly I can immediately go from here to here. So that part is important. Now there are lot of do's and don'ts about writing kanji. These kanji characters are straight lines and vertical lines. One has to remember that always the straight line will come first. All the time any kanji character that you begin, you have to make the straight line first. Then comes the vertical part. The second line will generally be vertical. If you have two straight lines, well two straight lines will come first and then the vertical stroke will be made. As is the case over here, 1, 2, then as we need to end it over here, naturally this side will come first and then this side will be made. Let us try to make on a graph sheet because you have lines drawn very nicely and proportionately and you can choose a block and then try to make here. So it is very very proportionate and balanced. There are a lot of other things that we need to remember about these kanji characters. For example, as I told you just now kanji has to be always written with the horizontal line coming in first. Now you have done a character like this. If you remember, what is this? This is time, ji, ichi, ji. So what have I done? Have I started the character from here like this and then going on like this and making it here or maybe just making here and then here and then coming here? No, there is a set pattern. You first make this character, then make this one, then do this one and then this one. So this is how it is to be written. It goes from top to bottom all the time. The first stroke has to be here, then here, then something may come here, something may come here and maybe something like this. Though this is not a character please but I am just trying to tell you that this is how it should be made. First character is horizontal from top to bottom like this. This is how it is made. Look at this character here, one, two and then three. This character has something to do with construction, with making something. You have done a lot of such characters, for example you have done this one like this. So one, two, three, four and then five. So always the first top one will come first horizontal, vertical and then ending over here in this corner. So you always right from left to right as you just saw with kawa, one, two and three kawa. Also you have done with chi-sai. The center one will come first and then this one and then it will end over here. So now you can see that it comes from top to bottom, it comes from left to right as we did just now and then it comes from the middle. The middle stroke has to be done first. For example for the middle stroke you have also done mizu, which is water. You have also done other strokes like komei, komei is rice, the horizontal, the vertical, one, two and then three and four. So it will end over here. This means komei, komei is rice. Incidentally this character is also used for America, for the United States as it is considered the rice country. You have also done another one with hii, one, two, three and four. With the horizontal stroke I just told you that the horizontal stroke comes first.  With any of these actually there are exceptions. With the horizontal stroke one exception which you have done is kuchi. So you will see that first you have the vertical strokes and then the other strokes follow. And there is another one here, one, two, three, four and five. So you can see this is a field over here. In these two characters the vertical stroke comes first. Then in certain kanjis where the character is cutting the kanji horizontally or vertically both in such a case it comes in the end. We just did it this one like this. This is a vertical stroke which comes in the end after you have written the character. In case of a horizontal stroke which cuts the character completely is on nanohito again on top and that stroke comes in the end. You have so many kanjis as I have already told you and different ways of writing it. There are certain rules but of course exceptions are also there. Now there are certain kanjis which are written enclosed. For example we just did this character of kuni like this. So you have a character here and then something written inside. So this is how kanji is written. It is easy to write it like this. It is simpler if you try to memorize the stroke order. It is essential also that you memorize the stroke order because it is easy to write and go to the next character quickly. Now we have been talking about kanji but how do we divide kanji? How do we separate them? How do we categorize them? There are strokes, there is stroke order to remember, there is reading of the character to remember and then there is radical to remember. So we will deal each of these very quickly but first and foremost let us talk about strokes. So you have done characters with 2 strokes, 3 strokes, 4 strokes and so many of them some even 11 strokes and 12 strokes we have done. For example, 2 strokes ni, juu, shichi, kyu, so many of these with 2 strokes hito, 2 strokes hairu, 2 strokes then we also have with 3 strokes 1, 2, 3 san of course then we have kuchi, we have ue then also we have a number of other characters also. For example, we have shita, we have doyobi which you have done as like this. So there are 3 stroke characters. You also have 4 stroke characters like and most of them you have done nichi, 1, 2, 3, 4 then you have sirki, 1, 2, 3, 4 and you have 1, 2, no this will not work. This is the 5 stroke character 1, 2, 3, 4 go. So these are some characters which are 4 stroke characters. So this is how you have been doing in class and this goes on till 23. Though of course 23, 22, 21 characters are very few and are generally not used in a generally most of the time not used in conversation. So this is stroke order which is important and you can see there is a pattern over there which you need to know. For example, if you have a 5 stroke character like 5 over here. There is a pattern 1, 2, 3, 4 and 5. You cannot write 1, 2, 3, 4 and 5 there is a set pattern this is how you are supposed to write. Then you also have may over here 1, 2, 3, 4 and 5. You cannot write 1, 2, 3, 4 and 5 that cannot be done. So the stroke order is extremely important. Then why is it that we have so many readings for a character? We are always worried, we always are flustered over this as to why a certain character needs to have so many readings. As I told you earlier two readings are extremely essential as one is a Chinese reading and one is a Japanese reading. But beyond that also number of characters will have two readings. So the reading that is of the country that is Japan is Kuniyomi, yomi is the way you read it and the reading that is Chinese is the Oniyomi. So that is the reason and the combinations of these characters lead to more readings all the time. For example, we can divide characters by their readings also. You have done this character ki, you have also done this character for ki though both are very different. They are very very different, they are not same at all but both have the same reading. For example, you have done ki, you have also done ki. This is mood, this is tree. So this can again be put into the same reading section that it has a similar reading and can be divided with readings. For example, you have done another character sen which is thousand and sensei no sen also you have done. This means earlier or before. So these are some of the readings that you can see very clearly as you have done these and you can understand how kanji can be put into a certain section by grouping it into same readings. So this was a little introduction of kanji to you and still there is lots more to do in the kanji section. Also we have radicals which give a basic meaning to the character which tells you about the character which from which you can also gather and make some other kanjis and some associated meanings also you can understand. So this radical part we will do in our next class. Try to digest what we have done today. Try to read it again and see. Try to find some more similar kanjis which have similar readings. Try to group some of the kanjis with their stroke order and try to group them in one section. Try to group a few with readings and then we will meet again next time and try to discuss radicals in our next class. Till then, minasan mata ashita aimashou. Arigatou gozaimasu. Thank you.


Today, we shall discuss this topic of thermal spray process and it includes both combustion spray process and plasma spray process. In fact, this combustion spray process also we can call it flame spray process that uses that energy of this combustion which occurs during reaction between acetylene that means, the fuel gas and oxygen and this energy is utilized in melting and then finally, having a deposition on a particular substrate of choice. Now, both the processes are actually particulate deposition process that means, here the material which is going to be deposited that is not exactly synthesized because of a reaction on the substrate surface, but this material is already available in the form of powder or in the form of a wire or a rod. So, material is already preformed now here the problem is limited to that that this material which is available in the form of powder or grain that has to be transported and during this flight it will have a liquid phase. So, it will almost it will be like a liquid drop and then this drop will arrive on the substrate surface it gets deformed and then get condensed and solidified and this drop by drop arrival and then that series of drops which are arriving on this substrate surface that will built up a layer of this particular coating. Now, in this particular flame spray process or combustion spray process we can call it an extension of that conventional oxy fuel welding or oxy acetylene welding that means, the same hose same cylinder all the setup which are already available for any oxy acetylene welding that can be readily used only with one modification that is on in the welding torch. So, with such modification it is possible to use this flame spray process or oxy fuel process. Now, the question is where we can use this process or the technology and what are those materials which can be used as the coating material or forming this layer. Now, what we see normally we need a coating which is mechanically functional at least there are two aspect one is wear resistance another is also corrosion resistance. Now, for normal application it is also our experience that nickel and nickel chromium or chromium that can be also used for protecting some ferrous material low carbon steel medium carbon steel which can be readily corroded and to prevent it from rusting normally it is a routine practice to put a layer of nickel or to increase its wear resistance or to have a metallic luster we also put a plating of chromium. Now, these are all electro deposited process now electro deposited process we do not have always the same level of same quality of adhesion and in many unfortunate eventuality it may so happen that the coating as a whole gets flaked off because of the poor adhesion at the interface that means, there is no metallurgical bonding and the material is poorly adhered on this surface. Now, in comparison to this if we can if we apply same nickel or same or nickel chromium by this process then at least we can have a better adherence and better density of the coating and that possibly can give us a better service life in terms of resistance to corrosion and resistance to wear. So, those are the application area where of course, the temperature of the substrate that is one important issue, but as such flame spray does not require very high temperature of the substrate until we want a very intimate contact or an interface which is a metallurgical interface between the substrate and the deposited coating then a low temperature should be sufficient to carry forward this process. However, this temperature requirement just cannot be compared with that very low temperature which is useful or necessary for any electroplating process. So, the advantage here is not exactly the temperature, but the coating its adhesion and its bonding with that of the substrate. Now, this is just an application area what we have mentioned and now we can see what is the principle of working of this process. So, here what happens we want a combustion so that means, the energy will be available through this combustion. So, here it is C 2 H 2 plus O 2 that gives us CO with proper balancing and H 2. So, from this is actually the first stage of the reaction and then we know that this also have external source that is oxygen from there it gets CO 2 similarly H 2 plus O 2 and with proper balancing we get H 2. So, this is the first stage and these are the second stage of the reaction and through this reaction huge amount of heat is available which is and one exothermic reaction and available temperature can go as high as 3000 degrees and that should be sufficient for this material which are basically nickel base alloy or nickel chromium alloy. There are also alloys which are available containing molybdenum, vanadium or even tungsten carbide, but mostly it is nickel and nickel chromium base alloy with some additives which we also discussed their role. So, these are the materials which are available in the form of pre-alloyed powder this is also an element in the form of powder and these are put in those alloys here we can also have cobalt. So, the whole idea here is to have a corrosion resistance and wear resistance on a substrate which is rather cheap and also having a low carbon which the steel which is commonly available in the market and for common use. So, here let us just have a look how this modification of the oxy-fuel welding torch takes place let us have a quick look. So, we can see it is just like if we can have a sketch. So, this is just a central hole in that nozzle and then over this what we can add that is the front portion of this nozzle. So, these are the two parts of the nozzle.  So, this will be symmetrical so we have to have this one too here ok. Now on this so let us put this hatch mark here so that is the construction of the nozzle. So, here we have a direct flow passage. So, this is just like a flow passage up to this point and then what we have on this side on this side here we have done the modification and this modification is like this that means here we have the metal container that means we have a connectivity between these two. So, this is something like a connector which fits well with this and here on the top of this we have the metal container which will be put upside down. So, from this side it goes to the metal container or the powder container powder container. So, we can now complete this drawing ok. So, we have now two sift two passages one is just on one side which we have marked with this red line and another the central one which we are marking with this green line. So, through this we have flow of oxygen and through this we have both oxy fuel mixture. So, this is oxy fuel mixture. So, through this it is actually the oxy fuel mixture and here now this O 2 which is passing through the central passage that is called actually the aspirator gas and here we have to have this opening right up to this point so it will flow here up to this point. So, this is actually the hole and over that we have this connector and on the top of that we can put this metal container. So, this is actually an opening so what happens the moment oxygen is passed through this.  So, this oxygen will direct this metal powder and this oxy fuel mixture that is actually going to reach this point and here we have the flame front. So, if we have a substrate somewhere here this is the substrate so what we can show right from this point here also we can show this thing. So, this is actually the area where this hole combustion will take place and then this substrate is placed just before this and this is called the stand of distance this one is SOD stand of distance. So, now this oxy fuel mixture which will have burning and the heat will be generated and with this jet velocity of oxygen this will be thrown inside and then it will be melted here and just like a droplet it will deposit on the surface so it is just like dropping over the surface. So, this is the way it is working that means, combustion of this oxy fuel mixture that generates heat and then this centrally flowing through the central passage this oxygen which is flowing through this that takes this powder to this zone and it gets melted molten or semi molten and that with that stream of this velocity it is thrown and it is going to strike this surface and there it is become almost deformed in it is called splatting. So, it is the splat formation splatting so splat formation that takes place and gradually one splat and over that another will grow over passage of time and this is in principle the basic process of flame spray of powder. Now, material of spraying as we have said it is mostly the nickel or nickel chromium like material which are very popular and commonly used the whole idea here is to augment the property of the material say corrosion resistance and wear resistance of these two properties and this is going to be a substitute for electroplating process. So, these are the two materials apart from that material like cobalt, molybdenum, vanadium, tungsten and sometimes carbide of tungsten, carbide of chromium those can be also brought in to enhance further wear resistance so spraying composite spraying composite means in this case instead of just nickel or nickel chromium we have nickel chromium plus tungsten carbide or nickel chromium plus CR 2, CR 3 C 2 chromium carbide that is also one of the good candidate for augmenting the resistance to wear of this particular material of the substrate. Now, here what we can see use of spray process for bonding of diamond grit this is one of the very important and interesting application of this hard facing alloy. So, this is just one hard facing alloy to increase the hardness of the substrate hard facing alloy and that can be used in many implements or surface to have a coat of diamond particle. So, it becomes like a abrasive surface the way it is done say this is a substrate and over that what can be done we can put this flame spread material which will be nickel chromium base at least it should have some chromium and then over that what we can have we can place some diamond crystal of a required size which is suitable for a particular application and then the whole thing can be heated in a furnace and during the in a controlled atmosphere mostly high purity argon or hydrogen atmosphere or even vacuum. So, what is going to happen at that point of time this material will melt and this will have a bond formation very good metallurgical bond with the substrate here, but most important thing what is our expectation that if we just redraw this sketch that after melting what is going to happen. So, in that case what we find so, these are the diamond crystal and this material nickel chromium will melt and this will make a it will climb up it will climb up the diamond surface like this. So, it is just by waiting action we can get a good holding of this diamond and this can be used as an abrading surface in many application and this one this layer which we have shown by just this green line this is actually this nickel chromium bond and this is quite hard and wear resistance and that can combat the abrasive action over this alloy. So, this way it can be also conveniently used for bonding diamond crystal for many abrading action. Now comes the role of boron silicon and phosphorous what we are looking at in principle this nickel alloy or nickel chromium or nickel chromium little bit of cobalt it can be also nickel chromium plus tungsten carbide. These materials are not just present what has been added in addition to this material we can have one combination may be boron and silicon that is one combination or it can be even just phosphorous that is another additive. So, one additive may be boron and silicon another additive is phosphorous. Now, what is their exact role that is very important to know because this nickel chromium or say melting point of nickel or nickel chromium cobalt that is quite high and to attend the temperature it is not a very easy way or may not be of that practical interest. What we want we want the whole processing can be done say around 1000 degrees or even little below that, but if we like to melt this material to have a metallurgical bond with the substrate. So, that this adhesion problem can be totally eliminated in that case what is important that melting after deposition that means, here we deposit by the spray process by the spray process we deposit the material, but it is not exactly the chemical or metallurgical bond formation takes place then and there no it is not the case it is just added to that and it may be little bit of metallurgically bonded, but mostly it is mechanically interlocked which we are going to discuss. So, this is just the form formation and then if we like to have a metallurgical bond we must melt it. So, this is say low carbon steel or say mild steel low carbon steel say C 20 steel which is commonly used and here we do not like to increase the temperature say above 1000 most likely below 1000 that is always preferable. Now how to do this thing to give this answer actually we find that this very role of boron silicon or phosphorous what is their role? Number one they are actually depressant they depresses the melting point or they depresses the liquidus and solidus point. So, if it has a liquidus point that will be depressed by boron silicon or by phosphorous this can be added here also we know that nickel phosphorous with 10 percent phosphorous it forms a eutectic and that melting point is around 890 degree centigrade. So, that is quite low and it is of immediate interest for application. So, the basic role of boron and silicon is to depress the melting point or the liquidus point. So, this is number one and number two is that during deposition at the point of deposition that nozzle comes and it is going to heat this substrate. So, there is little bit heating and immediately it starts spraying the material. So, during this heat though temperature is not very high, but one thing we have to make a note of this that this process is conducted in open atmosphere that means, it can be carried out in a welding shop. So, it is in a even in a fabrication shop in open atmosphere it can be conducted. So, it is not at all a protective atmosphere, but when we use this oxy fuel torch though it is a neutral flame, but the oxygen present in that zone environment that can cause oxidation of this material. So, but this should not be a big problem for us because then comes the second very important role of boron and silicon. Now, this boron and silicon being with this it can also little bit get into this iron or iron oxide and this boron will be transformed into boron oxide or this is also silicon oxide. So, iron will be again reduced to metallic iron and those can escape just like a volatile oxide. So, this is just one second important role of this one for protecting or for removing the oxide from this low carbon steel substrate. And then what is going to happen part of this boron and silicon can also get diffused into this. So, when we are going to really melt this, so this is now this is now a melted melted and solidified. So, in that after this what is what happened here this silicon from this side it has gone into iron. So, this is basically iron and this side we have nickel, chromium and say boron and silicon boron and silicon, but now this material it has less of boron and silicon and more of nickel and chromium because most of the boron silicon that was engaged in preventing the iron from oxidation and also its diffusion tendency because boron and silicon has a very good affinity for iron. So, this side we have migration of boron and silicon. So, when ultimately we get a solidified solidified layer which is melted and solidified what we get at this point the top layer is not at all nickel, chromium, boron, silicon it is just nickel and chromium. So, what does that mean it means simply now its melting point or solidus point it is not the same as that of the starting material that means if it was the case that with this combination with particular combination of nickel, chromium, boron and silicon say melting point or the liquidus point would have was say at say 1000, but after this melting and solidification this nickel, chromium without this boron and silicon it is it cannot be liquefied at 1000. Now, the point is this liquidus point is raised. So, the conclusion which we can draw here that means this material now cannot be melted and it has some high temperature operation capability because of the migration of boron and silicon from the basic parent material. So, these materials are sometimes also used for step bonding or step brazing process. So, once that is melted its melting point or liquidus point is automatically raised. So, selection of the substrate material now selection of the substrate material this is also one thing here also we must pay attention what are those material. Obviously, those materials which are available easily and which are not very expensive to protect it against possible corrosion or where that would be. However, here in essence the role of boron, silicon or phosphorous that should be also considered. So, what we do in open atmosphere when the process is carried out the top surface will be oxidized, but this oxidation may affect this metallurgical bond because oxide oxidized surface is non-weighting compared to a pure metallic substrate, but what happens when we have a material like say for example, one alloy let us take this example one alloy having aluminium as one of the component or one another alloy having aluminium and titanium in addition to other material, but aluminium titanium these are some important ingredient aluminium containing or aluminium titanium containing. Now here one should take a notice of this that this oxygen can readily oxidized aluminium or here both aluminium and titanium those will be oxidized as say raise consequence of that we can expect formation of Al 2 O 3 and here Al 2 O 3 and some oxide of titanium it can be T i O 2 T i O or even T i 2 O 3. Now chemistry suggests that it may not be possible for this boron and silicon to reduce this aluminium oxide to metal aluminium or titanium oxide to metallic titanium. So, or so is the case with such so is the case with phosphorus also. So, this boron, silicon or phosphorus which were quite active quite effective in protecting the substrate material even in open atmosphere deposition, but unfortunately for those substrate material containing aluminium or aluminium titanium unfortunately it cannot reduce. So, we have to look in to those elements whose oxides are more stable than that of silicon or boron or phosphorus. So, there we have to put one restriction in use of those because the purpose is not to have a deposition on a oxide surface, but on a metal surface. So, the elements like aluminium, titanium and similar material whose oxides are very stable and that mostly comes from the transitional elements of group 4, 5 and 6 we have to really look in which are those materials or elements cannot be used because of the incapability of boron, silicon and phosphorus to reduce those oxides. Now comes preparation of the substrate surface. Now preparation of the substrate surface means here obviously, for all surfaces we want to have deposition it starts with degreasing that means, ultrasonic cleaning in any alkaline bath followed by pickling bath that means, acid bath to remove the oxide. So, degreasing and oxide removal these are the two very important preliminary steps followed by what is important here to have roughening of the surface. So, here the smooth surface cannot be a good receptor of this particle which are going to impinge over this surface and here as a receptor surface more important will be mechanical interlocking and for that cavity presence of those cavity irregularities on the surface is essential. So, that is why it is also important to have sandblasting like process where the sand particle will heat or strike those surfaces and have erosion in a very non uniform manner causing some pitting cavity formation and this will depend on size of the grit material and also the angle of incidence at the point of striking standoff distance and also the flow rate the flow velocity. So, these are the thing to be optimized and then the roughness value has to be a certain to have a standardization of this roughness value. So, that we can have a good we can prepare a good receptor surface, but some machining or grinding marks can be also created particularly by machining by milling or by shaping or even by knurling some roughening of the surface can be also done. So, that that surface can be also become a good receptor surface. Now, this is actually a combustion spraying with detonation gun. Now, here also we use this combustion principle of combustion, but it is a not a continuous process, but this is a cyclic process. So, basic thing is that we use the same principle of combustion within a chamber that means, say this is a chamber and these had just one exit on this end and this is just the only exit and at the exit the very presence of the substrate can be seen this is the substrate. So, here we have powder metal powder entry point metal powder and there can be some carrier gas. Now, on this side what we have we have one port to have entry of C 2 H 2 another port to have entry of oxygen. Now, there will be valve which will be operated in particular sequence following one particular cycle and the process will be obviously, automated and here what we have we can show it schematically it is just one spark plug to generate to create one spark. So, what happens material is fed here and then this oxygen and acetylene that is also fed here and immediately a spark is generated by that spark and there this whole gas in this area is ignited and this will result. So, that is exactly called ignition of this gas by this spark generation and that is exactly called detonation and that will lead to almost like an explosion, but since we have one exit at this point. So, the metal powder which is already in this zone that will be thrown with a very high velocity and that will be thrown on this surface. So, during this flight we have generation of heat that means, this C 2 plus H 2 plus O 2 that will be having some kind of chemical reaction which has been mentioned and with that this material will generate heat and at the same time material powder that will be thrown on this side with a high velocity and that velocity range can go up to 900 meter per second. So, with that velocity what is the advantage here that means, this substrate need not to be heated. So, substrate distortion and other possible damage that can be protected, but this is just making the liquid of this metal powder and this liquid drop will heat and it is it will impinge with a very high velocity and we get here what we call splatting that means, it becomes almost like a flat when it strike this surface and then this splat will one will follow the other and one will build up with over the other, but since the velocity is very high striking velocity we can expect a better densification of the coating and better intimate contact with this substrate which is already roughened. So, you we expect a much better intimate contact because of the plastic deformation of this fluid which is already deformed and having a better contact with this surface. So, basically it is a combustion process, but it is a cyclic process, but the result of this combustion by this generation of spark is a high energy release and that is actually utilized in getting a high impinging impingement velocity and that is utilized in getting a dense coating with a better bonding, better adhesion even with lower substrate temperature. And one thing also after followed by one particular cycle the whole process before going to the next cycle the whole area is flushed with argon or nitrogen. So, it is just rinsing or cleaning of the whole chamber detonation chamber and then again it can go to the next cycle of this detonation. Now, as per the industrial practice it is a proprietary process we can have 4 to 8 detonation per second and that is quite a productive process from industry point of view. Wire flame spray now, wire flame spray it is also a combustion process, but instead of this powder here we use one wire. The idea is that if we available if we make availability of the wire then that can be also made a continuous process, because the whole wire can be wound on a spool and that can be very conveniently released from that spool. So, the in principle the process we can have a quick look to this. So, this is the schematically we are trying to show this. So, that is the central area of the nozzle and here we have to annular passage this is one. So, through this actually we have the wire feeding. So, this is going to be the wire.  Now, this is one annular area and what we can show quickly. So, this is one annular passage this is the annular passage like a ring through which oxy fuel that means, oxy fuel mixture that is passed that means, oxygen and acetylene that mixture is passed and we have another annular passage. So, these are all concentric. So, this we can show this way here this is another annular passage which is also here. So, through this we allow through this we allow air that is actually we call the propelling medium, propelling medium. Obviously, on the upstream side what we need we need one compressor, we need one filter these are the peripheral unit it is a must for any supply of quality air then we have series of filter and finally, what we need the air dryer. So, these are the units and then also there is one this flow control flow controller that means, flow controller that means, the amount of air which is passing here. So, that is the flow controller. So, that is the air flow controller that should be also there similarly, for oxy fuel also on the upstream side we have two cylinders then we have the pressure regulator and also the flow meter which continuously meters the amount of oxygen and the acetylene in that particular mixture. So, these are all the peripheral units on the upstream side. Now, what is going to happen in this case now this flame. So, this is actually the flame cone here. So, that is the flame cone which is formed and it will be like this. So, it will now spread out and there we can put the substrate this is going to be the substrate and this is going to be the substrate and what we can show here that this air now this air will be admitted at a high speed and that will be like a propelling medium and this droplet it will finally, atomize this droplet and this atomized particle will be thrown towards this substrate surface. So, here the role of air is to carry to atomize and it is just by this propelling action finally, divided particle of this molten metal that will be thrown towards the substrate and a rod is fed and that is in the flame cone which actually gets melted at this tip and that is thrown in the form of liquid by this air which is flown through the outer annular space. So, this is known as wire flame spray process. Now, this is actually electric arc spray. So, here it is not exactly a combustion process however, here we can use make use of two wires of the material to be deposited. So, in this case what we see it is just like one holder for feeding the wire. So, we have here two wire this is one and then we have another wire which is coming from this side. So, these are the two wires and through this central centrally we have one arrangement to have air jet. So, this will be the air jet which will be available and which will be readily available. So, this is going to be the air jet. Now, these two wires will be polarized that means, if we have a power supply then this is going to be this is connected to this positive polarity and this is going to be the negative polarity. So, this is going to be the negative polarity of this wire and this is going to be the positive polarity of this wire and here what we have wire feeding arrangement. So, here we have the wire feeder. So, this is actually the wire feeder. So, what we see now that it is almost going to be like one electric arc that means, if we have say arc space this is arc space and this is arc potential then it will be like this. So, here we have a drop that is in the cathode space this is the cathode potential. Now, there we have very little drop and then this is drop in front of anode potential. So, this is the cathode potential and this is the anode potential in this space in this is the anodic space in this area very close to that and this arc is struck and to have this striking of the arc what happens that when we bring them in contact there is a short circuit between these two, but what happens as we have say these are the two wire from two sides let us show it here. So, this is say A and this is B. So, when we try to separate them when we try to separate them at that point an arc is struck between A and B. So, when they are in intimate contact there is no arcing, but when we try to separate them the reason is as follows when you try to separate them the number of contact points that gets reduced number of contact points and as a result current density in those high points of asperities that will be more and that will cause localized generation of heat and temperature that means, when we try to separate them by loosening the contact there will be heat generation and that may lead to thermo ionic emission of electron and this electron actually causes ionization of that gap region. So, it is finally, thermo ionic emission of electron this electron generates because of the rise of temperature because of the simple reason fact that the points of contacts are less. So, current density is high. So, once that arc is struck there is high rise of temperature and with high rise of temperature these two melt materials are melted and this air jet from this side that will throw the material on this side and if we have the substrate somewhere here that will be covered with this material. So, this is also another way of handling this thing. So, in this case it is just not one wire, but two wire are used and between these two an electric arc is stuck. So, with that we can make a summary of the whole discussion that we have seen that this is a flame spray process basically it is a combustion process using the energy released because of the combustion between oxygen and it is mostly acetylene and the metal to be deposited or the alloy to be deposited that can be converted into semi molten or molten stage and that is just by that jet velocity of the gas that is going to arrive on the substrate and this substrate will have impingement by this droplets which will be there deformed and condensed solidified and in the process we can use powder or we can use wire and at the same time this wire can also be used using electric arc process, but what we have seen quite interesting that the use of silicon boron and phosphorous in the alloys particularly in the flame spray process they are useful because they are material melting point depression, but once they get diffused into the substrate then the melting point of the parent alloy raised and this coated layer can be used for high temperature operation and this materials are found to be well adherent and dense in comparison to that electroplated electro deposition nickel or chromium.


Hey guys, all right, deep cleaning your Vitamix. Getting that cloudy film off the container happens to everyone, it was an easy fix and it's not just running a cleaning cycle, it's not just using a vinegar soak. Here's how you decide to do it. Make a baking soda paste.  We're using an old toothbrush. Brush out those stains. They're not really stains, they're just mineral deposits that have been left there by the water that you didn't dry off of your container. You ran a cleaning cycle, la la la, super clean and then you just kind of set it on the counter with drops of water. Now the vinegar soak does do a pretty good job. You can actually scrub, scrub a good amount of those clouds off the side of the container. The baking soda scrub works like magic. I will say when we did this, we did soak it in vinegar for 24 hours and then did the baking soda scrub. So I can't speak to how it would work with just using baking soda and water without the vinegar soak. So try the vinegar first, see what you can get off and then use the baking soda. It's worth a little bit of extra effort, especially if you're only gonna do this every month or two. It's pretty remarkable how clean and shiny you can get your container after using a little baking soda and water and a toothbrush. Here's the before cloudy container and here's the after next to a brand new container. You can definitely tell one has been used a lot. This is our container we've been using for two and a half years, pretty good. Now if you have an Ascend series or a smart system Vitamix container with the clear lid that clicks on, there's gonna be a rubber seal that you're gonna wanna clean under. Here's how you do it, super easy. Take a butter knife and just kinda touch the end of it, sort of perpendicular to the container and then just kinda lever up so you can kinda get under that seal and then just pull it off. It stretches and goes right back on really easily. You're gonna find some pretty gnarly stuff in there. Same thing, baking soda water, scrub, scrub, scrub. And guys, if you wanna do this baking soda wash less often, after you run a cleaning cycle, the normal warm water and soap cleaning cycle, just dry off the container. Those mineral deposits are not gonna have an opportunity to stick to the side of the container and it's gonna stay nice and shiny for longer. And guys, if you haven't already, definitely subscribe to our channel. Hit that bell to get notified. If you appreciate videos like this, hit that thumbs up. Thank you so much for watching and we will see you in the next one.


Hello, Edgecast colleagues. I can think of no three letters more likely to cause either excitement or terror or both at the same time than the three letters ERP. So it may interest you to know we just launched a recent showcase called SAS ERP and CRM, the Alphabet Soup of Opportunity. So this showcase takes a close look at ERP implementation, change management strategies that can lead to successful collaborations and the latest solutions in the market. So visit this showcase to explore a brand new Edgecast review article by Michelle Noran and David Seidel on selecting, implementing, and running next-gen ERPs. And you can learn what success looks like in the latest Edgecast research report on ERPs. Spoiler alert, preparation is everything. And then finally, you can discover insights from the Edgecast technology solutions market dashboard. And for an even deeper dive, you can see the Go Further section for additional resources and insights from Edgecast partners. And for a deeper, deeper dive, you can attend our showcase webinar on August 22, where you'll hear from experts in ERP implementations. The stakes are high, but done right. A successful ERP is a thing of beauty. It makes careers, and it transforms institutions.