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This article presents the culmination of the first author's experience of work at a Deaf Education Centre in Aotearoa New Zealand, alongside the themes stemming from a literature review on wellbeing and the development and maintenance of social and emotional skills for deaf students in both mainstream and special education. The predominant themes identified suggest inconclusive outcomes for students being placed in mainstream or special education in terms of wellbeing and its components such as belonging, identity, and the development of social and emotional skills. Areas for ongoing development and research are outlined, including a need to ascertain the student voice in future research and intervention. [ABSTRACT FROM AUTHOR]

This paper reviews a sign language planning project conducted in Australia with deaf Auslan users. The Medical Signbank project utilised a cooperative language planning process to engage with the Deaf community and sign language interpreters to develop an online interactive resource of health-related signs, in order to address a gap in the health lexicon of Auslan. The goal of this paper is to evaluate the outcome of the bottom-up language planning model that was used in this context, and to make recommendations for similar future sign language planning projects.

This paper explores the concept of social inclusion from the perspective of recent migrants, from language backgrounds other than English, at work in Australia. We adopt an understanding of social inclusion that acknowledges the importance of economic independence, while also considering migrants' feelings of connectedness at work and their sense of belonging. Based on qualitative interviews with migrants collected two years apart, we explore the ways language and language practices can lead to feelings of inclusion or exclusion at work. The data suggests that migrants who felt included at work often had colleagues and/or bosses who actively supported and encouraged them in learning new skills, and made an effort to connect with them through small talk. In contrast, participants who felt excluded were unable to fully participate in work activities and/or workplace interaction because of limitations they or others placed upon them based on their English proficiency. We suggest that social inclusion, as it relates to employment, can also encompass different things for different people. For some, a sense of belonging is not promoted solely by having work or the ability to connect with colleagues, but also by obtaining employment of a type and level commensurate with their pre-migration status.

Lexical variation abounds in New Zealand Sign Language (NZSL) and is commonly associated with the introduction of the Australasian Signed English lexicon into Deaf education in 1979, before NZSL was acknowledged as a language. Evidence from dictionaries of NZSL collated between 1986 and 1997 reveal many coexisting variants for the numbers from one to twenty in NZSL. This article reports on an empirical investigation of how the use of variants for numerals is associated with social factors of age, region, and gender. Results confirm that age group is the strongest factor in variation and that region also plays a role. The analysis of illustrative cases of number variation reveals sociolinguistic processes of social differentiation and changing lexical usage in the NZSL community. Findings provide comparative data on aspects of number variation reported in the closely related British Sign Language. (Contains 10 tables and 2 notes.)

The Gaussian–Lorentzian sum (GLS) and product (GLP) functions remain important in X‐ray photoelectron spectroscopy (XPS) peak fitting. Here, we present a detailed view of these functions, comparing them with each other and with the Voigt function (the "LA(m)" function). First, we show the GLS, GLP, and LA(m) functions as a function of their mixing parameters, m, which reveals differences between them. We then illustrate the use of these functions to fit a series of spectra acquired at different pass energies (resolutions). Next, we show the underlying Gaussian and Lorentzian components of a series of GLS and GLP functions as a function of m, which confirms that the GLS is a simple linear combination of Gaussian and Lorentzian functions. However, one of the two functions used to make the GLP can be very wide, that is, at its extremes, one of these functions has infinite width. We then discuss a plot of the areas of the GLS, GLP, and LA(m) functions as a function of m, which reveals the expected, linear increase in area of the GLS, but nonlinear changes in the areas of the other two functions. Finally, to better understand them, we fit these functions to each other. These results indicate that the GLS and GLP better match the LA(m) function at lower and higher values of the mixing parameter, respectively. [ABSTRACT FROM AUTHOR]

Atomic layer deposition (ALD) is widely used in the semiconductor and materials industries for depositing thin films. Here, we describe a holder/container for performing ALD on particles that does not require agitation. This device contains a broad, shallow, circular recess that holds the particles. Two different frits and combinations of stacked meshes were explored as a cover to this holder to restrict the movement of the particles while still allowing good conductance of the ALD reagent gases. A mathematical discussion of the diffusion through the frits and stacked meshes is presented. As confirmed by spectroscopic ellipsometry (SE) on planar witness silicon shards, consistent, high‐quality film growth took place inside and outside the holder. The performance of the holder was demonstrated with ~5‐μm zirconia particles that were coated with alumina from trimethylaluminum (TMA) and water, and with zinc oxide from diethylzinc (DEZ) and water. Deposition on different amounts of particles was investigated (50, 100, 200, and 500 mg). Parasitic chemical vapor deposition (CVD) appeared to be present when a greater number of particles or meshes were used. ALD coating on particles was also confirmed by X‐ray photoelectron spectroscopy (XPS), transmission electron microscopy (TEM), and energy‐dispersive X‐ray spectroscopy (EDS). [ABSTRACT FROM AUTHOR]