Search results

The purpose of this study is to improve the mechanical and tribological performance of polypropylene (PP) material. The influence of hexagonal boron nitride (h-BN) microparticles on mechanical and tribological properties of PP/polyamide 6 (nylon 6) (PA6) blend has been investigated in this paper.

Tensile strength, elongation, elastic modulus and Rockwell hardness were measured to identify the mechanical properties of materials. Coefficient of friction (COF) and wear rates of materials were measured with the help of a pin-on-disc tribometer to check the tribological behavior of blend and composite materials.

As a result, a small decrease in tensile strength and elongation and improvement in elastic modulus were found for PP/PA6 and PP/PA6/h-BN composite compared to pure PP. The wear rate of PP/PA6 blend and PP/PA6/h-BN composite was found low compared to pure PP matrix, while the COF of PP/PA6 blend was found slightly higher owing to the presence of harder PA6 matrix which was then improved by the h-BN filler reinforcement in PP/PA6/h-BN composite. The addition of PA6 in PP improved the wear rate of PP by 8–24%, whereas the addition of h-BN microparticles improved the wear rate by 22–50% and 24–44% compared to pure PP and PP/PA6 blend, respectively, in different parameters.

Modulus of elasticity and hardness of pure PP was enhanced by blending with PA6 and was further improved by h-BN fillers. The addition of PA6 in PP improved the wear rate, while h-BN fillers were found effective in reducing the COF by generating smooth thin lubricating film.

The Catholic Church expects theological institutes, priests and seminarians to be well-informed, critical and creative users of information and communications technology. Currently, most theological institutes use the traditional face-to-face teaching method. An attempt to implement blended learning as an innovative teaching and learning modality for communication theology was made at the Saint Peter’s Pontifical Institute, Bangalore, India, using the lab-rotation model for one semester. This paper aimed to study the two important course outcomes: participation and satisfaction.

The course was designed using the analysis, design, development, implementation and evaluation (ADDIE) model, developed, implemented and evaluated for 21 first-year theology students. The combination of descriptive and quasi-experimental research used an online questionnaire containing statements on a five-point Likert scale. The study evaluated the potentials of blended learning as an innovative modality through student participation and satisfaction.

This research found that a high level of participation augmented satisfaction among the students during the implementation of the blended learning modality. The positive results revealed that future shepherds in the Catholic Church could effectively integrate information and communications technologies (ICTs) in their life and mission and serve digital citizens.

The research was conducted in St. Peter’s Pontifical Institute of Theology (SPPI) for an elective course, Communication Theology, taught once a week. Only two outcomes; participation and satisfaction were studied. The respondents were 21 first-year theology students of the SPPI, which could have limited the generalizability of the results. They were not allowed to use any gadgets. So this research had to adopt a lab-rotation model wherein the students followed part of their course in the computer room.

This pilot experience in blended learning modality will help SPPI recognize the advantage of such an approach and possibly decide to adopt it as one modality in the institute. It may also serve as a model for other Catholic schools and this could trigger the wider adoption of blended learning among Catholic schools. Results of the study can demonstrate to the faculty how blended learning is designed and a sample module can easily guide them on how it may be implemented. Hence, this can equip them already with knowledge and skills about the new modality.

The positive learning experiences will help the professors to further discover and adopt new and existing learning technologies that can enhance the learning atmosphere for post-millennials. They can now innovate teaching and learning strategies to best address the learning needs in their classroom, given the pervasiveness of ICTs in the everyday lives. This study will also provide a new learning option for the students as they undergo a new student-centred learning exercise.

The pioneering effort of integrating ICTs in the form of blended learning in theology curriculum was executed in SPPI. The application of the blended learning approach to teaching communication theology is innovative in that educational technology is not only applied to theology courses but involves the promotion of technology use among future religious leaders. From a long-term perspective, this attempt can transform traditional face-to-face dominated teaching approaches.

Homogeneous charge compression ignition (HCCI) engine is an advanced combustion method to use alternate fuel with higher fuel economy and, reduce NOX and soot emissions. This paper aims to investigate the influence of ethanol fraction (ethanol plus gasoline) on dual fuel HCCI engine performance.

In this study, the existing CI engine is modified into dual fuel HCCI engine by attaching the carburetor to the inlet manifold for the supply of ethanol blend (E40/E60/E80/E100). The mixture of ethanol blend and the air is ignited by diesel through a fuel injector into the combustion chamber at the end of the compression stroke. The experiments are conducted for high load conditions on the engine i.e. 2.8 kW and 3.5 kW maximum output power for 1,500 constant rpm.

It is noticed from the experimental results that, with an increase of ethanol in the blends, ignition delay (ID) increases and the start of combustion is retarded. It is noticed that E100 shows the highest ID and low in-cylinder pressure; however, E40 shows the lowest ID compared to higher fractions of ethanol blends. An increase in ethanol proportion reduces NOX and smoke opacity but, HC and CO emissions increase compared to pure diesel mode engine. E100 plus diesel dual-fuel HCCI engine shows the highest brake thermal efficiency compared to remaining ethanol blends and baseline diesel engine.

This experimental study concluded that E100 plus diesel and E80 plus diesel gave optimum dual fuel HCCI engine performance for 2.8 kW and 3.5 kW rated power, respectively.

To convert the post‐production polyethylene terephthalate (PET)‐containing fabrics waste into new value‐added polymeric materials using maleic anhydride grafted linear low‐density polyethylene (LLDPE‐g‐MAH) for improved toughness and to optimise the results of such a modification.

For effective toughening, various blends were made of polyamide 6 (PA) and post‐production PET‐containing fabrics waste (PET) by incorporating different concentrations of maleic anhydride grafted, linear low‐density polyethylene (LLDPE‐g‐MAH). The reactions of LLDPE‐g‐MAH with blend components were studied by Fourier transformation infrared spectroscopy, solubility behaviour of the products in formic acid and rheological measurements. Blends investigated were prepared in a co‐rotating twin‐screw extruder and characterised by differential scanning calorimetry and scanning electron microscopy. The static tensile property and impact strength of the blends were also measured.

The modification of polyamide 6 and post‐production PET‐containing fabrics waste using LLDPE‐g‐MAH showed significant enhancement of impact and interfacial adhesion over the unmodified one. The modification caused a chemical linkage between LLDPE‐g‐MAH and blend components which led not only to forming PA‐co‐LLDPE‐g‐MAH‐co‐PET copolymers, but also to ensuring the intrinsically strong chemical bonds across LLDPE‐g‐MAH phase/PET phase/PA matrix interface, which was the main cause to the improved impact strength and interface adhesion. The optimum results were obtained at 10 per cent of LLDPE‐g‐MAH.

The post‐production PET‐containing fabrics waste used in the present context was defibrated before processing.

The method developed provided a simple and practical solution to recycling and improving the toughness of post‐production PET‐containing fabrics waste.

The method of recycling post‐production PET‐containing fabrics waste was novel and the new polymeric materials obtained could find numerous applications such as hybrid films, fibres and engineering polymers.

A study is performed on the properties of jute-pineapple leaf fiber (PALF) blended yarn and 100% jute yarn. The jute-PALF blend ratios of two counts of yarn (5 and 7 lbs/spy) are 70:30 and 80:20 respectively. The physical properties of the blended yarns such as load at break, strain at break, tenacity at break, tensile modulus and quality ratio are tested and measured. It is observed from the test results that the physical properties of the blended yarns are better than those of the 100% jute yarn. The experimental results also show that the physical and structural properties of the blended yarn changes with the increase of PALF in the blend ratio. So the blending of PALF has a positive impact on yarn properties. Another study is done, in which it is found that surface appearance properties like color strength (K/S value) and whiteness, yellowness and brightness indices of the blended yarns are almost the same as those of the jute yarn due to the blending of jute-PALF. Therefore, the blending ratio does not cause any notable changes in the natural color of the jute yarn.

Problem-based learning (PBL) is an instructional format which emphasizes collaborative and contextual learning and hence has favored face-to-face course design. However, with the plentitude of online tools which technology offers nowadays, PBL courses can also be effectively offered to students who cannot physically be present at the campus. The change process from offline to hybrid, blended, or online PBL courses need to be carefully managed and the right combination of technology and learning activities selected from the ever increasing available set. Hybrid, blended, or online courses differ in the amount of integration between offline and online activities. A mixed-method design was used to elaborate on how the different (hybrid, blended, or online) PBL courses can be effectively build and taught to create learner engagement. Twelve people (change agent, instructor, and participants) were interviewed and 82 students filled out a course evaluation form. The data was used to describe how a hybrid, blended, or online course was created and how the instructor and students perceived it. Instructional and change management implications for implementation are presented. Instructional implications deal with the needs of the learner, the role of the instructor, and the importance of sound technology integration in the course. Change management implication highlights the need to foster intra-institutional collaboration.

While larger tourism enterprises benefit from a graduate management intake and continuing executive development, the owner of the small tourism operation is limited in continuing education and professional development opportunities due to resource poverty, lack of appropriate and available tertiary tourism education. This chapter details the pedagogical and technological challenges faced by the education team at Waterford Institute of Technology (WIT) in developing and implementing an innovative blended learning degree, customised to meet the requirements of the entrepreneur for a sense of involvement, relevance and flexibility. Understanding how to harmonise blended learning with face-to-face PBL was the cornerstone of success in the design and implementation of the programme and the insights gained will provide guidelines to educators who are responsible for the development of relevant and accessible business degree programmes for owner/managers of micro/small business enterprises.

During any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information and communication technology (ICT)-based technologies has converted the entire teaching pedagogy to a learner centred pedagogy, following which the skills of using technology are to be seen as the most essential qualifications on the part of both the teachers/educators and learners. Therefore, the purpose of this paper is to understand the perceptions of the teachers and learners regarding the use of online/blended learning modes in teaching learning transactions. Another purpose of the paper being to find out the prospects and challenges of providing online/blended learning in a country like India, particularly during and in post-Covid-19 situations.

The academic analytics approach was used for the study. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended services and analysis was done using Google Analytics. Further, analysis of the data received had been done by using simple statistical tool like percentage.

Blended learning could be the solution for providing education in the context of the 21st century India. However, unlike in case of the conventional education, open education has widened the scope of learning adhering to the motto – “Bring your own device” to learn. The extensive use of open educational resources, massive open online courses, social media and meeting apps during the Covid-19 lockdown, has opened up the minds of the knowledge-hungry people, further enabling them to receive the necessary educational inputs, training and skills even during the current pandemic situation. This is going to have a big impact in the ways of educational transactions in the days to come.

The discussions in the paper are limited to a study of representative states of India, and it is a general study only. The sample size was limited to only 120 as the response rate was significantly low compared to the number of addressees to whom the questionnaire was sent.

This study will help in understanding the present state of online/blended learning in a country like India. The use of online learning was no doubt intensified by the sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing a roadmap, at the policy level, regarding the beneficial use of online/blended teaching learning models both by the teachers and learners during any future crisis-like situations in a country like India.

Through this paper, a new social constructivism has been visualised to know the acceptability of online/blended learning opportunities on the part of the teachers and learners across India. If that social constructivism can actually be realised through the benefits of online learning, India might emerge as one of the important leaders of education in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing in disguise.

It is important to examine the perceptions of both teachers and learners on the use of online learning in their regular curriculum transactions most particularly when the whole world is facing the brunt of the Covid-19 pandemic, which has adversely affected millions of learners across the world. The paper is original because it explores the current state of online/blended learning in a developing country like India to provide a practical and realistic vision of a new way of learning in the post-Covid-19 situations.

This paper aims to focus on the development of the three-dimensional (3D) printing filaments based on acrylonitrile butadiene styrene (ABS) copolymer and styrene-ethylene/butylene-styrene (SEBS) block copolymer, with tailored viscoelastic properties and controlled flow during the 3D printing process.

In this investigation, ABS was blended with various amounts of SEBS via a melt mixing process. Then the ABS/SEBS filaments were prepared by a single-screw extruder and printed by the FDM method. The rheological properties were determined using an MCR 501 from Anton-Paar. The melt flow behavior of ABS/SEBS filaments was determined. The morphology of the filaments was studied by scanning electron microscope and the mechanical (tensile and impact) properties, surface roughness and void content of printed samples were investigated.

The rheological results can accurately interpret what drives the morphology and mechanical properties’ changes in the blends. The impact strength, toughness, elongation-at-break and anisotropy in mechanical properties of ABS samples were improved concurrently by adding 40 Wt.% of SEBS. The optimal tensile properties of blend containing 40 Wt.% SEBS samples were obtained at −45°/+45° raster angle, 0.05 mm layer thickness and XYZ build orientation. Optimized samples showed an 890% increase in elongation compared to neat ABS. Also, the impact strength of ABS samples showed a 60% improvement by adding 40 Wt.% SEBS.

The paper simultaneously evaluates the effects of material composition and 3D printing parameters (layer thickness, raster angle and build orientation) on the rheology, morphology, mechanical properties and surface roughness. Also, a mechanical properties comparison between printed samples and their compression-molded counterpart was conducted.

Teaching and learning are being transformed by digital technology, where the present generation of students, termed millennials, are more adept with the increasingly digitalised world we live in. Following this, lecturers and institutions are adapting and adopting a blended learning model across disciplines, which now commands an entire domain of research and application. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of this study is to investigate students’ readiness for blended learning in a leading Malaysian private higher education institution.

This study used a non-experimental quantitative research design. Data were gathered from a sample of 274 pre-university and undergraduate students using the blended learning readiness engagement questionnaire. Data was analysed using WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Descriptive statistics (mean and standard deviation) scores, (logit) value of the item and (logit) value of a person was used to examine students’ readiness for a blended learning model of instruction and specifically assess their readiness based on gender, age, ethnicity and field of study.

Findings indicate that students were ready for blended learning. Further analysis indicated there were differences in students’ readiness for blended learning based on gender, age, ethnicity and field of study.

This study provides insight into students’ readiness towards blended learning in a leading Malaysian private higher education institution, discusses implications for blended learning practices and offers recommendations for future research.