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The opening ceremony for the new Shell Lubricants Plant at Barton was performed on September 25th, by Sir Frederick West, G.B.E., who was introduced by Mr. C. M. Vignoles, O.B.E., Managing Director of Shell‐Mex and B.P. Ltd. The large gathering of guests included the executive of the contracting companies whose designs and products had been incorporated in this very modern plant which has been completed at a cost of about £500,000.

The purpose of this study is to develop anti-corrosion coating systems using disposable waste materials. The dissolved polyethylene terephthalate (PET) has been blended with epoxy resin and stoichiometrically cured with a polyamide resin.

Glycolysis process was found to be the most optimum candidate to dissolve PET. The developed coating systems were characterized by Fourier transform infrared spectroscopy for confirmation of the molecular bonding structures. The mechanical properties were characterized by performing pull-off test and cross hatch test for mechanical properties on the coated panel. Also, the glossiness test was used by reflecting light on the coated surface. The corrosion protection performance of the coated mild steel panels was examined using electrochemical impedance spectroscopy. Furthermore, the wettability of the developed coating systems was evaluated by using water contact angle technique.

It was observed that the coating system which contains 10 per cent of dissolved PET (S2) showed the highest adhesion and corrosion protection properties.

Recyclable PET bottles have outstanding chemical properties, adhesion properties, low cost, low permeability to gases and solvents making it suitable as a coating with superior barrier properties.

The purpose of this paper is to describe the evolution of a blended learning strategy in a company law course for accounting students and to evaluate its impact on assessment and student self-reflection.

A case study approach is used to describe the development of blended learning technologies within an elevator pitch assessment item in four cohorts over a two-year period. This is complemented by teacher observations, an online survey and student interviews to evaluate the assessment item, the technology used and its impact as a self-reflection and assessment tool.

The case study reveals the benefits of blended learning technologies but also a series of logistical, assessment-related, behavioural and technological issues and how these issues were addressed. The preliminary evidence from the online survey and student interviews suggests that the blended learning technologies have facilitated flexibility in assessment (both from a student and teacher perspective), student self-reflection and fairness in assessment practices.

The study identifies the benefits of and likely issues facing educators when considering the deployment of blended learning technologies to teach and assess oral communication skills. The paper contributes to pedagogy by describing the innovative use of video cameras in assessing elevator pitches and extends the literature on video presentations in higher education, in particular, its positive influence on student self-reflection.

This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences.

This study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA.

This study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction.

The small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings.

Videoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic.

Videoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities.

This study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.

The purpose of this paper is to propose a hybrid model based on the expectation-confirmation model (ECM), flow theory, and updated DeLone and McLean information system (IS) success model to examine whether quality factors as the antecedents to nurse beliefs affected nurses’ intention to continue using the blended electronic learning (e-learning) system.

Sample data for this study were collected from nurses at five hospitals in Taiwan. A total of 500 questionnaires were distributed, 396 (79.2 percent) questionnaires were returned. Consequently, 378 usable questionnaires were analyzed in this study, with a usable response rate of 75.6 percent. Collected data were analyzed using structural equation modeling.

Information quality, system quality, support service quality, and instructor quality contribute significantly to perceived usefulness (PU), confirmation, and flow, which together explain nurses’ satisfaction with the usage of the blended e-learning system, and this in turn leads to their continued system usage intention.

First, the application of the ECM with the view of updated DeLone and McLean IS success model reveals deep insights into quality evaluation (including information quality, system quality, and support service quality) in the field of nurses’ e-learning continuance intention. Especially, this study additionally contributes to the identification of instructor quality that may lead to nurses’ continued blended e-learning usage intention. Next, the empirical evidence on capturing both extrinsic motivator (i.e. PU) and intrinsic motivator (i.e. flow) for completely explaining quality antecedents of nurses’ blended e-learning continuance intention is well documented.

The study applied the Unified Theory of Technology Acceptance and Use Theory 2 (UTAUT2) to predict blended learning acceptance by students in universities in Zimbabwe. Blended learning is a heterogeneous mode of teaching and learning that combines face-to-face (F2F) and online modes. Owing to advances in technology, and recently, the advent of pandemics, such as COVID-19, the need for multimodal teaching approaches, such as blended learning, to enhance access to education in universities has become very important.

A quantitative approach that used a structured questionnaire for data collection from a sample of 432 postgraduate students was used. Data validation was done using confirmatory factor analysis (CFA). The structural equation modelling technique was used for data analysis.

Results showed that out of the seven factors of the UTAUT2, the factors such as performance expectancy, effort expectancy, social influences, facilitating conditions and hedonic motivation significantly and positively influenced the behavioural intentions of students in universities to accept blended learning. On the other hand, habit and price value did not significantly influence university students' behavioural intentions to accept the bended learning mode. It was further shown in the study that behavioural intentions significantly influenced the acceptance of blended learning by university students. In light of the above results, it was concluded that the UTAUT2 could be used to predict the acceptance of blended learning by university students.

The main study limitation was that it was only carried out at universities that had information and communication technology (ICT) infrastructure challenges owing to the fact that the economic situation in Zimbabwe is depressed. Limited ICT infrastructure in the universities might have had some impact on the nature of behavioural intentions of students to accept blended learning as a learning mode. Further research could be carried out in countries with better economies that are able to fund ICT infrastructures of their universities and to establish whether the results of the current study could either be confirmed, disconfirmed or enriched.

The paper suggests that universities need to increase investment in ICT infrastructure as well as in capacitating students with the necessary ICT skills for the effective use of institutional ICT when learning using the blended learning mode. Without adequate and appropriate ICT infrastructure as well as necessary ICT skills, students may develop low motivation levels and negative attitudes towards blended learning, which may eventually may affect their acceptance of the learning mode.

There is no known study that has been conducted using the UTAUT2 to establish antecedents of behavioural intentions of students to accept blended learning in the context of Zimbabwean universities. This study therefore opens new ground on factors influencing the acceptance of blended learning in the context of Zimbabwean universities. Also, the results showed that habit and price value do not significantly contribute to the behavioural intentions of university students to accept blended learning, which is not consistent with findings of past studies. This inconsistency opens new opportunities for further studies on the conditions under which these two factors can be used to significantly contribute to the development of behavioural intentions of students to accept blended learning.

Hybrid forms of international criminal justice have been lauded for combining the political and procedural legitimacy of international tribunals with increased attention to the local contexts where mass crimes occurred. This work critically examines the hybrid legal structure of the Special Court for Sierra Leone, a novel post-conflict institution empowered to draw from both international and Sierra Leonean law. Although formally hybrid, the Court neglects domestic law in practice, suggesting that “hybridity” refers more to a rhetorical strategy aimed at legitimating its work than to its ontological status. By symbolically including and substantively excluding domestic law, the court's legal structure inadvertently resembles a colonial form of legal pluralism rather than a hybrid jurisdiction.

Four learning modes, interacting through students as different learning systems, are mapped into a cone-of-learning continuum that allows tertiary institutions to visually re-consider where within their cone-of-learning, they choose to position their learning approaches. Two forms of blended learning are also distinguished. The paper aims to discuss these issues.

Undergraduate law, business, IT, and creative arts student perceptions are structural equation modelled (SEM) into traditional, blended-enabled, blended-enhanced, and flexible learning systems.

Within the SEM derived learning cone-of-learning continuum, a migration from traditional learning systems towards blended and flexible learning systems typically offers higher-net levels of undergraduate student learning experiences and outcomes.

The authors do not capture learning system feedback loops, but the cone-of-learning approaches can position against chosen competitors. The authors recognise benchmark, positioning, and transferability differences may exist between different tertiary institutions; different learning areas; and different countries of operation. Cone-of-learning studies can expand to capture student perceptions of their value acquisitions, overall satisfaction, plus trust, and loyalty considerations.

The cone-of-learning shows shifts towards flexibility as generating higher student learning experiences, higher student learning outcomes, and as flexible technologies mature this demands higher student inputs. These interactive experiential systems approaches can readily incorporate new technologies, gamifications, and engagements which are testable for additional student deep-learning contributions. Experiential deep-learning systems also have wide industrial applications.

Understanding the continuum of transitioning between and across deeper-learning systems offers general social benefit.

Learning system studies remain complex, variable systems, dependent on instructors, students, and their shared experiential engagements environments. This cone-of-learning continuum approach is useful for educators, business, and societal life-long learners who seek to gauge learning and outcomes.

The transformation of France under De Gaulle from the “sick man of Europe” with governments changing every few months, to one of the world's strongest economies, holds lessons for us all. Of course France's virtual self‐sufficiency in food and fuel always ensured an eventual resurgence under a strong and stable government. We thought of this recently on a trip to Western Provence, the oldest part of France and one off the beaten tourist track. It was one of the earliest provinces of Imperial Rome and in each settlement the Romans tried to reproduce a petite Rome, with arena, theatre, baths and villas, so that many Provencal towns have as many Roman antiquities as Rome itself. In its beauty of line and colour, its architecture, clustered villages on hilltops and the tall Lombardy pines, the countryside looks Italian, but the people seem unlike the Italian, Spanish or French. We thought them descendants of the ancient Gaul, whose tribes settled all over Western Europe, from the shores of the Mediterranean to Galway Bay.