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The purpose of this paper is to explore the impact of thermal radiation, viscous dissipation and Joule heating effects on the flow of a magneto-nanofluid between two horizontally placed plates. Three distinct shapes of nanoparticles in a base fluid (water) are considered to compose the nanofluid.

Introducing feasible similarity variables, the flow model is transformed into a nonlinear and coupled system of ordinary differential equations. The consequent system is solved by using homotopy analysis method.

Furthermore, the influence of embedded parameters on velocity and temperature profiles is highlighted graphically. The same is done for showing the variations in skin friction coefficient and local rate of heat transfer. Under certain conditions, present results compared with already existing results in the literature. Some main findings are pinpointed in the last section before the bibliography. From presented work, it is analyzed that the velocity field along y-axis and x-axis are increasing and decreasing functions of suction/injection parameter. The velocity of the fluid starts increases for Reynolds number and declines for volumetric fraction of the nanoparticles. Significant variations in angular velocity are observed for volumetric fraction and Reynolds number, respectively. Thermal field increases rapidly for brick-shaped nanoparticles, and for platelet-shaped nanoparticles, it decreases rapidly. Local rate of heat transfer increases for radiation and Reynolds number and starts decreasing for Eckert number.

The study presented is original and has not been submitted to any other journal for the publication purpose. The contents are original and proper references have been provided wherever applicable.

This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to develop a cognition-based curriculum, a behavior-based curriculum, a performance-based curriculum, a values-based curriculum, and collectively arranged into a competency-based curriculum. The research literature frames the attributes of a competency-based curriculum on psychological competence.

In this chapter, curricula are developed to demonstrate the process of adapting theories of learning, instruction, and environment into design templates with which to differentiate the dimensions and components of a curriculum. In these curricula, multiple conceptual frameworks are employed to translate the content and structure of the discipline into instructional objectives, instructional engagement, instructional experience, and instructional environment to align the instructional processes with the intended learning. For these demonstrations, the discipline of organizational leadership is chosen due to the multidimensional structure of this discipline and the opportunities it presents to differentiate the curriculum and learning. Each component of the curriculum adapts an appropriate framework to align and interconnect the instructional processes into an optimized learning experience. The result is curricula that have a coherent flow horizontally across the components for each outcome as well as interconnectedness vertically between the outcomes. This approach creates coherence, alignment, and interconnectedness to the curricula and order to the learning process for the learners.

This methodology is applied to design the curriculum for five instructional modules. Module 1 focuses on dualistic thinking developed through a cognition-based curriculum. Module 2 presents a multiplistic learning experience through a behavior-based curriculum. Module 3 presents relativistic learning through a performance-based curriculum. Module 4 delivers complex learning through a values-based curriculum. Module 5 compiles these four modules into a competency-based curriculum model.

Each of these modules employs a unique set of theories to configure the components of the curricula to reflect the structure of each discipline. The use of each theory is explained and demonstrated in the design process.

Social psychological perspectives on educational stratification offer explanations that bridge the macro and micro social worlds. However, while ethnoracial disparities in academic achievement are evident during the earliest grade levels, most social psychological research in this area has examined high school or college student samples and has used a black–white binary to operationalize race.

We use longitudinal structural equation models to examine links between academic self-efficacy beliefs and school performance among a national sample of diverse third- through eighth-grade students in the United States.

Contrary to hypotheses derived from the student identity literature, we find no evidence that elementary and middle school students from different ethnoracial backgrounds vary in the degree to which they selectively discount evaluative feedback in their academic self-efficacy construction, nor in the extent to which they demonstrate disrupted links between academic self-efficacy and subsequent academic performance.

The study examines the extent to which race-linked social psychological processes may be driving academic achievement inequalities during the primary schooling years.

The purpose of the paper is to conduct a numerical and experimental investigation into the properties of nanofluids containing spherical nanoparticles of random sizes flowing through a porous medium. The study aims to understand how the thermophysical properties of the nanofluid are affected by factors such as nanoparticle volume fraction, permeability of the porous medium, and pore size. The paper provides insights into the behavior of nanofluids in complex environments and explores the impact of varying conditions on key properties such as thermal conductivity, density, viscosity, and specific heat. Ultimately, the research contributes to the broader understanding of nanofluid dynamics and has potential implications for engineering and industrial applications in porous media.

This paper investigates nanofluids with spherical nanoparticles in a porous medium, exploring thermal conductivity, density, specific heat, and dynamic viscosity. Studying three compositions, the analysis employs the classical Maxwell model and Koo and Kleinstreuer’s approach for thermal conductivity, considering particle shape and temperature effects. Density and specific heat are defined based on mass and volume ratios. Dynamic viscosity models, including Brinkman’s and Gherasim et al.'s, are discussed. Numerical simulations, implemented in Python using the Langevin model, yield results processed in Origin Pro. This research enhances understanding of nanofluid behavior, contributing valuable insights to porous media applications.

This study involves a numerical examination of nanofluid properties, featuring spherical nanoparticles of varying sizes suspended in a base fluid with known density, flowing through a porous medium. Experimental findings reveal a notable increase in thermal conductivity, density, and viscosity as the volume fraction of particles rises. Conversely, specific heat experiences a decrease with higher particle volume concentration.xD; xA; The influence of permeability and pore size on particle volume fraction variation is a key focus. Interestingly, while the permeability of the medium has a significant effect, it is observed that it increases with permeability. This underscores the role of the medium’s nature in altering the thermophysical properties of nanofluids.

This paper presents a novel numerical study on nanofluids with randomly sized spherical nanoparticles flowing in a porous medium. It explores the impact of porous medium properties on nanofluid thermophysical characteristics, emphasizing the significance of permeability and pore size. The inclusion of random nanoparticle sizes adds practical relevance. Contrasting trends are observed, where thermal conductivity, density, and viscosity increase with particle volume fraction, while specific heat decreases. These findings offer valuable insights for engineering applications, providing a deeper understanding of nanofluid behavior in porous environments and guiding the design of efficient systems in various industrial contexts.

Research has found that stereotypes affect occupational choices, but there has been almost no research on how they specifically affect the choice of becoming an entrepreneur. This study bridges different fields of research by combining theories on entrepreneurial intent, self-esteem, and stereotypes. The author argues that in situations of insufficient information individuals assess prospective careers in commercial and social entrepreneurship by means of stereotypes, and the author is the first to explore the influence of commercial and social entrepreneurial stereotypes on an individual’s intention to start a commercial (for-profit) or social (not for-profit) venture. The author uses the framework outlined by the stereotype content model to disclose the existence of distinct stereotypes for commercial and social entrepreneurs exist and, thereafter, the author analyzes the influences of both entrepreneurial stereotypes on the specific startup intentions. The author test the hypotheses with unique survey data from a sample of German non-entrepreneurs which reveals that commercial entrepreneurs are seen as competent but cold, whereas social entrepreneurs are regarded as warm but incompetent. Using structural equation modeling and multi-group analysis, the data implies that higher levels of perceived warmth and competence of commercial entrepreneurs have a positive indirect effect on commercial startup intentions. No such effect was found for social startup intentions; however, the results indicate that a higher societal status of social entrepreneurs exerts a positive indirect impact on the intention to start a social business. The author discusses the practical implications of our approach and point out avenues for future research.

Several graphs, streamlines, isotherms and 3D plots are illustrated to enlighten the noteworthy fallouts of the investigation. Embedding flow factors for velocity, induced magnetic field and temperature have been determined using parametric analysis.

Ternary hybrid nanofluids has outstanding hydrothermal performance compared to classical mono nanofluids and hybrid nanofluids owing to the presence of triple tiny metallic particles. Ternary hybrid nanofluids are considered as most promising candidates in solar energy, heat exchangers, electronics cooling, automotive cooling, nuclear reactors, automobile, aerospace, biomedical devices, food processing etc. In this work, a ternary hybrid nanofluid flow that contains metallic nanoparticles over a wedge under the prevalence of solar radiating heat, induced magnetic field and the shape factor of nanoparticles is considered. A ternary hybrid nanofluid is synthesized by dispersing iron oxide (Fe3O4), silver (Ag) and magnesium oxide (MgO) nanoparticles in a water (H₂O) base fluid. By employing similarity transformations, we can convert the governing equations into ordinary differential equations and then solve numerically by using the Runge–Kutta–Fehlberg approach.

There is no fund for the research work.

This kind of study may be used to improve the performance of solar collectors, solar energy and solar cells.

This investigation unfolds the hydrothermal changes of radiative water-based Fe₃O₄-Ag-MgO-H₂O ternary hybrid nanofluidic transport past a static and moving wedge in the presence of solar radiating heating and induced magnetic fields. The shape factor of nanoparticles has been considered in this study.

The purpose of this paper is to address the emerging need to map knowledge and information with a novel classification, suitable to have a clear and integrated overview of the design method, models and techniques from both the sides of product and process. The proposed classification allows to understand main relevance of different design methods, models and techniques according their characteristic and also level in where company usually applied.

The authors decided to structure the research into three steps: from the analysis of background literature, in order to draw the main evidences for the development of a novel classification, to their application. First, the papers search related to collect the different methods used in literature. Second, paper characterization which aims to understand main traits and usefulness of design methods, models and tools. Third, the assessment of design methods, models and tools according proposed classification.

Each method, model or technique would be more useful according to the context in which is applied. Most of methods and modes can be continuously improving, considering different sub-classification or complement each other, striving to compensate to the extent possible for weakness in any one of the approaches.

The proposed classification did not deliver absolute results in every analyzed model or techniques, it delivered a wide range of possibilities in every sub-classification, thus the engineers get multiple options to choose depending on its main goal or the available resources.

The author’s proposal aims at filling a classification gap in the design method literature, which has to plausible in use. The different alternatives can be represented according to a scalable and hierarchical logic embedding also a more structured evaluation of the methods and tools in practice.

The focus of this chapter is upon workplace coaching, one of the deepest forms of communication where true understanding is formed between two people in rich dialogue.

Two domains of personal learning are presented: the inner theatre, which includes multi-source feedback, and the outer theatre, which includes action-learning projects (Callan & Latemore, 2008).

Two transformative learning strategies are considered in detail: the therapeutic metaphor (Atkinson, 1995) and the intensive journal (Progoff, 1992). Four case studies are then examined where clients engage in transformative change.

The chapter concludes with cautions for the professional coach and insists that coaching needs to be deeply respectful. Authentic coaches facilitate change with their clients, not to do things to them.