The control of alkali silica reaction using blended cements

It has been previously established that alkali silica reaction (ASR) in concrete may be controlled by blending Portland cement with suitable hydraulic or pozzolanic materials. The controlling mechanism has been attributed to the dilution of the cement's alkali content and reduced mobility of ions in concrete's pore solution. In this project an attempt has been made to identify the factors which influence the relative importance of each mechanism in the overall suppression of the reaction by the use of blended cements. The relationship between the pore solution alkalinity and ASR was explored by the use of expansive mortar bars submerged in alkaline solutions of varying concentration. This technique enabled the blended cement's control over expansion to be assessed at given `pore solution' alkali concentrations. It was established that the cement blend, the concentration and quantity of alkali present in the pore solution were the factors which determined the rate and extent of ASR. The release of alkalis into solution by Portland cements of various alkali content was studied by analysis of pore solution samples expressed from mature specimens. The specification for avoiding ASR by alkali limitation, both by alkali content of cement and the total quantity of alkali were considered. The effect on the pore solution alkalinity when a range of Portland cements were blended with various replacement materials was measured. It was found that the relationship between the type of replacement material, its alkali content and that of the cement were the factors which primarily determined the extent of the pore solution alkali dilution effect. It was confirmed that salts of alkali metals of the kinds found as common concrete contaminants were able to increase the pore solution hydroxyl ion concentration significantly. The increase was limited by the finite anion complexing ability of the cement.

The chemistry of British bituminous coals : an assessment of phase transfer catalysed reactions in the determination of coal structure

Three British bituminous coals, (Gedling, Cresswell, and Cortonwood Silkstone) were selected for study. Procedures were developed, using phase transfer catalysts (PTC's), to degrade the solvent insoluble fractions of the coals. PTC's are of interest because they have the potential to bring about selective high conversion reactions, under mild conditions, (often in the past, severe reaction conditions have had to be used to degrade the coals, this in turn resulted in the loss of much of the structural information). We have applied a variety of physical and chemical techniques to maximise the amount of structural information, these include, elemental analysis, 1H-NMR, 13C-CPMAS-NMR, GPC, GC-MS, FTIR spectroscopy, DRIFT spectroscopy, and gas adsorption measurements. The main conclusions from the work are listed below:- ( 1 ) PTC O-methylation; This reaction removes hydrogen bonds within the coal matrix by 'capping' the phenolic groups. It was found that the polymer-like matrix could be made more flexible, but not significantly more soluble, by O-methylation. I.E. the trapped or 'mobile' phase of the coals could be removed at a faster rate after this reaction had been carried out. ( 2 ) PTC Reductive and Acidic Ether Cleavage; The three coals were found to contain insignificant amounts of dialkyl and alkyl aryl ethers. The number of diaryl ethers could not be estimated, by reductive ether cleavage, (even though a high proportion of all three coals was solublised). The majority of the ethers present in the coals were inert to both cleavage methods, and are therefore assumed to be heterocyclic ethers. ( 3 ) Trif!uoroperacetic Acid Oxidation; This oxidant was used to study the aliphatic portions of the polymer-like macromolecular matrix of the coals. Normally this reagent will only solublise low rank coals, we however have developed a method whereby trifluoroperacetic acid can be used to degrade high rank bituminous coals. ( 4 ) PTC/Permanganate Oxidation; This reagent has been found to be much more selective than the traditional alkaline permanganate oxidation, with a lot more structural information being retained within the various fractions. This degradative method therefore has the potential of yielding new information about the molecular structure of coals.

The Hydration chemistry of blended portland blastfurnace slag cements for radiactive waste encapsulation

Blended Portland-blastfumace slag cements provide a suitable matrix for the encapsulation of low and intermediate level waste due to their inherantly low connective porosity and provide a highly alkaline and strongly reduced chemical environment. The hydration mechanism of these materials is complex and involves several competing chemical reactions. This thesis investigates three main areas: 1) The developing chemical shrinkage of the system shows that the underlying kinetics are dominantly linear and estimates of the activation energy of the slag made by this method and by conduction calorimetry show it to be c.53 kJ/mol. 2) Examination of the soUd phase reveals that caldum hydroxide is initially precipitated and subsequently consumed during hydration. The absolute rate of slag hydration is investigated by chemical and thermal methods and an estimation of the average silicate chain length (3 silicate units) by NMR is presented. 3) The developing pore solution chemistry shows that the system becomes rapidly alkaline (pH 13 - 13.5) and subsequently strongly reduced. Ion chromatography shows the presence of reduced sulphur species which are associated with the onset of reducing conditions. In the above studies, close control of the hydration temperature was maintained and the operation of a temperature controlled pore fluid extration press is reported.

An investigation of the fluorescence of Britishs bituminous coals:an analysis of fluorescent spectra of coal macerals

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Designing and implementing a blended learning approach to executive SCM education:a case study from Ireland

The National Institute for Transport and Logistics (NITL) is Ireland’s centre of excellence for supply chain management (SCM). As part of its mission to promote the development of supply chain expertise in Irish business, it designs and delivers executive modular learning programmes. In 2004, as part of a drive to create more flexible learning opportunities for course participants, NITL designed and implemented an eLearning programme, which involved converting traditionally tutored modules to online modules. This paper describes the rationale behind this initiative and the significance of technology as an enabling tool for executive education, as well as detailing the design and implementation processes for the pilot module. The paper concludes with a critique of the expected and actual benefits realised, as well as future development considerations.

CO2 absorption into aqueous amine blended solutions containing monoethanolamine (MEA), N,N-dimethylethanolamine (DMEA), N,N-diethylethanolamine (DEEA) and 2-amino-2-methyl-1-propanol (AMP) for post-combustion capture processes

Presently monoethanolamine (MEA) remains the industrial standard solvent for CO2 capture processes. Operating issues relating to corrosion and degradation of MEA at high temperatures and concentrations, and in the presence of oxygen, in a traditional PCC process, have introduced the requisite for higher quality and costly stainless steels in the construction of capture equipment and the use of oxygen scavengers and corrosion inhibitors. While capture processes employing MEA have improved significantly in recent times there is a continued attraction towards alternative solvents systems which offer even more improvements. This movement includes aqueous amine blends which are gaining momentum as new generation solvents for CO2 capture processes. Given the exhaustive array of amines available to date endless opportunities exist to tune and tailor a solvent to deliver specific performance and physical properties in line with a desired capture process. The current work is focussed on the rationalisation of CO2 absorption behaviour in a series of aqueous amine blends incorporating monoethanolamine, N,N-dimethylethanolamine (DMEA), N,N-diethylethanolamine (DEEA) and 2-amino-2-methyl-1-propanol (AMP) as solvent components. Mass transfer/kinetic measurements have been performed using a wetted wall column (WWC) contactor at 40°C for a series of blends in which the blend properties including amine concentration, blend ratio, and CO2 loadings from 0.0-0.4 (moles CO2/total moles amine) were systematically varied and assessed. Equilibrium CO2 solubility in each of the blends has been estimated using a software tool developed in Matlab for the prediction of vapour liquid equilibrium using a combination of the known chemical equilibrium reactions and constants for the individual amine components which have been combined into a blend.From the CO2 mass transfer data the largest absorption rates were observed in blends containing 3M MEA/3M Am2 while the selection of the Am2 component had only a marginal impact on mass transfer rates. Overall, CO2 mass transfer in the fastest blends containing 3M MEA/3M Am2 was found to be only slightly lower than a 5M MEA solution at similar temperatures and CO2 loadings. In terms of equilibrium behaviour a slight decrease in the absorption capacity (moles CO2/mole amine) with increasing Am2 concentration in the blends with MEA was observed while cyclic capacity followed the opposite trend. Significant increases in cyclic capacity (26-111%) were observed in all blends when compared to MEA solutions at similar temperatures and total amine concentrations. In view of the reasonable compromise between CO2 absorption rate and capacity a blend containing 3M MEA and 3M AMP as blend components would represent a reasonable alternative in replacement of 5M MEA as a standalone solvent.

“Half Bricks and Half Clicks”: Is Blended Onsite and Online Teaching and Learning the Best of Both Worlds?

Blended learning, or combined onsite and online learning, is increasingly popular in higher education. This literature review investigated its effectiveness compared to traditional teaching and learning, concluding that with retention and achievement, blended learning is similar or slightly better; with interaction and satisfaction, blended teaching and learning are more effective.

National, inter-institutional, graduate modules – blended learning approaches for PhD education in Ireland

This paper is a case study that describes the design and delivery of national PhD lectures with 40 PhD candidates in Digital Arts and Humanities in Ireland simultaneously to four remote locations, in Trinity College Dublin, in University College Cork, in NUI Maynooth and NUI Galway. Blended learning approaches were utilized to augment traditional teaching practices combining: face-to-face engagement, video-conferencing to multiple sites, social media lecture delivery support – a live blog and micro blogging, shared, open student web presence online. Techniques for creating an effective, active learning environment were discerned via a range of learning options offered to students through student surveys after semester one. Students rejected the traditional lecture format, even through the novel delivery method via video link to a number of national academic institutions was employed. Students also rejected the use of a moderated forum as a means of creating engagement across the various institutions involved. Students preferred a mix of approaches for this online national engagement. The paper discusses successful methods used to promote interactive teaching and learning. These included Peer to peer learning, Workshop style delivery, Social media. The lecture became a national, synchronous workshop. The paper describes how allowing students to have a voice in the virtual classroom they become animated and engaged in an open culture of shared experience and scholarship, create networks beyond their institutions, and across disciplinary boundaries. We offer an analysis of our experiences to assist other educators in their course design, with a particular emphasis on social media engagement.

Electrochemical Investigations into Blended Electrolytes Containing Ionic Liquids and a Glyme Solvent for Li-O­2 batteries

The Li-O2 battery may theoretically possess practical gravimetric energy densities several times greater than the current state-of-the-art Li-ion batteries.1 This magnitude of development is a requisite for true realization of electric vehicles capable of competing with the traditional combustion engine. However, significant challenges must be addressed before practical application may be considered. These include low efficiencies, low rate capabilities and the parasitic decomposition reactions of electrolyte/electrode materials resulting in very poor rechargeability.2-4 Ionic liquids, ILs, typically display several properties, extremely low vapor pressure and high electrochemical and thermal stability, which make them particularly interesting for Li-O2 battery electrolytes. However, the typically sluggish transport properties generally inhibit rate performance and cells suffer similar inefficiencies during cycling.5,6

In addition to the design of new ILs with tailored properties, formulating blended electrolytes using molecular solvents with ILs has been considered to improve their performance.7,8 In this work, we will discuss the physical properties vs. the electrochemical performance of a range of formulated electrolytes based on tetraglyme, a benchmark Li-O2 battery electrolyte solvent, and several ILs. The selected ILs are based on the bis{(trifluoromethyl)sulfonyl}imide anion and alkyl/ether functionalized cyclic alkylammonium cations, which exhibit very good stability and moderate viscosity.9 O2 electrochemistry will be investigated in these media using macro and microdisk voltammetry and O2 solubility/diffusivity is quantified as a function of the electrolyte formulation. Furthermore, galvanostatic cycling of selected electrolytes in Li-O2 cells will be discussed to probe their practical electrochemical performance. Finally, the physical characterization of the blended electrolytes will be reported in parallel to further determine structure (or formulation) vs. property relationships and to, therefore, assess the importance of certain electrolyte properties (viscosity, O2supply capability, donor number) on their performance.

This work was funded by the EPSRC (EP/L505262/1) and Innovate UK for the Practical Lithium-Air Batteries project (project number: 101577).

1. P. G. Bruce, S. A. Freunberger, L. J. Hardwick and J.-M. Tarascon, Nat. Mater., 11, 19 (2012).

2. S. A. Freunberger, Y. Chen, N. E. Drewett, L. J. Hardwick, F. Barde and P. G. Bruce, Angew. Chem., Int. Ed., 50, 8609 (2011).

3. B. D. McCloskey, A. Speidel, R. Scheffler, D. C. Miller, V. Viswanathan, J. S. Hummelshøj, J. K. Nørskov and A. C. Luntz, J. Phys. Chem. Lett., 3, 997 (2012).

4. D. G. Kwabi, T. P. Batcho, C. V. Amanchukwu, N. Ortiz-Vitoriano, P. Hammond, C. V. Thompson and Y. Shao-Horn, J. Phys. Chem. Lett., 5, 2850 (2014).

5. Z. H. Cui, W. G. Fan and X. X. Guo, J. Power Sources, 235, 251 (2013).

6. F. Soavi, S. Monaco and M. Mastragostino, J. Power Sources, 224, 115 (2013).

7. L. Cecchetto, M. Salomon, B. Scrosati and F. Croce, J. Power Sources, 213, 233 (2012).

8. A. Khan and C. Zhao, Electrochem. Commun., 49, 1 (2014).

9. Z. J. Chen, T. Xue and J.-M. Lee, RSC Adv., 2, 10564 (2012).

Designing and Developing Digital and Blended Learning Solutions

The continuous advancement in computing, together with the decline in its cost, has resulted in technology becoming ubiquitous (Arbaugh, 2008, Gros, 2007). Technology is growing and is part of our lives in almost every respect, including the way we learn. Technology helps to collapse time and space in learning. For example, technology allows learners to engage with their instructors synchronously, in real time and also asynchronously, by enabling sessions to be recorded. Space and distance is no longer an issue provided there is adequate bandwidth, which determines the most appropriate format such text, audio or video. Technology has revolutionised the way learners learn; courses are designed; and ‘lessons’ are delivered, and continues to do so. The learning process can be made vastly more efficient as learners have knowledge at their fingertips, and unfamiliar concepts can be easily searched and an explanation found in seconds. Technology has also enabled learning to be more flexible, as learners can learn anywhere; at any time; and using different formats, e.g. text or audio. From the perspective of the instructors and L&D providers, technology offers these same advantages, plus easy scalability. Administratively, preparatory work can be undertaken more quickly even whilst student numbers grow. Learners from far and new locations can be easily accommodated. In addition, many technologies can be easily scaled to accommodate new functionality and/ or other new technologies. ‘Designing and Developing Digital and Blended Learning Solutions’ (5DBS), has been developed to recognise the growing importance of technology in L&D. This unit contains four learning outcomes and two assessment criteria, which is the same for all other units, besides Learning Outcome 3 which has three assessment criteria. The four learning outcomes in this unit are: • Learning Outcome 1: Understand current digital technologies and their contribution to learning and development solutions; • Learning Outcome 2: Be able to design blended learning solutions that make appropriate use of new technologies alongside more traditional approaches; • Learning Outcome 3: Know about the processes involved in designing and developing digital learning content efficiently and what makes for engaging and effective digital learning content; • Learning Outcome 4: Understand the issues involved in the successful implementation of digital and blended learning solutions. Each learning outcome is an individual chapter and each assessment unit is allocated its own sections within the respective chapters. This first chapter addresses the first learning outcome, which has two assessment criteria: summarise the range of currently available learning technologies; critically assess a learning requirement to determine the contribution that could be made through the use of learning technologies. The introduction to chapter one is in Section 1.0. Chapter 2 discusses the design of blended learning solutions in consideration of how digital learning technologies may support face-to-face and online delivery. Three learning theory sets: behaviourism; cognitivism; constructivism, are introduced, and the implication of each set of theory on instructional design for blended learning discussed. Chapter 3 centres on how relevant digital learning content may be created. This chapter includes a review of the key roles, tools and processes that are involved in developing digital learning content. Finally, Chapter 4 concerns delivery and implementation of digital and blended learning solutions. This chapter surveys the key formats and models used to inform the configuration of virtual learning environment software platforms. In addition, various software technologies which may be important in creating a VLE ecosystem that helps to enhance the learning experience, are outlined. We introduce the notion of personal learning environment (PLE), which has emerged from the democratisation of learning. We also review the roles, tools, standards and processes that L&D practitioners need to consider within a delivery and implementation of digital and blended learning solution.

Designing and Developing Digital and Blended Learning Solutions

Chapter 6 concerns ‘Designing and developing digital and blended learning solutions’, however, despite its title, it is not aimed at developing L&D professionals to be technologists (in so much as how Chapter 3 is not aimed at developing L&D professionals to be accounting and financial experts). Chapter 6 is about developing L&D professionals to be technology savvy. In doing so, I adopt a culinary analogy in presenting this chapter, where the most important factors in creating a dish (e.g. blended learning), are the ingredients and the flavour each of it brings. The chapter first explores the typical technologies and technology products that are available for learning and development i.e. the ingredients. I then introduce the data Format, Interactivity/ Immersion, Timing, Content (creation and curation), Connectivity and Administration (FITCCA) framework, that helps L&D professionals to look beyond the labels of technologies in identifying what the technology offers, its functions and features, which is analogous to the ‘flavours’ of the ingredients. The next section discusses some multimedia principles that are important for L&D professionals to consider in designing and developing digital learning solutions. Finally, whilst there are innumerable permutations of blended learning, this section focuses on the typical emphasis in blended learning and how technology may support such blends.

Strategic Management Simulation as a Blended Learning Dimension: Campus Based Students’ Perspectives

Although business simulations are widely used in management education, there is no consensus about how to optimise their application. Our research explores the use of business simulations as a dimension of a blended learning pedagogic approach for undergraduate business education. Accepting that few best-practice prescriptive models for the design and implementation of simulations in this context have been presented, and that there is little empirical evidence for the claims made by proponents of such models, we address the lacuna by considering business student perspectives on the use of simulations. We then intersect available data with espoused positive outcomes made by the authors of a prescriptive model. We find the model to be essentially robust and offer evidence to support this position. In so doing we provide one of the few empirically based studies to support claims made by proponents of simulations in business education. The research should prove valuable for those with an academic interest in the use of simulations, either as a blended learning dimension or as a stand-alone business education activity. Further, the findings contribute to the academic debate surrounding the use and efficacy of simulation-based training [SBT] within business and management education.

An exploratory study of orthoptic student satisfaction in a blended learning environment

Purpose: To describe orthoptic student satisfaction in a blended learning environment. Methods: Blended learning and teaching approaches that include a mix of sessions with elearning are being used since 2011/2012 involving final year (4th year) students from an orthoptic program. This approach is used in the module of research in orthoptics during the 1 semester. Students experienced different teaching approaches, which include seminars, tutorial group discussions and e-learning activities using the moodle platform. The Constructivist OnLine Learning Environment Survey (COLLES ) was applied at the end of the semester with 24 questions grouped in 6 dimensions with 4 items each: Relevance to professional practice, Reflection, Interactivity, Tutor support, Peer support and Interpretation. A 5-point Likert scale was used to score each individual item of the questionnaire (1 - almost never to 5 – almost always). The sum of items in each dimension ranged between 4 (negative perception) and 20 (positive perception). Results: Twenty-four students replied to the questionnaire. Positive points were related with Relevance (16.13±2.63), Reflection (16.46±2.45), Tutor support (16.29±2.10) and Interpretation (15.38±2.16). The majority of the students (n=18; 75%) think that the on-line learning is relevant to students’ professional practice. Critical reflections about learning contents were frequent (n=19; 79.17%). The tutor was able to stimulate critical thinking (n=21; 87.50%), encouraged students to participate (n=18; 75%) and understood well the student’s contributions (n=15; 62.50%). Less positive points were related with Interactivity (14.13±2.77) and Peer support (13.29±2.60). Response from the colleagues to ideas (n=11; 45.83%) and valorization of individual contributions (n=10; 41.67%) scored lower than other items. Conclusions: The flow back and forth between face-to-face and online learning situations helps the students to make critical reflections. The majority of the students are satisfied with a blended e-learning system environment. However, more work needs to be done to improve interactivity and peer support.