Development of a 1-D Catalyzed Diesel Particulate Filter Model for Simulation of the Performance and the Oxidation of Particulate Matter and Nitrogen Oxides Using Passive Oxidation and Active Regeneration Engine Experimental Data

Back-pressure on a diesel engine equipped with an aftertreatment system is a function of the pressure drop across the individual components of the aftertreatment system, typically, a diesel oxidation catalyst (DOC), catalyzed particulate filter (CPF) and selective catalytic reduction (SCR) catalyst. Pressure drop across the CPF is a function of the mass flow rate and the temperature of the exhaust flowing through it as well as the mass of particulate matter (PM) retained in the substrate wall and the cake layer that forms on the substrate wall. Therefore, in order to control the back-pressure on the engine at low levels and to minimize the fuel consumption, it is important to control the PM mass retained in the CPF. Chemical reactions involving the oxidation of PM under passive oxidation and active regeneration conditions can be utilized with computer numerical models in the engine control unit (ECU) to control the pressure drop across the CPF. Hence, understanding and predicting the filtration and oxidation of PM in the CPF and the effect of these processes on the pressure drop across the CPF are necessary for developing control strategies for the aftertreatment system to reduce back-pressure on the engine and in turn fuel consumption particularly from active regeneration. Numerical modeling of CPF's has been proven to reduce development time and the cost of aftertreatment systems used in production as well as to facilitate understanding of the internal processes occurring during different operating conditions that the particulate filter is subjected to. A numerical model of the CPF was developed in this research work which was calibrated to data from passive oxidation and active regeneration experiments in order to determine the kinetic parameters for oxidation of PM and nitrogen oxides along with the model filtration parameters. The research results include the comparison between the model and the experimental data for pressure drop, PM mass retained, filtration efficiencies, CPF outlet gas temperatures and species (NO2) concentrations out of the CPF. Comparisons of PM oxidation reaction rates obtained from the model calibration to the data from the experiments for ULSD, 10 and 20% biodiesel-blended fuels are presented.

Conceptualisation de l’activité pédagogique en contexte d’apprentissage hybride et développement professionnel des enseignant(e)s universitaires

L’intégration des nouvelles technologies en enseignement supérieur ne devrait pas être vue comme un simple effet de mode, mais plutôt comme un cadre de réflexion sur les orientations nouvelles à donner à l’Université du 21ème siècle, en termes de culture institutionnelle, de ressources organisationnelles et d’opérationnalisation d’objectifs de recherche et d’enseignement (Duderstadt et al, 2002 ; Guri-Rosenblit, 2005). En effet, l’émergence d’une nouvelle tendance de formation post-secondaire, qu’est l’intégration des solutions virtuelles au présentiel, n’est pas sans incidences sur les pratiques enseignantes. Or, la littérature n’offre pas de modèles descriptifs satisfaisants permettant de mieux saisir la pertinence des liens entre l’enseignement en contexte d’apprentissage hybride et le développement professionnel des enseignants universitaires. Aussi avons-nous procédé par des observations participantes de deux cours en sciences de la gestion à HEC Montréal, dans les programmes de certificat de premier cycle ainsi que par des entretiens d’explicitation et d’autoconfrontation, pendant toute la session d’automne 2014, pour respectivement recueillir des données sur les pratiques réelles d’un maître d’enseignement, en sociologie du travail, et d’une chargée de cours, en gestion de projets. Notre analyse du corpus, par catégorisations conceptualisantes, a permis la production d’énoncés nomologiques rendant compte de la dynamique de relations entre ces deux phénomènes. Sur le plan scientifique, elle a apporté un éclairage nouveau sur les processus de construction identitaire professionnelle en pédagogie universitaire, en regard des mutations technologiques, socioculturelles et économiques que subissent l’Université, en général, et les pratiques enseignantes et étudiantes, en particulier. L’approche inductive utilisée a donc permis de définir la structure des interactions des deux phénomènes, selon la perspective des deux enseignants, et d’élaborer des modèles d’intervention enracinés dans leurs pratiques quotidiennes. Aussi sur le plan social, ces modèles sont-ils l’expression d’une grammaire de la pensée et de l’action, ancrée dans les valeurs des enseignants eux-mêmes. Nous avons pris en compte le paradigme de la tâche réelle, versus celui de la tâche prescrite, en termes de mise en œuvre concrète des processus pédagogiques, pour rendre les résultats de cette recherche signifiants pour la pratique. Les modèles, qui ont émergé de notre configuration de la pensée dialogique des participants, peuvent être intégrés à la formation des enseignants universitaires en contexte de bimodalisation de l’Université.

The Ultimate Secrecy: Feminist Readings of Masculine Trauma in Vietnam War Literature

It is a widely acknowledged and often unquestioned fact that patriarchy and its modes of behaviour and social organization favour the appearance of trauma on the weakest (and defenceless) members of society: women. In the last decades, trauma seems to have taken the baton of typically female maladies such as 19th c. hysteria or 20th c. madness. Feminists in the 20th c. have long worked to prove the connection between the latter affections (and their reflection in literary texts) and patriarchal oppression or expectations of feminine behaviour and accordance to roles and rules. With Trauma Studies on the rise, the approach to the idea of the untold as related to femininity is manifold: on the one hand, is not trauma, which precludes telling about one’s own experience and keeps it locked not only from the others, but also from ourselves, the ultimate secrecy? On the other hand, when analyzing works that reflect trauma, one is astounded by the high number of them with a female protagonist and an almost all-female cast: in this sense, a ‘feminist’ reading is almost compulsory, in the sense that it is usually the author’s assumption that patriarchal systems of exploitation and expectations favour traumatic events and their outcome (silence and secrets) on the powerless, usually women. Often, traumatic texts combine feminism with other analytical discourses (one of the topics proposed for this panel): Toni Morrison’s study of traumatic responses in The Bluest Eye and Beloved cannot be untangled from her critique of slavery; just as much of Chicana feminism and its representations of rape and abuse (two main agents of trauma) analyze the nexus of patriarchy, new forms of post-colonialism, and the dynamics of power and powerlessness in ethnic contexts. Within this tradition that establishes the secrecies of trauma as an almost exclusively feminine characteristic, one is however faced with texts which have traumatized males as protagonists: curiously enough, most of these characters have suffered trauma through a typically masculine experience: that of war and its aftermath. By analyzing novels dealing with war veterans from Vietnam or the Second World War, the astounding findings are the frequent mixture of masculine or even ‘macho’ values and the denial of any kind of ‘feminine’ characteristics, combined with a very strict set of rules of power and hierarchy that clearly establish who is empowered and who is powerless. It is our argument that this replication of patriarchal modes of domination, which place the lowest ranks of the army in a ‘feminine’ situation, blended with the compulsory ‘macho’ stance soldiers are forced to adopt as army men (as seen, for example, in Philip Caputo’s Indian Country, Larry Heinemann’s Paco’s Story or Ed Dodge’s DAU: A Novel of Vietnam) furthers the onset and seriousness of ulterior trauma. In this sense, we can also analyze this kind of writing from a ‘feminist’ point of view, since the dynamics of über-patriarchal power established at the front at war-time deny any display of elements traditionally viewed as ‘feminine’ (such as grief, guilt or emotions) in soldiers. If trauma is the result of a game of patriarchal empowerment, how can feminist works, not only theoretical, but also fictional, overthrow it? Are ‘feminine’ characteristics necessary to escape trauma, even in male victims? How can feminist readings of trauma enhance our understanding of its dynamics and help produce new modes of interaction that transcend power and gender division as the basis for the organization of society?

Conceptualisation de l’activité pédagogique en contexte d’apprentissage hybride et développement professionnel des enseignant(e)s universitaires

L’intégration des nouvelles technologies en enseignement supérieur ne devrait pas être vue comme un simple effet de mode, mais plutôt comme un cadre de réflexion sur les orientations nouvelles à donner à l’Université du 21ème siècle, en termes de culture institutionnelle, de ressources organisationnelles et d’opérationnalisation d’objectifs de recherche et d’enseignement (Duderstadt et al, 2002 ; Guri-Rosenblit, 2005). En effet, l’émergence d’une nouvelle tendance de formation post-secondaire, qu’est l’intégration des solutions virtuelles au présentiel, n’est pas sans incidences sur les pratiques enseignantes. Or, la littérature n’offre pas de modèles descriptifs satisfaisants permettant de mieux saisir la pertinence des liens entre l’enseignement en contexte d’apprentissage hybride et le développement professionnel des enseignants universitaires. Aussi avons-nous procédé par des observations participantes de deux cours en sciences de la gestion à HEC Montréal, dans les programmes de certificat de premier cycle ainsi que par des entretiens d’explicitation et d’autoconfrontation, pendant toute la session d’automne 2014, pour respectivement recueillir des données sur les pratiques réelles d’un maître d’enseignement, en sociologie du travail, et d’une chargée de cours, en gestion de projets. Notre analyse du corpus, par catégorisations conceptualisantes, a permis la production d’énoncés nomologiques rendant compte de la dynamique de relations entre ces deux phénomènes. Sur le plan scientifique, elle a apporté un éclairage nouveau sur les processus de construction identitaire professionnelle en pédagogie universitaire, en regard des mutations technologiques, socioculturelles et économiques que subissent l’Université, en général, et les pratiques enseignantes et étudiantes, en particulier. L’approche inductive utilisée a donc permis de définir la structure des interactions des deux phénomènes, selon la perspective des deux enseignants, et d’élaborer des modèles d’intervention enracinés dans leurs pratiques quotidiennes. Aussi sur le plan social, ces modèles sont-ils l’expression d’une grammaire de la pensée et de l’action, ancrée dans les valeurs des enseignants eux-mêmes. Nous avons pris en compte le paradigme de la tâche réelle, versus celui de la tâche prescrite, en termes de mise en œuvre concrète des processus pédagogiques, pour rendre les résultats de cette recherche signifiants pour la pratique. Les modèles, qui ont émergé de notre configuration de la pensée dialogique des participants, peuvent être intégrés à la formation des enseignants universitaires en contexte de bimodalisation de l’Université.

Performance of concrete incorporating amorphous silica residue and biomass fly ash

L'industrie du ciment est l'une des principales sources d'émission de dioxyde de carbone. L'industrie mondiale du ciment contribue à environ 7% des émissions de gaz à effet de serre dans l'atmosphère. Afin d'aborder les effets environnementaux associés à la fabrication de ciment exploitant en permanence les ressources naturelles, il est nécessaire de développer des liants alternatifs pour fabriquer du béton durable. Ainsi, de nombreux sous-produits industriels ont été utilisés pour remplacer partiellement le ciment dans le béton afin de générer plus d'économie et de durabilité. La performance d'un additif de ciment est dans la cinétique d'hydratation et de la synergie entre les additions et de ciment Portland. Dans ce projet, deux sous-produits industriels sont étudiés comme des matériaux cimentaires alternatifs: le résidu de silice amorphe (RSA) et les cendres des boues de désencrage. Le RSA est un sous-produit de la production de magnésium provenant de l'Alliance Magnésium des villes d'Asbestos et Thedford Mines, et les cendres des boues de désencrage est un sous-produit de la combustion des boues de désencrage, l'écorce et les résidus de bois dans le système à lit fluidisé de l'usine de Brompton située près de Sherbrooke, Québec, Canada. Récemment, les cendres des boues de désencrage ont été utilisées comme des matériaux cimentaires alternatifs. L'utilisation de ces cendres comme matériau cimentaire dans la fabrication du béton conduit à réduire la qualité des bétons. Ces problèmes sont causés par des produits d'hydratation perturbateurs des cendres volantes de la biomasse quand ces cendres sont partiellement mélangées avec du ciment dans la fabrication du béton. Le processus de pré-mouillage de la cendre de boue de désencrage avant la fabrication du béton réduit les produits d'hydratation perturbateurs et par conséquent les propriétés mécaniques du béton sont améliorées. Les approches pour étudier la cendre de boue de désencrage dans ce projet sont : 1) caractérisation de cette cendre volante régulière et pré-humidifiée, 2) l'étude de la performance du mortier et du béton incorporant cette cendre volante régulière et pré-humidifiée. Le RSA est un nouveau sous-produit industriel. La haute teneur en silice amorphe en RSA est un excellent potentiel en tant que matériau cimentaire dans le béton. Dans ce projet, l'évaluation des RSA comme matériaux cimentaires alternatifs compose trois étapes. Tout d'abord, la caractérisation par la détermination des propriétés minéralogiques, physiques et chimiques des RSA, ensuite, l'optimisation du taux de remplacement du ciment par le RSA dans le mortier, et enfin l'évaluation du RSA en remplacement partiel du ciment dans différents types de béton dans le système binaire et ternaire. Cette étude a révélé que le béton de haute performance (BHP) incorporant le RSA a montré des propriétés mécaniques et la durabilité, similaire du contrôle. Le RSA a amélioré les propriétés des mécaniques et la durabilité du béton ordinaire (BO). Le béton autoplaçant (BAP) incorporant le RSA est stable, homogène et a montré de bonnes propriétés mécaniques et la durabilité. Le RSA avait une bonne synergie en combinaison de liant ternaire avec d'autres matériaux cimentaires supplémentaires. Cette étude a montré que le RSA peut être utilisé comme nouveaux matériaux cimentaires dans le béton.

Computer and laboratory simulation in the teaching of neonatal nursing: innovation and impact on learning

Objectives: to evaluate the cognitive learning of nursing students in neonatal clinical evaluation from a blended course with the use of computer and laboratory simulation; to compare the cognitive learning of students in a control and experimental group testing the laboratory simulation; and to assess the extracurricular blended course offered on the clinical assessment of preterm infants, according to the students. Method: a quasi-experimental study with 14 Portuguese students, containing pretest, midterm test and post-test. The technologies offered in the course were serious game e-Baby, instructional software of semiology and semiotechnique, and laboratory simulation. Data collection tools developed for this study were used for the course evaluation and characterization of the students. Nonparametric statistics were used: Mann-Whitney and Wilcoxon. Results: the use of validated digital technologies and laboratory simulation demonstrated a statistically significant difference (p = 0.001) in the learning of the participants. The course was evaluated as very satisfactory for them. The laboratory simulation alone did not represent a significant difference in the learning. Conclusions: the cognitive learning of participants increased significantly. The use of technology can be partly responsible for the course success, showing it to be an important teaching tool for innovation and motivation of learning in healthcare.

Synthetic polymers blend used in the production of high activated carbon for pesticides removals from liquid phase

For the activated carbon (AC) production, we used the most common industrial and consumer solid waste, namely polyethyleneterephthalate (PET), alone or blended with other synthetic polymer such polyacrylonitrile (PAN). By mixing PET, with PAN, an improvement in the yield of the AC production was found and the basic character and some textural and chemical properties were enhanced. The PET–PAN mixture was subjected to carbonisation, with a pyrolysis yield of 31.9%, between that obtained with PET (16.9%) or PAN (42.6%) separately. The AC revealed a high surface area (1400, 1230 and 1117 m2 g−1) and pore volume (0.46, 0.56 and 0.50 cm3 g−1), respectively, for PET, PAN and PET–PAN precursors. Selected ACs were successfully tested for 4- chloro-2-methylphenoxyacetic acid (MCPA) and diuron removal from the liquid phase, showing a higher adsorption capacity (1.7 and 1.2 mmol g−1, respectively, for MCPA and diuron) and good fits with the Langmuir (PET) and Freundlich equation (PAN and PET–PAN blend). With MCPA, the controlling factor to the adsorption capacity was the porous volume and the average pore size. Concerning diuron, the adsorption was controlled essentially by the external diffusion. A remarkable result is the use of different synthetic polymers wastes, as precursors for the production of carbon materials, with high potential application on the pesticides removals from the liquid phase.

Activated Carbons Produced from Mixtures of Synthetic Polymers by Physical and Chemical Activation: Application on MCPA Removal

The production of AC was achieved using the most common industrial and consumer solid waste, namely PET, alone or blended with other synthetic polymer such PAN. The PET-PAN mixture (1:1 W/W %) was subjected to carbonization, with a pyrolysis yield off 31.9%, between that obtained with PET (16.9%) or PAN (42.6%) separately. By mixing PET, as a raw material, with PAN (different ratio), an improvement in the final yield of the AC production, for the same activation time, with CO2, was found.

Activated Carbons Produced from Mixtures of Synthetic Polymers by Physical and Chemical Activation: Application on MCPA Removal

The production of AC was achieved using the most common industrial and consumer solid waste, namely PET, alone or blended with other synthetic polymer such PAN. The PET-PAN mixture (1:1 W/W %) was subjected to carbonization, with a pyrolysis yield off 31.9%, between that obtained with PET (16.9%) or PAN (42.6%) separately. By mixing PET, as a raw material, with PAN (different ratio), an improvement in the final yield of the AC production, for the same activation time, with CO2, was found.

Production of activated carbons from single and mixtures of synthetic polymers

The production of activated carbons (ACs) involves two main steps: the carbonization of the carbonaceous of raw materials at temperatures below 1073 K in the absence of oxygen and the activation had realized at the temperature up to 1173 but the most useful temperature at 1073 K. In our study we used the most common industrial and consumer solid waste, namely PET, alone or blended with other synthetic polymer PAN. By mixing the two polymers in different ratios, an improvement of the yield of the AC production was found and some textural properties were enhanced by comparison with the AC prepared using each polymer separately. When all the samples were exposed through the carbonization process with a pyrolysis the mixture of PAN-PET (1:1w/w) yield around 31.9%, between that obtained with PET (16.9%) or PAN (42.6%) separately. The combine activation, with CO2 at 1073 K, allow ACs with a lower burn-off degree isothermally, when compared with those attained with PET or PAN alone, but with similarly chemicals or textural properties. The resultant ACs are microporous in their nature, as the activation time increase, the PET-PAN mixture AC are characterized by a better developed porous structure, when associated with the AC prepared from PAN. The AC prepared from PET-PAN mixture are characterized by basic surface characteristics, with a pHpzc around 10.5, which is an important characteristic for future applications on acidic pollutants removals from liquid or gaseous phase. In this study we had used the FTIR methods to determine the main functional groups in the surface of the activated carbons. The adsorbents prepared from PAN fibres presents an IR spectrum with similar characteristics to those obtained with PET wastes, but with fewer peaks and bands with less intensity, in particular for the PAN-8240 sample. This can be reflected by the stretching and deformation modes of NH bond in the range 3100 – 3300 cm-1 and 1520 – 1650 cm-1, respectively. Also, stretching mode associated to C–N, C=N, can contributed to the profile of IR spectrum around 1170 cm-1, 1585 – 1770 cm-1. And the TGA methods was used to study the loses of the precursors mass according to the excessive of the temperature. The results showed that, there were different decreasing of the mass of each precursors. PAN degradation started at almost 573 K and at 1073 K, PAN preserve more than 40% of the initial mass. PET degradation started at 650 K, but at 1073 K, it has lost 80% of the initial mass. However, the mixture of PET-PAN (1:1w/w) showed a thermogravimetric profile between the two polymers tested individually, with a final mass slightly less than 30%. From a chemical point of view, the carbonisation of PET mainly occurs in one step between 650 and 775 K.

Laying the path to consumer-level immersive simulation environment

Since the end of the long winter of virtual reality (VR) at the beginning of the 2010 decade, many improvements have been made in terms of hardware technologies and software platforms performances and costs. Many expect such trend will continue, pushing the penetration rate of virtual reality headsets to skyrocket at some point in the future, just as mobile platforms did before. In the meantime, virtual reality is slowly transitioning from a specialized laboratory-only technology, to a consumer electronics appliance, opening interesting opportunities and challenges. In this transition, two interesting research questions amount to how 2D-based content and applications may benefit (or be hurt) by the adoption of 3D-based immersive environments and to how to proficiently support such integration. Acknowledging the relevance of the former, we here consider the latter question, focusing our attention on the diversified family of PC-based simulation tools and platforms. VR-based visualization is, in fact, widely understood and appreciated in the simulation arena, but mainly confined to high performance computing laboratories. Our contribution here aims at characterizing the simulation tools which could benefit from immersive interfaces, along with a general framework and a preliminary implementation which may be put to good use to support their transition from uniquely 2D to blended 2D/3D environments.

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

Best-practice model for technology enhanced learning in the creative arts

This paper presents a best-practice model for the redesign of virtual learning environments (VLEs) within creative arts to augment blended learning. In considering a blended learning best-practice model, three factors should be considered: the conscious and active human intervention, good learning design and pedagogical input, and the sensitive handling of the process by trained professionals. This study is based on a comprehensive VLE content analysis conducted across two academic schools within the creative arts at one Post-92 higher education (HE) institution. It was found that four main barriers affect the use of the VLE within creative arts: lack of flexibility in relation to navigation and interface, time in developing resources, competency level of tutors (confidence in developing online resources balanced against other flexible open resources) and factors affecting the engagement of ‘digital residents’. The experimental approach adopted in this study involved a partnership between the learning technology advisor and academic staff, which resulted in a VLE best-practice model that focused directly on improving aesthetics and navigation. The approach adopted in this study allowed a purposive sample of academic staff to engage as participants, stepping back cognitively from their routine practices in relation to their use of the VLE and questioning approaches to how they embed the VLE to support teaching and learning. The model presented in this paper identified a potential solution to overcome the challenges of integrating the VLE within creative arts. The findings of this study demonstrate positive impact on staff and student experience and provide a sustainable model of good practice for the redesign of the VLE within creative disciplines.

Fostering postgraduate student engagement: online resources supporting self-directed learning in a diverse cohort

The research question for this study was: ‘Can the provision of online resources help to engage and motivate students to become self-directed learners?’ This study presents the results of an action research project to answer this question for a postgraduate module at a research-intensive university in the United Kingdom. The analysis of results from the study was conducted dividing the students according to their programme degree – Masters or PhD – and according to their language skills. The study indicated that the online resources embedded in the module were consistently used, and that the measures put in place to support self-directed learning (SDL) were both perceived and valued by the students, irrespective of their programme or native language. Nevertheless, a difference was observed in how students viewed SDL: doctoral students seemed to prefer the approach and were more receptive to it than students pursuing their Masters degree. Some students reported that the SDL activity helped them to achieve more independence than did traditional approaches to teaching. Students who engaged with the online resources were rewarded with higher marks and claimed that they were all the more motivated within the module. Despite the different learning experiences of the diverse cohort, the study found that the blended nature of the course and its resources in support of SDL created a learning environment which positively affected student learning.

Innovative electrospun nanofibers for improving delamination resistance and damping of CFRP laminates

Carbon Fiber Reinforced Polymers (CFRPs) are well renowned for their excellent mechanical properties, superior strength-to-weight characteristics, low thermal expansion coefficient, and fatigue resistance over any conventional polymer or metal. Due to the high stiffness of carbon fibers and thermosetting matrix, CFRP laminates may display some drawbacks, limiting their use in specific applications. Indeed, the overall laminate stiffness may lead to structural problems arising from their laminar structure, which makes them susceptible to structural failure by delamination. Moreover, such stiffness given by the constituents makes them poor at damping vibration, making the component more sensitive to noise and leading, at times, to delamination triggering. Nanofibrous mat interleaving is a smart way to increase the interlaminar fracture toughness: the use of thermoplastic polymers, such as poly(ε- caprolactone) (PCL) and polyamides (Nylons), as nonwovens are common and well established. Here, in this PhD thesis, a new method for the production of rubber-rich nanofibrous mats is presented. The use of rubbery nanofibers blended with PCL, widely reported in the literature, was used as matrix tougheners, processing DCB test results by evaluating Acoustic Emissions (AE). Moreover, water-soluble electrospun polyethylene oxide (PEO) nanofibers were proposed as an innovative method for reinforcing layers and hindering delamination in epoxy-based CFRP laminates. A nano-modified CFRP was then aged in water for 1 month and its delamination behaviour compared with the ones of the commercial laminate. A comprehensive study on the use of nanofibers with high rubber content, blended with a crystalline counterpart, as enhancers of the interlaminar properties were then investigated. Finally, PEO, PCL, and Nylon 66 nanofibers, plain or reinforced with Graphene (G), were integrated into epoxy-matrix CFRP to evaluate the effect of polymers and polymers + G on the laminate mechanical properties.