scholarly journals Evaluation of Corrosiveness of Alkoxymethylimidazolium Ionic Liquids

2015 ◽  
Author(s):  
T.J. Kaldonski ◽  
Cz. Pakowski
Keyword(s):  
Higher Education ◽  
Ionic Liquids ◽  
Literature Information ◽  
Research Project ◽  
Aisi 52100

In this article, the results of research works on the corrosiveness of selected ionic liquids (ILs – Ionic Liquids), based on imidazolium, are presented. The research was carried out within the framework of PBR/15-249/2007/WAT-OR00002904 Research Project financed by the Ministry of Science and Higher Education, during 2007-2011 [1]. Literature information about corrosiveness of ionic liquids to metal is very skimpy. During testing a numer of ionic liquids in terms of their implementation as lubricants for tribological nodes, it was necessary, first of all, to check their corrosiveness to metals. In this article the results of alkoxymethylimidazolium ionic liquids corrosiveness to ŁH15 steel (100Cr6, AISI 52100) and M1E copper will be presented.

Study on the Thermal Stability of Selected Ionic Liquids

2015 ◽  
Vol 220-221 ◽  
pp. 218-223
Author(s):  
Tomasz Jan Kaldonski ◽  
Stanislaw Cudzilo
Keyword(s):  
Higher Education ◽  
Thermal Stability ◽  
Ionic Liquids ◽  
High Temperature ◽  
Thermal Resistance ◽  
Chemical Structure ◽  
Research Project ◽  
High Thermal Resistance ◽  
Thermal Stability Of

Some results of tests of the thermal stability (and volatility) of selected ionic liquids pondered as lubricating substances in comparison with typical lubricating, mineral and synthetic oils, are presented in the article. The research was carried out within the framework of PBR/15–249/2007/WAT–OR00002904 Research Project Financed by the Ministry of Science and Higher Education, during 2007–2011 [1]. The obtained results confirmed high thermal resistance of ionic liquids. It makes it possible to use the liquids as high temperature lubricating substances. At the same time, it has been stated that the thermal resistance of ionic liquids depends on the composition and chemical structure of anion and cation.

IRON POROUS SLIDE BEARINGS IMPREGNATED WITH A SELECTED IONIC LIQUID

Tribologia ◽  
2018 ◽  
Vol 282 (6) ◽  
pp. 43-50
Author(s):  
Tomasz Jan KAŁDOŃSKI ◽  
Tadeusz KAŁDOŃSKI
Keyword(s):  
Higher Education ◽  
Ionic Liquid ◽  
Ionic Liquids ◽  
Iron Powder ◽  
Load Capacity ◽  
Patent Office ◽  
Patent Claim ◽  
Research Project ◽  
Copper Addition

This article presents some selected results of the research on the slide porous bearings, sintered from the iron powder Höganas NC.100.24, with 2.5% of copper addition by weight, impregnated with selected ionic liquids, through comprehensive and detailed research works [L. 1–6]. The research was carried out within the framework of PBR/15-249/2007/WAT-OR00002904 Research Project financed by the Ministry of Science and Higher Education, during 2007–2011 [L. 7]. Several times higher load capacities and durabilities were obtained in comparison with standard ø25/ø35×20 mm sleeves lubricated with previously used oils, including perfluoropolyether oils. To date, there were no bearings sintered from the iron powder and impregnated with ionic liquids. The durability and load capacity of such bearings are higher, and that is why it was decided to submit a proper patent claim to the Polish Patent Office [L. 8].

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

Progression of Skills and Competencies through University to Employment

1998 ◽  
Vol 12 (5) ◽  
pp. 290-296 ◽  
Author(s):  
John Hobrough ◽  
Rodney Bates
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Work Experience ◽  
Leadership Skills ◽  
Research Project ◽  
Graduate Employment ◽  
Self Sufficiency ◽  
Undergraduate Experience ◽  
The Uk ◽  
Business Sectors

This paper discusses findings of a research project comparing skills of business-related advanced GNVQ/GCE students in the UK, together with perceptions as to how skills develop through undergraduate experience into employment. Expectations of employers in small and medium-sized enterprises (SMEs) are also indicated. GNVQ students seem more aware of business needs than GCE students, and appear to have a greater awareness of teamworking. GCE students tend towards a recognition of leadership skills and improvement of self-sufficiency during higher education. Work experience is identified as the major need within higher education for SME employment across Europe and the acquisition of a foreign language is identified as a growing need for graduate employment, not only in Europe but also in certain UK business sectors.

scholarly journals Using an open digital space assessment on a course for new teachers in higher education

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Francesca Robinson
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
New Teachers ◽  
Initial Teacher Education ◽  
Related Topic ◽  
Research Project ◽  
Digital Space ◽  
Digital Skills ◽  
Assessment Survey ◽  
Survey Responses

An assignment was devised in an open online space to enable participants on a year-long initial teacher education course to deepen and share their knowledge on a teaching-related topic of interest, to develop their digital skills and to enable reflection on their experience of the task. After two cohorts had completed the assignment, a small research project was then carried out to explore participants’ experience of and attitudes towards this type of assessment. Survey responses suggest that, overall, participants found it to be a worthwhile activity that encouraged them to engage with the literature and reflect on their own and others’ practice. Participants also critiqued the task implementation and commented on how they would adapt it within their own teaching contexts to encourage fuller engagement with the tasks. Following feedback the assignment brief was fully revised for the following year.     

scholarly journals The Senses Framework: Understanding the Professional Development of Postgraduates Who Teach

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Amy Burge ◽  
Maria Grade Godinho ◽  
Miesbeth Knottenbelt ◽  
Daphne Loads
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Significant Contribution ◽  
Administrative Staff ◽  
Research Project ◽  
Senior Staff ◽  
Teaching Assessment ◽  
Research Outcomes ◽  
Gerontological Nursing ◽  
Part Time

The aim of this research project was to deepen our understanding of the professional development of postgraduates who teach (tutors). Using arts-based methods, we asked postgraduate tutors and senior staff how they saw tutors’ roles and development needs. Based on our research outcomes, we found that both postgraduate tutors and senior staff were concerned in their different ways about a lack of community, the administrative burden on tutors, the importance of enjoyment, how tutoring should be recognised and valued, and the question of training versus development. We make use of a framework borrowed from gerontological nursing for thinking about and addressing these issues in practice. Note: In this paper, ‘tutor’ refers to the part-time, adjunct, assistant, sessional or casual staff who make a significant contribution to small and large-group teaching, assessment and feedback in higher education. We are particularly concerned here with postgraduates who teach; ‘senior staff’ refers to a variety of colleagues who have some responsibility for supporting tutor development, including course organisers, senior tutors and administrative staff.

scholarly journals Co-creating real-world research skills

2020 ◽  
Vol 4 (1) ◽  
pp. 120-127
Author(s):  
Julie Prescott ◽  
Duncan Cross ◽  
Pippa Iliff
Keyword(s):  
Higher Education ◽  
Real World ◽  
Teaching And Learning ◽  
Setting Time ◽  
Research Project ◽  
Research Skills ◽  
Open Environment ◽  
Support Time ◽  
Shared Ownership

This case study considers a students-as-partners’ research project that aimed to develop technologically-driven tools to enhance teaching and learning in higher education. It focuses on how the project enabled student participants to gain real world research skills and experience. We present reflections from both a student and a staff perspective and propose START (Support, Time, Adapt, Risks, Trust) as an approach to engage students to gain real-world research skills. Support refers to providing support for skills gaps and learning in an applied setting. Time refers to providing time to settle into the project and develop confidence, including realistic timeframes and deadlines. Adapt refers to giving students the space to develop not only the required skills but also the tools to develop their own abilities and confidence through a supportive, flexible and open environment. Risks refers to taking risks for example in terms of roles, responsibilities and leadership. Trust refers to providing guidance and encouragement that will allow students to achieve on their own and take shared ownership.

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