Today, there is much demand for stabilised foam globally. The primary concern for surfactant foam in enhanced oil recovery (EOR) is its foam stability. The applications of surfactant-nanoparticles mixture for foam stabilisation have been increased significantly because of the combined role of nanoparticles (NPs) and surfactant in the mechanism of foam stabilisation. This paper focuses on enhancing the aqueous foam stability by NPs and respective mechanisms of the aqueous foam stability. Nanoparticles have unique physical and chemical properties, so they alter the surface and rheological properties of the fluid system. It is the outcome of various research that nanoparticles adhere to the gas-liquid interface of the foam to improve foam stability. Therefore, NPs can enhance the stability of surfactant-stabilised foams. The use of nanoparticles increases foam stability, but its drawbacks cannot be ignored. Probable, the synthesis and production technique of nanoparticles is steeply-priced, which have to be made cheap using cutting-edge technology.
{"title":"Enhancing the Aqueous foam Stability Using Nanoparticles: A Review","authors":"Ketan Jangir, Umesh Kumar, Naveen Kumar Suniya, N. Singh, Kapil Parihar","doi":"10.12691/wjce-10-2-5","DOIUrl":"https://doi.org/10.12691/wjce-10-2-5","url":null,"abstract":"Today, there is much demand for stabilised foam globally. The primary concern for surfactant foam in enhanced oil recovery (EOR) is its foam stability. The applications of surfactant-nanoparticles mixture for foam stabilisation have been increased significantly because of the combined role of nanoparticles (NPs) and surfactant in the mechanism of foam stabilisation. This paper focuses on enhancing the aqueous foam stability by NPs and respective mechanisms of the aqueous foam stability. Nanoparticles have unique physical and chemical properties, so they alter the surface and rheological properties of the fluid system. It is the outcome of various research that nanoparticles adhere to the gas-liquid interface of the foam to improve foam stability. Therefore, NPs can enhance the stability of surfactant-stabilised foams. The use of nanoparticles increases foam stability, but its drawbacks cannot be ignored. Probable, the synthesis and production technique of nanoparticles is steeply-priced, which have to be made cheap using cutting-edge technology.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78391477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Study of Magnetic Interactions in Dy3+ Substituted Zn0.5Mg0.5DyxFe2-xO4 Ferrites","authors":"Sahi Ram, Shailndra Singh","doi":"10.12691/wjce-10-2-4","DOIUrl":"https://doi.org/10.12691/wjce-10-2-4","url":null,"abstract":"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85052621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Laboratory-Based Modules in an Organic Chemistry Classroom","authors":"Timm A. Knoerzer, Todd A. Davis","doi":"10.12691/wjce-10-2-3","DOIUrl":"https://doi.org/10.12691/wjce-10-2-3","url":null,"abstract":"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76625452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purposes of the research aim to 1) To study the components and indicators of digital leadership of school administrators 2) To study the current condition desirable conditions and necessities for digital leadership of school administrators 3) Develop a digital leadership development program for school administrators 4) To study the effect of using digital leadership development program of school administrators. Results of the research are as follows: 1) Digital leadership of school administrators consist of 7 components, 22 indicators 2) Desirable Conditions for Digital Leadership of School Administrators. The overall average was at a low level. Desirable Conditions for Digital Leadership of School Administrators Overall, it's at the highest level. and the necessity of developing digital leadership among school administrators, the highest value was digital vision leadership, 3) Program development of digital leadership for school administrators is suitable possible and is useful overall, it was at the highest level. 4) The results of using the program; 4.1) Program development of digital leadership for school administrators. The efficiency was 93.01/95.55, which was higher than the 80/80 threshold set. 4.2) The effectiveness index in the program was 0.9306 or equivalent to 93.06 percent. 4.3) Program development of digital leadership for school administrators has higher academic achievement after school than before with statistical significance at the .05 level. 4.4) Executives developed with the program was no difference in educational achievement scores after 2 weeks of study. 4.5) Satisfaction of school administrators, Overall, the satisfaction level was at the highest level.
{"title":"Program Development of Digital Leadership for School Administrators Under the office of Primary Educational Service Area","authors":"Chutima Luecha, Chalard Chantarasombat, Chaiyuth Sirisuthi","doi":"10.5430/wje.v12n2p15","DOIUrl":"https://doi.org/10.5430/wje.v12n2p15","url":null,"abstract":"The purposes of the research aim to 1) To study the components and indicators of digital leadership of school administrators 2) To study the current condition desirable conditions and necessities for digital leadership of school administrators 3) Develop a digital leadership development program for school administrators 4) To study the effect of using digital leadership development program of school administrators. Results of the research are as follows: 1) Digital leadership of school administrators consist of 7 components, 22 indicators 2) Desirable Conditions for Digital Leadership of School Administrators. The overall average was at a low level. Desirable Conditions for Digital Leadership of School Administrators Overall, it's at the highest level. and the necessity of developing digital leadership among school administrators, the highest value was digital vision leadership, 3) Program development of digital leadership for school administrators is suitable possible and is useful overall, it was at the highest level. 4) The results of using the program; 4.1) Program development of digital leadership for school administrators. The efficiency was 93.01/95.55, which was higher than the 80/80 threshold set. 4.2) The effectiveness index in the program was 0.9306 or equivalent to 93.06 percent. 4.3) Program development of digital leadership for school administrators has higher academic achievement after school than before with statistical significance at the .05 level. 4.4) Executives developed with the program was no difference in educational achievement scores after 2 weeks of study. 4.5) Satisfaction of school administrators, Overall, the satisfaction level was at the highest level.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78290742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to examine the challenges that face EFL teachers in applying negotiation for meaning pedagogy in teaching writing skill. To collect qualitative data, classroom observation and semi-structured interviews were employed as data collection methods whereas for analyzing the data, a thematic analysis technique was used. The findings of the study evidently suggest that negotiation for meaning pedagogy helps students to know their writing mistakes and correct them through oral interaction with teachers; however, it is difficult for teachers to apply this strategy in virtual classrooms for several reasons. The findings further suggest that it is not possible to use the negotiation for meaning pedagogy with low-level students. The final challenge that hinders the application of negotiation for meaning pedagogy is time constraints. Based on the findings, the study puts forward recommendations for EFL teachers and suggests further research on the subject.
{"title":"Exploring Negotiation Pedagogy of EFL Writing Teachers in the Saudi Context","authors":"Mai Almuwakkil, Abdullah Alshakhi","doi":"10.5430/wje.v12n2p1","DOIUrl":"https://doi.org/10.5430/wje.v12n2p1","url":null,"abstract":"This study aims to examine the challenges that face EFL teachers in applying negotiation for meaning pedagogy in teaching writing skill. To collect qualitative data, classroom observation and semi-structured interviews were employed as data collection methods whereas for analyzing the data, a thematic analysis technique was used. The findings of the study evidently suggest that negotiation for meaning pedagogy helps students to know their writing mistakes and correct them through oral interaction with teachers; however, it is difficult for teachers to apply this strategy in virtual classrooms for several reasons. The findings further suggest that it is not possible to use the negotiation for meaning pedagogy with low-level students. The final challenge that hinders the application of negotiation for meaning pedagogy is time constraints. Based on the findings, the study puts forward recommendations for EFL teachers and suggests further research on the subject.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"2013 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86483587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The only assertion that can be made about the future of humanity after the global COVID-19 pandemic is that it will never be the same. All aspects of our life, whether personal, social, professional, or academic have been affected. Considering this, teachers, education authorities and students will have to reevaluate our tasks and roles as key participants in the education process. This quantitative and exploratory study aims to know the opinion of a non-probabilistic sample of 46 professors and 43 students of six different majors in a public Mexican university, regarding the change in the teaching modality as a result of the global pandemic, in order to point out the impact this change has had on the teaching and learning processes, as well as on the emotional health of the samples. It was found that teachers introduced new technologies in their courses to interact, present content, and collaborate. Students had to adapt to the new modality and the challenges implied in online learning. Both populations expressed those considerable changes in the daily routines occurred as well as a significant increase in the time dedicated to work and study. Similarly, the study revealed that learners experienced a negative impact of these conditions on their academic performance. It is also concluded that in order to be able to determine the efficacy of the implementation of Information and Communication Technologies and the actual impact of the emotional state of the population on the learning and teaching process, further research will be necessary.
{"title":"From Face-to-Face to Online Learning in the Blink of an Eye: The Impact of Switching to Virtual Education on University Professors and Students’ Performance and Emotional Health","authors":"María Rosario Hernández-Coló","doi":"10.5430/wje.v12n2p36","DOIUrl":"https://doi.org/10.5430/wje.v12n2p36","url":null,"abstract":"The only assertion that can be made about the future of humanity after the global COVID-19 pandemic is that it will never be the same. All aspects of our life, whether personal, social, professional, or academic have been affected. Considering this, teachers, education authorities and students will have to reevaluate our tasks and roles as key participants in the education process. This quantitative and exploratory study aims to know the opinion of a non-probabilistic sample of 46 professors and 43 students of six different majors in a public Mexican university, regarding the change in the teaching modality as a result of the global pandemic, in order to point out the impact this change has had on the teaching and learning processes, as well as on the emotional health of the samples. It was found that teachers introduced new technologies in their courses to interact, present content, and collaborate. Students had to adapt to the new modality and the challenges implied in online learning. Both populations expressed those considerable changes in the daily routines occurred as well as a significant increase in the time dedicated to work and study. Similarly, the study revealed that learners experienced a negative impact of these conditions on their academic performance. It is also concluded that in order to be able to determine the efficacy of the implementation of Information and Communication Technologies and the actual impact of the emotional state of the population on the learning and teaching process, further research will be necessary.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84782440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Romell A. Ramos, Elizabeth Socorro P. Carandang, Teresita O. Pante
Institutions of higher learning had to adopt a flexible learning delivery due to the threat of the global health crisis in 2020. Taking advantage of the technological affordances, many universities and colleges implemented the online learning modality. However, teachers and students found themselves overwhelmed with issues of quality assurance and outcomes of online teaching and learning. In this descriptive research study, the university students’ feedback on their engagement and satisfaction in the online mathematics courses was analyzed to get a perspective on successful online learning implementation. The mediation analysis on the responses of 512 university students on a 35-item researcher-made questionnaire showed that the university students were engaged and satisfied with their online mathematics courses. The design factor had a significant effect on learner engagement and satisfaction. The human factor has a significant impact on learner engagement but no significant effect on learner satisfaction. The structural equation model further revealed that learner engagement fully mediates the relationship between human factor and learner satisfaction while partially mediating the relationship between design and learner satisfaction. The results strongly assert the need for efficient and effective instructor knowledge and facilitation, more significant class interaction, and engaging use of technology in online mathematics courses to increase learner satisfaction.
{"title":"Learner Engagement and Satisfaction in the Online Mathematics Course: The Experience of a Private Philippine University","authors":"Romell A. Ramos, Elizabeth Socorro P. Carandang, Teresita O. Pante","doi":"10.5430/wje.v12n2p28","DOIUrl":"https://doi.org/10.5430/wje.v12n2p28","url":null,"abstract":"Institutions of higher learning had to adopt a flexible learning delivery due to the threat of the global health crisis in 2020. Taking advantage of the technological affordances, many universities and colleges implemented the online learning modality. However, teachers and students found themselves overwhelmed with issues of quality assurance and outcomes of online teaching and learning. In this descriptive research study, the university students’ feedback on their engagement and satisfaction in the online mathematics courses was analyzed to get a perspective on successful online learning implementation. The mediation analysis on the responses of 512 university students on a 35-item researcher-made questionnaire showed that the university students were engaged and satisfied with their online mathematics courses. The design factor had a significant effect on learner engagement and satisfaction. The human factor has a significant impact on learner engagement but no significant effect on learner satisfaction. The structural equation model further revealed that learner engagement fully mediates the relationship between human factor and learner satisfaction while partially mediating the relationship between design and learner satisfaction. The results strongly assert the need for efficient and effective instructor knowledge and facilitation, more significant class interaction, and engaging use of technology in online mathematics courses to increase learner satisfaction.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86840392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sharda Mahilkar Sonkar, Sujata Sengupta, Shiv P. Singh, A. Lumb
Alcohol is one of the functional groups detected as part of qualitative organic analysis. The final identification of alcohol involves the preparation of suitable crystalline derivative, usually the 3,5-dinitrobenzoate. According to the standard procedure, 3,5-dinitrobenzoic acid is first converted to 3,5-dinitrobenzoyl chloride by reaction with either phosphorous pentachloride (PCl5) or thionyl chloride (SOCl2). However, in this reaction, hazardous side products like phosphorous oxychloride (POCl3), hydrochloric acid (HCl) and sulphur dioxide (SO2) are produced. In the present method, we report the direct and benign conversion of alcohols to the corresponding 3,5-dinitrobenzoates using ionic liquid, (bmim)HSO4 under microwave irradiation.
{"title":"Derivatization of Alcohols Using (bmim)HSO4: A Green Approach for the Undergraduate Chemistry Laboratory","authors":"Sharda Mahilkar Sonkar, Sujata Sengupta, Shiv P. Singh, A. Lumb","doi":"10.12691/wjce-10-2-2","DOIUrl":"https://doi.org/10.12691/wjce-10-2-2","url":null,"abstract":"Alcohol is one of the functional groups detected as part of qualitative organic analysis. The final identification of alcohol involves the preparation of suitable crystalline derivative, usually the 3,5-dinitrobenzoate. According to the standard procedure, 3,5-dinitrobenzoic acid is first converted to 3,5-dinitrobenzoyl chloride by reaction with either phosphorous pentachloride (PCl5) or thionyl chloride (SOCl2). However, in this reaction, hazardous side products like phosphorous oxychloride (POCl3), hydrochloric acid (HCl) and sulphur dioxide (SO2) are produced. In the present method, we report the direct and benign conversion of alcohols to the corresponding 3,5-dinitrobenzoates using ionic liquid, (bmim)HSO4 under microwave irradiation.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78631458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lauren S. Lopansri, Jacob N. Letson, Richard A. O’Brien, David R. Battiste, David C. Forbes
A method involving NMR band deconvolution has been applied to the instructional/research activities at the undergraduate level. Three case studies are presented to illustrate how unresolved peaks of H and C NMR spectra can used to obtain quantitative data on isomeric composition. The data generation is rapid and the method can be applied to any organic chemistry laboratory curriculum/research program involving the analysis of NMR spectra. The incorporation of NMR band deconvolutions offers an ideal platform to transition from qualitative to quantitative discernment of NMR data.
{"title":"NMR Deconvolution: Quantitative Profiling of Isomeric Mixtures","authors":"Lauren S. Lopansri, Jacob N. Letson, Richard A. O’Brien, David R. Battiste, David C. Forbes","doi":"10.12691/wjce-10-2-1","DOIUrl":"https://doi.org/10.12691/wjce-10-2-1","url":null,"abstract":"A method involving NMR band deconvolution has been applied to the instructional/research activities at the undergraduate level. Three case studies are presented to illustrate how unresolved peaks of H and C NMR spectra can used to obtain quantitative data on isomeric composition. The data generation is rapid and the method can be applied to any organic chemistry laboratory curriculum/research program involving the analysis of NMR spectra. The incorporation of NMR band deconvolutions offers an ideal platform to transition from qualitative to quantitative discernment of NMR data.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90764685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this work we discuss our experience implementing six hands-on wet-lab experiments designed specifically for at-home use during the pandemic. The experiments cover the concepts of classification of compounds, limiting reagents, spectrophotometry, equilibrium constants, and osmotic pressure. Student survey data on a method of presentation of the experiments using two cameras, and on the effectiveness of demonstration videos of the experimental techniques, which could be viewed by students asynchronously, are presented and discussed. Also discussed are considerations of cost and logistics in the development of hands-on at-home wet-laboratory experiments, and the potential importance of simulations or videos to complement them.
{"title":"Experiences Implementing Hands-On Wet-Lab Experiments Designed for Supervised At-Home Use During the Pandemic","authors":"Charles Hicks","doi":"10.12691/wjce-10-1-5","DOIUrl":"https://doi.org/10.12691/wjce-10-1-5","url":null,"abstract":"In this work we discuss our experience implementing six hands-on wet-lab experiments designed specifically for at-home use during the pandemic. The experiments cover the concepts of classification of compounds, limiting reagents, spectrophotometry, equilibrium constants, and osmotic pressure. Student survey data on a method of presentation of the experiments using two cameras, and on the effectiveness of demonstration videos of the experimental techniques, which could be viewed by students asynchronously, are presented and discussed. Also discussed are considerations of cost and logistics in the development of hands-on at-home wet-laboratory experiments, and the potential importance of simulations or videos to complement them.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84531621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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