22 research outputs found

    Green Inks for the Fabrication of Organic Solar Cells: A Case Study on PBDTTPD:PC61BM Bulk Heterojunctions

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    Nonhalogenated ecofriendly solvents are an important asset to avoid costly safety precautions during the fabrication of organic solar cells by printing. Yet, in the past, the quest for suitable nontoxic solvents has widely used empirical approaches. Herein, a comprehensive solubility study is rolled out embracing Hansen solubility parameters (HSPs), tailoring of binary solvents and rational choices of solvent additives, identifying ecofriendly solvents or solvent combinations for the deposition of poly‐benzodithophene‐thienopyrroledione (PBDTTPD)/fullerene thin‐film blends. A particular challenge is the low polymer solubility even in common halogenated solvents. Following the HSPs, initially, a list of suitable solvent candidates is identified which are tested toward their applicability in solar cell fabrication. Among the shortlisted solvents, significant differences between p‐xylene and o‐xylene are observed, which can be compensated using solvent additives. The ecofriendly green solvent eucalyptol in combination with benzaldehyde and p‐anisaldehyde in a ternary solvent mixture gives rise to decent solar cell performances. Solar cells are produced with power conversion efficiencies matching those conventionally fabricated from state‐of‐the‐art halogenated solvents comprising chlorobenzene and chloronaphthalene. Notably, the Hansen solubility approach provides an initial choice of solvents, but comes to its limits in predicting the best micromorphology formation, or if solvents react with the organic semiconductors

    When participants don’t wish to participate in participatory action research, and when others participate on their behalf: the representation of communities by real and faux participants

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    This article focuses on methodological and epistemological issues arising from a research project with two Gypsy communities (2010–2012) in the South West of England. Although the two communities seem to share cultural roots and values, and live within a few miles of each other, they have contrasting experiences within the education system and very different relationships with the surrounding mainstream communities. The article explores difficulties emerging as a consequence of the contrasting positions of the participant communities, the differing research aspirations and practices across the research team, and also the tensions between ethnographic work and participatory action research. It queries the problematic nature of participation, and proposes the concept of the faux-participant
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