Autoclavable addition polyimides for 371 C composite applications

Studies were conducted to improve the thermo-oxidative stability (TOS) of PMR type polyimides by the substitution of para-aminostyrene (PAS) for the nadic ester endcap in second generation PMR polyimides (PMR-2). The nadic endcap which provides the PMR polyimides with their relative ease of fabrication, both by limiting the molecular weight of the prepolymer and by undergoing the final addition cure without volatiles, is also the weak link with regard to TOS. A polyimide formulated with PAS endcaps, called V-CAP, utilizes a two step reaction sequence similar to that of the PMR polyimides and can be easily autoclave molded into low void composite materials. Resin studies included two formulations of both PMR-2 and V-CAP, corresponding to n=9 and n=14 prepolymer stoichiometry. Unidirectional reinforced T40R graphite fiber laminates were fabricated from each of the resins was post-cured in either air at 385 C or nitrogen at 400 C. Composite specimens were aged in air at 371 C and mechanical properties were measured at 371 C before and after exposure

Una primera aproximación a los SPOCs-FCen el contexto de la Gestión de la Cadena de Suministro

[EN] This study provides a first overview of how to combine some of the elements of the blended teaching models, such as SPOCs, with new teaching approaches, like the Flipped Classroom, in the domains of the Supply Chain Management education. Its main goal is to raise the learning rate in a heterogeneous students’ group. The proposal takes into account both classic curricular concerns on the teaching of Supply Chain Management, as in Visich and Khumawala (2006), and its pedagogical new trends, like in Wisner (2017).El presente trabajo ha contado con el apoyo del proyecto ECO2013-46091-Pdel Ministerio de Economía y CompetitividadÁlvarez-Gil, MJ.; Montes-Sancho, MJ.; Tachizawa, EM. (2017). A first approximation to the SPOCs-FC in the context of the Supply Chain Management. Working Papers on Operations Management. 8(SP):151-163. https://doi.org/10.4995/wpom.v8i0.7198SWORD1511638SPArbaugh, J. B., Desai, A., Rau, B., & Sridhar, B. S. (2010). A review of research on online and blended learning in the management disciplines: 1994–2009. Organization Management Journal, 7(1), 39-55. doi:10.1057/omj.2010.5Arenas‐Márquez, F. J., Machuca, J. A. D., & Medina‐López, C. (2012). Interactive learning in operations management higher education. International Journal of Operations & Production Management, 32(12), 1395-1426. doi:10.1108/01443571211284160Argente, A.; García-Fornes, A.; Espinosa, A. (2016). Aplicando la metodología Flipped-Teaching en el Grado de Ingeniería Informática: Una experiencia práctica, Actas de las XXII Jenui, pp. 221-228.Bhattacharya, I., & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm. International Journal of Educational Management, 21(6), 543-568. doi:10.1108/09513540710780055Bloom, B. (1956). Taxonomy of Educational Objectives, Handbook 1: The Cognitive Domain. New York: Longman.Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., … Aydin, C. H. (2015). Trends in distance education research: A content analysis of journals 2009-2013. The International Review of Research in Open and Distributed Learning, 16(1). doi:10.19173/irrodl.v16i1.1953Fox, A. (2013). From MOOCs to SPOCs. Communications of the ACM, 56(12), 38-40. doi:10.1145/2535918Hernández, P. (1997). Construyendo el constructivismo: Criterios para su fundamentación y su aplicación instruccional. En M. J. Rodrigo, y J. Arnay, (Comp.): La construcción del conocimiento escolar. Barcelona: Paidós.Estellés Miguel, S., Albarracín Guillem, J. M., & Palmer Gato, M. (2015). Flip Teaching en la Asignatura de Dirección de Producción y Operaciones. Libro de Actas IN-RED 2015 - Congreso Nacional de Innovación Educativa y de Docencia en Red. doi:10.4995/inred2015.2015.1645Frederickson, N., Reed, P., & Clifford, V. (2005). Evaluating Web-supported Learning Versus Lecture-based Teaching: Quantitative and Qualitative Perspectives. Higher Education, 50(4), 645-664. doi:10.1007/s10734-004-6370-0Goffin, K. (1998). Operations management teaching on European MBA programmes. International Journal of Operations & Production Management, 18(5), 424-451. doi:10.1108/01443579810206118Halili, S. H., Abdul Razak, R., & Zainuddin, Z. (2014). Enhancing collaborative learning in flipped classroom. Australian Journal of Basic and Applied Sciences, Vol. 9, No. 7, pp. 147–149.Khan, B. (2005). Managing E-Learning Strategies. doi:10.4018/978-1-59140-634-1KRAJEWSKI, L. (2009). MOTIVATING STUDENTS IN THE OPERATIONS MANAGEMENT CLASS: CHALLENGES FOR THE PUBLISHING INDUSTRY. Production and Operations Management, 7(2), 188-193. doi:10.1111/j.1937-5956.1998.tb00450.xLage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30-43. doi:10.1080/00220480009596759Little, C. (2015). The flipped classroom in further education: literature review and case study. Research in Post-Compulsory Education, 20(3), 265-279. doi:10.1080/13596748.2015.1063260Lou, J. (2016). The Enlightenment of SPOC on Teaching Reform of Higher Education in China——Based on the Perspective of Mastery Learning Theory. Science Journal of Education, 4(2), 95. doi:10.11648/j.sjedu.20160402.22Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course. IEEE Transactions on Education, 56(4), 430-435. doi:10.1109/te.2013.2249066Mayes, T.; de Freitas, S. (2013). Technology-enhanced Learning: The Role of Theory. In Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, edited by H. Beetham and R. Sharpe, pp. 17–31. Abingdon: Routledge.Mor, Y.; Craft, B.; Hernandez-Leo, D. (2013). The Art and Science of Learning Design: Editorial. Research in Learning Technology, Vol. 21. http://www.researchinlearningtechnology.net/index.php/rlt/article/view/22513Papadapoulos, C.; Roman, A. S. (2010). Implementing an inverted classroom model in engineering statistics: Initial results. Paper presented at the 40th American Society for Engineering Statistics/IEEE Frontiers in Education Conference, Washington, DC.Pasin, F., & Giroux, H. (2011). The impact of a simulation game on operations management education. Computers & Education, 57(1), 1240-1254. doi:10.1016/j.compedu.2010.12.006Prashar, A. (2015). Assessing the Flipped Classroom in Operations Management: A Pilot Study. Journal of Education for Business, 90(3), 126-138. doi:10.1080/08832323.2015.1007904Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. doi:10.1007/s10984-012-9108-4Tan, K. H., Tse, Y. K., & Chung, P. L. (2010). A plug and play pathway approach for operations management games development. Computers & Education, 55(1), 109-117. doi:10.1016/j.compedu.2009.12.008Visich, J. K., & Khumawala, B. M. (2006). Operations management curricula: literature review and analysis. Journal of Statistics and Management Systems, 9(3), 661-687. doi:10.1080/09720510.2006.10701229Wang Xin-Hong, Wang Jing-Ping, Wen Fu-Ji, Wang Jun,y Tao Jian-Qing (2016). Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in higher University. Journal of Education and Practice, Vol.7, No.10, pp. 99-104.Xu, W.; Jia, I-Z; Fox, A. & Patterson, D. (2014). From MOOC to SPOC --- Academic Conversation Based on MOOC Practice in University of California Berkeley and Tsinghua University. Modern Distance Education Research, Vol. 4, pp. 13-22.Yazici, H. J. (2004). Student Perceptions of Collaborative Learning in Operations Management Classes. Journal of Education for Business, 80(2), 110-118. doi:10.3200/joeb.80.2.110-118Yazici, H. J. (2006). Simulation modeling of a facility layout in operations management classes. Simulation & Gaming, 37(1), 73-87. doi:10.1177/1046878105282159Zainuddin, Z.; Attaran, M. (2015). Malaysian students' perceptions of flipped classroom: A case study. Innovations in Education and Teaching International, Vol. 53, No. 6, pp. 1-11.Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends from Different Fields of Study. The International Review of Research in Open and Distributed Learning, 17(3). doi:10.19173/irrodl.v17i3.227

Affecting Infrastructures: Crafting and Weaving as Alternative Repairs

As two traditional practices performed by rural communities in Colombia, crafting and weaving can be reframed as ontologies that embody alternative material orders and forms of repair. In this context, we explore two specific initiatives: the Crafted Empathy Chair developed by members of campesino social movements in Cauca and Nariño, and Interweaving Material Encounters, a series of collaborative spaces involving women from textile collectives from Chocó, Antioquia, and Bolivar. In the process of exploring these initiatives, we reflect on the role of nonhumans as technologies that allow our interlocutors to share their affect. In addition to discussing strategies for engaging in affective relations when dealing with the aftermath of war violence, we describe how these arrangements affect us as a part of the audience. Thus, we propose the term affecting infrastructure to conceptualize how crafting and weaving can foster everyday spaces and shared grounds for the emergence of emotional engagements as alternative modes of repair