As the power density increasing in electronic devices, requirements for high-performance thermal interface materials that can efficiently bridge the heat transport channel between the heat sink and the target electronics...

Ultrahigh Thermal Conductive Polymer Composites by 3D Printing Induced Vertical Alignment of Carbon Fiber

With the development of electronic appliances and electronic equipment towards miniaturization, lightweight and high-power density, the heat generated and accumulated by devices during high-speed operation seriously reduces the working efficiency and service life of the equipment. The key to solving this problem is to develop high-performance thermal management materials and improve the heat dissipation efficiency of the equipment. This paper mainly summarizes the research progress of polymer composites with high thermal conductivity and electrical insulation, including the thermal conductivity mechanism of composites, the factors affecting the thermal conductivity of composites, and the research status of thermally conductive and electrical insulation polymer composites in recent years. Finally, we look forward to the research focus and urgent problems that should be addressed of high-performance thermal conductive composites, which will provide strategies for further development and application of advanced thermal and electrical insulation composites.

https://www.mdpi.com/2079-4991/12/20/3574/pdf?version=1666678835

Development and Perspectives of Thermal Conductive Polymer Composites

Interfacial insight of core@double‐shell Mo@MoO3@PS/PVDF composites towards prominently meliorative dielectric performances

Enhancement of in-plane thermal conductivity of flexible boron nitride heat spreaders by micro/nanovoid filling using deformable liquid metal nanoparticles

Exploiting novel strategies for simultaneously harvesting ubiquitous, renewable, and easily accessible solar energy based on the photothermal effect, and efficiently storing the acquired thermal energy plays a vital role in revolutionizing the current fossil fuel-dominating energy structure. Developing black phosphorene-based phase-change composites with optimized photothermal conversion efficiencyand high latent heat is the most promising way to achieve efficient solar energy harvesting and rapid thermal energy storage. However, exfoliating high-quality black phosphorene nanosheets remains challenging, Furthermore, an efficient strategy that can construct the aligned black phosphorene frameworks to maximize thermal conductivity enhancement is still lacking. Herein, high-quality black phosphorene nanosheets are prepared by an optimized exfoliating strategy. Meanwhile, by regulating the temperature gradient during freeze-casting, the framework consisting of shipshape aligned black phosphorene at long-range is successfully fabricated, improving the thermal conductivity of the poly(ethylene glycol) matrix up to 1.81 W m-1 K-1 at 20 vol% black phosphorene loading. The framework also endows the composite with excellent phase-change material encapsulation capacity and high latent heat of 103.91 J g-1 . It is envisioned that the work advances the paradigm of contrasting frameworks with nanosheets toward controllable structure thermal enhancement of the composites. 

Anisotropic Black Phosphorene Structural Modulation for Thermal Storage and Solar-Thermal Conversion.

Heat dissipation of portable electronics is in great demand of lightweight and flexible films with superior thermal transport properties. Despite extensive efforts, enhancing the intrinsic low thermal conductivity of polymers...

Enhanced Thermal Transportation of Flexible Composite Films Across Electrostatic Self-assembly of Black Phosphorene and Boron Nitride Nanosheets

Instructors often grant students extensions or grace days to relax deadline constraints. However, researchers have yet to investigate the value of time extensions in identifying students' abilities and why students use them in computing education. Our study shows that scheduling conflicts and underestimation of the coursework were the top two reasons why students were late, providing the very first qualitative analysis results. By categorizing students who used and did not use cost-free time extensions, we found that students who used time extensions had a significantly lower assignment and exam grades than those who chose not to use them. We first observed this phenomenon when looking at grace day usages in a final-year programming course and validated the result by looking at the usage of extended lab time in a first-year programming course. This result suggests that offering a cost-free mechanism such as grace days or a time extension can provide a very early indicator of student abilities and those likely to need assistance.

https://dl.acm.org/doi/pdf/10.1145/3587102.3588847

The Value of Time Extensions in Identifying Students Abilities

This paper is about professional learning and instructional innovation in the context of becoming a progressive-looking teacher on his way to integrating technology into instruction. It presents narrative accounts expressed by a vocational school progressive-looking teacher that show how he has created professional knowledge through inquiry. These narrative excerpts present the voices of the progressive-looking teacher as he dealt with his most pressing issues and concerns, examines prior knowledge in the light of new understandings, and constructs new knowledge through the processes of reflection, dialogue and inquiry. The details of the narratives are illustrative of the ways in which this progressive-looking teacher has learned to question the taken-for-granted in their lives, to find patterns and connections, and to think critically and creatively. They also provide insights into the processes of creating an ethically-based professional knowledge in teaching that is unique to others. 1. Research Background With the coming of the information era and the rapid development of the Internet, international communication has become more frequent as well. Therefore, information technology plays a more and more important role day by day as we can see. In order to cultivate the 21st-century new generations, and make them possess the abilities of information and foreign language(s), Ministry of Education in Taiwan has put the new curriculum of junior high school into practice in 1998, including the course of English, renewed all the teaching materials of the subjects, and included the computer science into the new curriculum standard. Besides, Ministry of Education has also carried out Grade 1-9 Integrated Coordinated Curriculum of Junior High School and Elementary School in 2001, advanced the date of English learning to the fifth and sixth grade, and mapped out integrating Information Technology into every field course instruction (MOE, 2000), hoping to help our new generation, on the basis of English communication, to get with the information society. Therefore, in 2000 Taiwan had made every school have its computer classroom(s) and get to the Internet, hoping that teachers can make the best of the just-constructed information teaching environment to enrich their subject instruction and students’ learning activities. PDF created with pdfFactory Pro trial version www.pdffactory.com For the time being, teachers’ information competence development can be divided into pre-service training and in-service training. In terms of pre-service teacher training, many colleges and universities, which are responsible for teacher education, establish the courses in information education in order to nurture teachers in the new century to apply information technology in teaching for promoting their teaching quality. However, except teachers’ lacking of appropriate information literacy, information technology integrated into instruction is still at the beginning for the time being. Confronting its diversity, it’s hard for those who are experienced but not familiar with information technology to deal with it. Consequently, it’s essential and imperative to assist teachers in reinforcing their computer competence and searching for suitable instructional technology and strategies, but it is still unknown how IT personnel assist teachers in putting IT integration teaching into practice. Through stories, the paper presented the problems of a vocational school teacher encountered and the content of practical knowledge in vocational courses of the dealing process during instructional innovation. Using the narrative inquiry approach, we explored the presentation of this practical knowledge in the process of integrating technology into instruction as his way of instructional innovation. Much like other researchers of narrative inquiry try to give the experience in the lives of the subjects shape, our own work on teacher narratives has tried to capture the very something invisible in teacher thinking and theorizing. As for narrative inquiry in Taiwan, much like other researchers of narrative inquiry in the west, it has also become a tool for research into teaching as well as in theses and dissertations by master’s and doctoral students, but seldom did they focus on vocational school teachers’ stories and stories of vocational schools in Taiwan. This paper presents narrative accounts expressed by Chen, a vocational school progressive-looking teacher that show how he has shape his personal practical knowledge through inquiry in the process of professional development through the teaching life experienced and the stories lived. 2. The Way We Look, the Place We Stand Traditionally speaking, it was widely considered subjective, not theoretical, trifling, and worthless that teachers narrate their own stories or lived experiences of teaching lives in schools. But over the past two and half decades or so, a significant body of narrative inquiry has been produced which studies the lives of teachers and the practice of teaching in K-12 settings around the world (Elbaz-Luwisch, 2007). Especially right after the conception of criteria and language for narrative inquiry had been promoted (Connelly & Clandinin, 1990), numerous qualitative researchers emphasized that teachers’ narratives is of great use in the context of teachers’ professional knowledge landscapes (Clandinin & Connelly, 1995) and professional learning (Beatie, 2000), contextualizing teacher knowledge (Craig, 1999), describing teachers as curriculum planners (Conle, 2000), and rationalizing the research on professional development (Conle, 2001). As to teachers’ knowledge, some researchers (Clandinin & Connelly, 1987; Elbaz, 1981) have shown the best way to investigate teachers’ knowledge is narrating teachers’ personal stories in the teaching field for the sake of holding back their own viewpoints and voices. Therefore, there are many narrative studies on teachers’ knowledge by the method of interview and observation. On the research of teachers’ thinking, culture, and behaviors, more and more researchers proceed the study of teachers’ narratives; that is, to look into teachers’ own stories. Along the way, Connelly & Clandinin (1990) would be one of the typical examples to take PDF created with pdfFactory Pro trial version www.pdffactory.com narrative inquiry as the research method.

Presentation of a Teacher's Practical Knowledge from Professional Learning to Instructional Innovation

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Enhanced Thermal Transportation of Flexible Composite Films Across Electrostatic Self-assembly of Black Phosphorene and Boron Nitride Nanosheets

The Value of Time Extensions in Identifying Students Abilities

Presentation of a Teacher's Practical Knowledge from Professional Learning to Instructional Innovation

Providing High-Quality Formative Feedback for Database Assignments