Causality is the most important topic in the history of Western Science, and since the beginning of the statistical paradigm, it meaning has been reconceptualized many times. Causality entered into the realm of multi-causal and statistical scenarios some centuries ago. Despite of widespread critics, today Deep Learning and Machine Learning advances are not weakening causality but are creating a new way of finding indirect factors correlations. This process makes possible us to talk about approximate causality, as well as about a situated causality.

The Covid-19 pandemic caused a shift in teaching practice towards blended learning for many Higher Education institutions. This led to the rapid adoption of certain digital technologies within existing teaching structures as a means to meet student access needs and facilitate learning. Integration of these technologies caused numerous challenges for practitioners and often provided mixed results. This paper is an attempt to summarise and extend pre-Covid pedagogical research to leverage digital immersive technologies for blended teaching in the post-pandemic era. Focus is given towards the evolution of Virtual Learning Environments through elements of immersive audio-visual technologies, which are shown to be effective when coupled in a blended approach. It is both a review of these methodologies and a case study of the I-Ulysses: Virtual Learning Environment as a point of comparison for evaluating the review.

Blended learning, the integration of online and face-to-face instruction, has garnered attention in education. This paper aims to explore challenges in blended learning faced by students, teachers, and parents and propose mitigating strategies. The study employed qualitative research methods and involved 30 participants from St. Michael's College. Findings revealed primary challenges, including technical difficulties, time management, lack of interaction, and varying digital literacy levels. These challenges influenced engagement, communication, and student achievement. The study utilized a theoretical framework encompassing Technological Pedagogical Content Knowledge, Social Presence Theory, and Activity Theory. Strategies recommended comprise providing technical support, promoting communication and collaboration, offering professional development, and leveraging learning analytics. The study contributes to the existing literature by identifying specific challenges and proposing practical recommendations for enhancing blended learning effectiveness. Limitations include a small sample size and context-specific findings. Future research should investigate these challenges in broader settings and examine the long-term effects of the recommended strategies. Addressing blended learning challenges can empower educators, administrators, and policymakers to create supportive and effective learning environments for all stakeholders involved.

Education on Innovation and Entrepreneurship (I&E) has increased in the last two decades, specially, through MOOCs. Lately, these reusable online alternatives have tended to be revalorized by HEIs into blended learning activities, posing new challenges for instructors, specially, on how to bridge prior knowledge with in-class activities. Adopting a discursive approach to knowledge, our proposal aims to meet this challenge by identifying student’s ‘representations’, i.e., patterned constructions on disciplinary knowledge. Representations can be found across different cohorts and thus further complemented by instructors. To test this assumption and build our proposal, we analysed student’s representations in two observations. We mapped students’ representations over key I&E definitions (e.g., ‘start-up’) and, to know how prior knowledge may be complemented by instructors, we identified students’ alignment with expert disciplinary knowledge. Firstly, we found that the two cohorts tended to express representations by turning attention to several dimensions, e.g., referring to different types of features or finalities associated with concepts. Secondly, the disciplinary alignment description revealed that students tended to focus on the same components present in experts’ definitions, but with a greater level of generality. Our results have been packaged into a proposal that aims to help instructors scale their blended activities.

This qualitative study unveils the intricate interplay between blended learning, language and literature learning, internationalization, and the development of 21st century skills within the realm of higher education. Set against the backdrop of the environment of St. Michael's College in Iligan City, this exploration seeks to unravel the profound significance and transformative implications of these educational dimensions. By delving into the rich perspectives and experiences of 30 college students, this study addresses critical gaps in the literature and sheds light on the potential of these integrated elements. Guided by a robust theoretical framework that amalgamates renowned scholars' insights on blended learning, language acquisition, internationalization, and 21st century skills, the study employs a qualitative research design, employing interviews, observations, and document analysis. The findings illuminate the dynamic nature of blended learning, empowering students with enhanced engagement, flexibility, and accessibility in language and literature education. The incorporation of diverse literary texts and cultural perspectives fosters intercultural competence and global awareness. Moreover, the study underscores the cultivation of critical 21st century skills through immersive learning experiences. Drawing upon the insights gained, the study provides practical recommendations for educators and curriculum designers to harness the potential of blended learning, foster diversity in literary texts, and facilitate the application of 21st century skills. Recognizing the inherent limitations, including the specific context of St. Michael's College and the modest sample size, this study encourages future research to explore broader contexts and diverse participant cohorts. Overall, this illuminating study contributes to the scholarly discourse on integrating blended learning, language and literature learning, internationalization, and 21st century skills in college education. It beckons educators and policymakers to embark on a transformative journey, nurturing an enlightened future where students are equipped with the competencies to navigate the complexities of the 21st century.

This study investigates how digital alchemy can enhance literature and language teaching through a combination of online and face-to-face learning. It uses constructivist learning theory and the SAMR model to examine how digital tools and resources can transform learner engagement, critical thinking, and creativity. The study gathered data from interviews, focus groups, and document analysis with 30 participants from private HEI schools. The results show that digital alchemy through blended learning allows learners to personalize and collaborate in their exploration of various literary texts. However, the study also identifies some challenges related to resource availability and educator training. The study emphasizes the importance of using digital alchemy in literature and language teaching and suggests some ways for educators, administrators, and policymakers to effectively use digital tools and resources for student-centered teaching methods in the digital era.

At the start of 2020 the rapid onset of the coronavirus pandemic forced higher education institutions across the world to pivot from face to face to remote teaching. For teaching methods that involve the transmission and dissemination of verbal/visual information between academic staff and students, video technologies provided immediate methods to respond to the restricted access to campus. Practical activities, that usually involve interaction with equipment, presented a greater challenge to adapt for remote delivery. With restrictions on higher education being partially lifted, many institutions worldwide intend to offer blended learning, prioritizing in-person activities that are troublesome to deliver online, such as practicals. Social distancing measures are reducing capacity and placing increased pressure on space, creating a need to optimise limited time students have in the lab and strategies to determine which activities can best utilize this limited resource. Time is constrained, leaving little opportunity to make radical changes to learning and teaching structures. In this publication, The department of Mulicdipalnary Engineering Education (MEE) at the University of Sheffield, utilise their experiences in practical teaching to provide simple, implementable ideas for blended practicals which maximize students’ learning and experiences within the envelope of available resources.

Multidisciplinary Engineering Education (MEE) at the University of Sheffield is dedicated to delivering, at scale, practical teaching to students in the Faculty of Engineering. The COVID-19 pandemic initiated the sudden suspension of face to face teaching required MEE to translate over 600 in-lab practicals to a remote delivery format. With little opportunity to coordinate, academic staff independently adopted a variety of tactics to ensure practical learning outcomes were maintained. Following the reactive response, a proactive reflection was conducted and six categories of tactics for remote practicals have been established. These categories are Provide digital artefacts; Simulated practicals; Synchronous remote participation; Asynchronous participation by proxy; Perform procedure in alternative environment; Remote staff support. The advantages and drawbacks of each of these categories is discussed and it is suggested which tactics are appropriate for particular learning outcomes or operational and environmental outcomes of equivalent in-lab practicals. Further work to comprehensively align outcomes to tactics is proposed and lasting benefit from the analysis can be realized by adopting a principle of Remote Enhanced Practicals.

Ternary blended cements such as limestone calcined clay cement (LC3) represent a strategic binder type for the mitigation of environmental impact associated with cement production and are estimated to reduce CO2 emissions by about 40% compared to ordinary Portland cement (OPC). In this paper we explore the possibility of producing such ternary blends by utilizing secondary raw materials that may be locally available. Specifically, the primary limestone that is commonly used in LC3 is here substituted by quarry dust obtained by sourcing of “kunkur”, a carbonate-rich sedimentary rock (also known as caliche) that can be locally utilized for the production of ordinary OPC clinker. To optimize the blending proportions of ternary cements consisting of OPC, calcined clay and kunkur fines, a Design of Experiment (DoE) approach was implemented, with the further goal of exploring the possibility of reducing the amount of the OPC fraction to values lower than 50%. The properties of the formulated blends were assessed by a combination of techniques that comprise mechanical strength testing, XRD time-dependent quantitative phase analysis, SEM-EDS microstructural and microchemical analysis. The results suggest that ternary blended cements based on kunkur fines form hydration products, such as hemicarboaluminates, which are also observed in LC3. This shows that such a waste material can potentially be used in sustainable cement blends, however, the presence of kaolinite in the kunkur fines seems to affect the development of strength when compared to both OPC and conventional LC3.

This paper investigates the application of blended learning in undergraduate translation classes to enhance the effective incorporation of technology in teaching. Blended learning is the combination of face-to-face instruction with online learning, which provides students with a flexible and diverse learning environment for developing technological proficiency. Using a case study methodology, this research examines the translation undergraduate program at the University of Jeddah, which implemented blended learning as its primary instructional framework starting in 2021. The study aims to explore the advantages and challenges associated with the adoption of blended learning in translation classes while offering practical suggestions that could help in its implementation. The findings show several advantages of integrating blended learning into undergraduate translation classes. Firstly, the students could benefit from a flexible learning environment that accommodates their individual learning preferences and schedules. Secondly, It also helps to promote active engagement and interaction which nurture collaborative learning opportunities among students. Thirdly and lastly, blended learning provides a platform for students to develop their technological skills, which become crucial in today's digital age. Despite this, the study also points out significant challenges that need to be addressed. These important challenges include the required planning and preparation involved in creating effective online components, ensuring equitable access to technology and the internet, and adapting teaching and learning approaches to optimise the blended learning experience.To sum up, this paper contributes to the understanding of blended learning in the context of undergraduate translation classes.

Abstract: The present work evaluates the feasibility of using volcanic fly ash (VFA), generated by the eruption of the Tajogaite volcano on the island of La Palma (Spain) in 2021, as a precursor in the preparation of cementitious materials with different Portland cement (PC) replacement levels (0%, 30%, 70% and 100%), in the absence (Blended Cement, BC) and presence of an alkaline ac-tivator (Hybrid Alkaline Cement, HAC, and Alkaline Cements, AC). Hydration kinetics (isother-mal conduction calorimetry), paste mechanical strengths and reaction products were character-ised by XRD, FTIR, TG/DTG and BSEM/EDX. The results obtained indicate that the strengths de-veloped by the hybrid alkaline cements (HAC) are higher than those of the blended cements (BC), especially at the age of 2 days, where 25 MPa was obtained with the replacement of 70% PC by VFA. Alkaline cements (AC, 100% VFA) prepared with 8M NaOH solution as activator reached 40 MPa after 2 days. It was observed that in all the binders, depending on the initial composition of the binder mixture and the percentage of replacement and/or activator, VFA reacts to form cementitious gels, C-A-S-H and N-A-S-H type, which supports its use as a mineral addition to blended cement or as a precursor in the preparation of alkaline and hybrid alkaline cements.

The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers had a sufficient level of digital teaching competence. This article aims to increase awareness of teachers' self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.

Several types of hematite nanoparticles (α-Fe2O3) have been investigated for their effects on the structure and properties of fly ash (FA) blended cement. All synthesized nanoparticles were found to be spherical shape, but of different particle sizes from 10 to 195 nm depending on the surfactant used in their preparation. The cement hydration with time showed 1.0% α-Fe2O3 nanoparticles was an effective accelerator for FA blended cement. Moreover, adding α-Fe2O3 nanoparticles in FA blended cement enhanced the compressive strength and workability of cement. Nanoparticle size and size distribution were important for optimal filling of various size of pores within the cement structure.

Dementia education and training for workforce development is becoming increasingly important in bridging knowledge gaps among health and social care practitioners in the UK and internationally. Dementia Education for Workforce Excellence (DEWE) was developed during the COVID-19 pandemic blending both synchronous and asynchronous instruction and delivered across three different contexts: care homes, home care, and nurse education within the UK and India. This study aimed to evaluate DEWE using mixed methods with online survey data analyzed descriptively and interview data analyzed thematically. Integration of survey and interview data aimed toward a comprehensive evaluation of this novel approach for dementia workforce development. Thirty-four social care practitioners and nurse educators completed the online survey demonstrating high-level learner satisfaction; learning gains; behavioral change, and motivation to share new knowledge. Four key themes developed from the analysis of interviews (n=9) around participants’ pursuit of new knowledge; delivery modes in DEWE; learning gains and impact of DEWE; and adaptations for future program implementation. Findings suggest DEWE is an innovative resource that promotes person- and relationship-centered dementia care across all stages of one’s dementia journey. Cultural adaptations are recommended for international delivery to ensure contextual alignment and maximum impact.

This paper offers a set of comprehensive guidelines aimed at facilitating the widespread adoption of hydrogen in the industrial hard-to-abate sectors. The authors begin by conducting a detailed analysis of these sectors, providing an overview of their unique characteristics and challenges. The paper delves into specific elements related to hydrogen technologies, shedding light on their potential applications and discussing feasible implementation strategies. By exploring the strengths and limitations of each technology, the paper offers valuable insights into its suitability for specific applications. Finally, through a particular analysis focused on the steel sector, the authors provide in-depth information on the potential benefits and challenges associated with hydrogen adoption in this particular context. By emphasizing the steel sector as a focal point, the authors contribute to a more nuanced understanding of hydrogen's role in decarbonizing industrial processes and inspire further exploration of its applications in other challenging sectors.

In this study, a slow-release urea fertilizer hydrogel was synthesized from hydroxyl propyl methyl cellulose, polyvinyl alcohol and glycerol blends with paper (blended paper) as second layer. The fertilizer hydrogel was characterized by SEM, XRD and FTIR. Its retention in sandy soil, swelling behavior in distilled and tap water as well as slow-release behavior to urea were investigated. The results indicated that the fertilizer had good slow-release properties and ability to retain water in soil. However, the addition of blended paper as a second layer matrix was found to help improve the release properties of the fertilizer. The swelling kinetic of the hydrogel followed the Schott’s Second order model. The release kinetics of urea in water was best described by the Zero order model signifying that the release behavior was independent of fertilizer concentration

The blended perfluorinated sulfonic acid ionomers are prepared to have equivalent weight (EW) ~1000, 980, and 830. The catalyst layers (CLs) using blended PFSA ionomers with different side chain lengths and EWs are investigated, compared to the CLs utilizing single ionomers. The IEC results indicate that the blended ionomers have the targeted EWs. As a result, it is found that the blended ionomers exhibit higher ion conductivity than the single ionomers at all temperatures due to higher water uptake of the blended ionomers. Even though they have a similar EW, it implies that the blended ionomers have bulk structure to form competent free volume. The blended ionomers with short side chain (SSC) and low EW can help reduce the activation energy due to the enhanced hydrophobic and hydrophilic segregation. In addition, it is observed that the catalyst layers using the blended ionomer form more porous microstructure to help reduce the resistance of oxygen transport and attributes to lower mass transfer loss. This effect is significantly revealed in the fuel cell operation at not the lower temperature (70 °C) and full humidification (100%) but the elevated temperature (80 °C) and lower relative humidity (50 and 75%). The blended ionomer-based catalyst layers with higher water uptake and porous CL structure result in higher fuel cell performance and better mass transport than the single ionomer-based catalyst layers.

Sustainable manufacturing practices are becoming increasingly necessary due to the growing concerns regarding climate change and resource scarcity. Consequently, material recycling technologies have gradually become preferred over conventional processes. This study aimed to recycle waste polylactic acid (PLA) from household-disposed cups and lids to create 3D-printed parts and promote sustainable manufacturing practices. To achieve this, the current study utilised virgin and post-consumer PLA (sourced from household waste) blends. The PC-PLA wastes were shredded and sorted by size with the aid of a washing step, resulting in a filament with a 1.70 ± 0.5 mm diameter without fragmentation or dissolution. A 50:50 wt.% blend of virgin PLA (vPLA) and PC-PLA was selected as the standard recycling percentage based on previous research and resource conservation goals. The study investigated the impact of three 3D printing parameters (layer height (LH), infill density (I), and nozzle temperature (NT))on the quality of 3D-printed parts using a three-level L9 Taguchi orthogonal array. The findings revealed that blending PC-PLA with vPLA led to significant improvements in the tensile, flexural, and impact strengths by 18.40%, 8%, and 9.15%, respectively, compared to those of recycled PLA. This conclusion was supported by the investigation of the fracture surface area, which revealed fractographic features associated with printing parameters, such as plastic deformation and interfilament debonding. An ANOVA analysis revealed a positive influence of larger layer height and high nozzle temperature on the mechanical properties. Subsequently, the optimal printing parameters (LH: 0.3 mm, I: 100%, and NT: 215 °C) were determined using the S/N ratio, and a confirmation test using the optimum printing parameters exhibited a strong correlation with statistically predicted outcomes. Finally, the study used optimum printing parameters to fabricate 100% post-consumer recycled PLA 3D printed parts, demonstrating their potential for low-strength applications. Based on these findings, it can be concluded that virgin and post-consumer recycled PLA blended filament for fabricating 3D printed components is an effective way to support plastic recycling in the context of a circular economy.

The Blended Wing Body (BWB) configuration is considered to have the potential of providing significant advantages when compared to conventional aircraft designs. At the same time, numerous studies have reported that technical challenges exist in many areas of its design, including stability and control. This study aims to create a novel BWB design to test its flying and handling qualities using an engineering flight simulator and as such, to identify potential design solutions which will enhance its controllability and manoeuvrability characteristics. This aircraft is aimed toward the commercial sector with a range of 3,000 nautical miles, carrying a payload of 20,000kg. In the engineering flight simulator a flight test was undertaken; first, to determine the BWB design’s static stability through a standard commercial mission profile, and then to determine its dynamic stability characteristics through standard dynamic modes. Its flying qualities suggested its stability with a static margin of 8.652% of the Mean Aerodynamic Chord (MAC) and consistent response from the pilot input. In addition, the aircraft achieved a maximum lift-to-drag ratio of 28.1; a maximum range of 4,581 nautical miles; zero-lift drag of 0.005; and meeting all the requirements of the dynamic modes.