Cellulose nanocrystals as sustainable additives in water-based cutting fluids.

Cutting fluid is indispensable in the machining industry as a fluid for lubrication and cooling in the metalworking process due to their ability to significantly improve various properties of cutting fluid. Castor oil, as a common base oil and additive in cutting fluid, can be grafted onto the surface of cellulose nanocrystals (CNC) to further enhance the lubricating properties of cutting fluid. It has been shown that cellulose nanocrystals and castor oil modified cellulose nanocrystals (CO-CNC) as additives in cutting fluid have good dispersion stability and can effectively improve the lubricating properties. When the amount of CNC or CO-CNC was added in the working fluid at about 0.5 wt%, the friction coefficient was significantly reduced. According to the results from this study, cellulose nanocrystal is a promising candidate as the nontoxic and renewable additive for the improvement of diverse performances for the water-based cutting fluid.

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners.

As a popular Web 2.0 technology, wikis have gained momentum in educational contexts. To give further empirical support to the use of wikis in foreign language education, this research probed the usefulness of a wiki-based writing instruction on the writing skill and self-efficacy of Chinese English-as-a-foreign language (EFL) learners. For this purpose, 53 EFL students in a foreign language school in China were selected as the participants. The two classes were assigned to an experimental group (N = 25) and a control group (N = 28). Over a period of 3 months, the experimental group was instructed based on wiki-based writing instruction while the control group was taught traditionally. The data were collected by administering IELTS writing tasks and a writing self-efficacy scale employed for pre- and post-tests. The results of data analysis indicated that both classes substantially enhanced their writing skill and writing self-efficacy. Nevertheless, the experimental group performed better than the control group in terms of both dependent variables, leading the researchers to conclude that the wiki-based writing instruction was significantly effective in boosting writing skill and self-efficacy of Chinese EFL learners. These outcomes can offer some worthwhile implications for EFL instructors.