ABSTRACT
This work discusses the applicability of lightweight aggregate-encapsulated n-octadecane with 1.0 wt.% of Cu nanoparticles, for enhanced thermal comfort in buildings by providing thermal energy storage functionality to no-fines concrete. A straightforward two-step procedure (impregnation and occlusion) for the encapsulation of the nano-additivated phase change material in lightweight aggregates is presented. Encapsulation efficiencies of 30-40% are achieved. Phase change behavior is consistent across cycles. Cu nanoparticles provide nucleation points for phase change and increase the rate of progression of phase change fronts due to the enhancement in the effective thermal conductivity of n-octadecane. The effective thermal conductivity of the composites remains like that of regular lightweight aggregates and can still fulfil thermal insulation requirements. The thermal response of no-fines concrete blocks prepared with these new aggregates is also studied. Under artificial sunlight, with a standard 1000 W·m-2 irradiance and AM1.5G filter, concrete samples with the epoxy-coated aggregate-encapsulated n-octadecane-based dispersion of Cu nanoparticles (with a phase change material content below 8% of the total concrete mass) can effectively maintain a significant 5 °C difference between irradiated and non-irradiated sides of the block for ca. 30 min.
ABSTRACT
Recent research suggests that school-based kindness education programs may benefit the learning and social-emotional development of youth and may improve school climate and school safety outcomes. However, how and to what extent kindness education programming influences positive outcomes in schools is poorly understood, and such programs are difficult to evaluate in the absence of a conceptual model for studying their effectiveness. In partnership with Kind Campus, a widely adopted school-based kindness education program that uses a bottom-up program framework, a methodology called concept mapping was used to develop a conceptual model for evaluating school-based kindness education programs from the input of 123 middle school students and approximately 150 educators, school professionals, and academic scholars. From the basis of this model, recommendations for processes and outcomes that would be useful to assess in evaluations of kindness education programs are made, and areas where additional instrument development may be necessary are highlighted. The utility of the concept mapping method as an initial step in evaluating other grassroots or non-traditional educational programming is also discussed.
