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In general, composite materials are difficult to recycle. Tires belong to this class of materials. On top, one of their main constitutents, vulcanized rubber, is as elastomer, which cannot be remolten and hence is particularly challenging to put to a new use. Today, the main end-of-life routes of tires and other rubber products are landfilling, incineration in e.g., cement plants, and grinding to a fine powder, generating huge quantities and indicating a lack of sustainable recycling of this valuable material. True feedstock recycling is not feasible for complex mixtures such as tires, but devulcanization can be done to reactivate the cross-linked polymer for material recycling in novel rubber products. Devulcanization, i.e., the breaking up of sulfur bonds by chemical, thermophysical, or biological means, is a promising route that has been investigated for more than 50 years. This review article presents an update on the state-of-the art in rubber devulcanization. The article addresses established devulcanization technologies and novel processes described in the scientific and patent literatures. On the one hand, tires have become high-tech products, where the simultaneous improvement of wet traction, rolling resistance, and abrasion resistance (the so-called “magic triangle”) is hard to achieve. On the other hand, recycling and sustainable end-of-life uses are becoming more and more important. It is expected that the public discussion of environmental impacts of thermoplastics will soon spill over to thermosets and elastomers. Therefore, the industry needs to develop and market solutions proactively. Every year, approximately 40 million tons of tires are discarded. Through the devulcanization of end-of-life tires (ELT), it is possible to produce new raw materials with good mechanical properties and a superior environmental footprint over virgin products. The devulcanization process has become an interesting technology that is able to support the circular economy concept.
Methane is the main greenhouse gas (GHG) emitted by ruminants. Mitigation strategies are required to alleviate this negative environmental impact while maintaining productivity and ruminants’ health. To date, numerous methane mitigation strategies have been investigated, reported and suggested by scientists to the livestock industry. In this review, the authors will focus on the commonly practiced and available techniques expanding the knowledge of the reader on the advances of methane mitigation strategies with a focus on the recent literature. Furthermore, the authors will attempt to discuss the drawbacks of the strategies in terms of animal health and performance reduction as well as the concept of feed and energy loss, adding an economic perspective to methane emission mitigation which is in the farmers’ direct interest. As a whole, many factors are effective in reducing undesired methane production, but this is definitely a complex challenge. Conclusively, further research is required to offer effective and efficient methane production mitigation solutions in ruminants worldwide, thus positively contributing to climate change.
This study aimed to assess the impact of essential oils (EOs) on in vitro gas formation and the degradability of dairy and beef cattle diets. This study also aimed to investigate the effects of different types of EOs on nutrient utilization and rumen microbial activity. The current study was conducted using a fully randomized design consisting of eight experimental treatments, including two control treatments without any additives, and treatments with cinnamon essential oil (CEO), flaxseed essential oil (FEO), and lemon seed essential oil (LEO) at a concentration of 60 mg/kg fresh mass. Two control treatments were used, one with alfalfa silage and dairy concentrate (DC, CON-DC) and the other with alfalfa silage and fattening concentrate (FC, CON-FC). Gas formation, dry matter (DM) digestibility, crude protein (CP) digestibility, effective degradability (ED), and soluble fractions of DM and organic matter (OM) were evaluated. CEO had a substantial effect on gas formation (p < 0.05). When EOs were added to the diets, they increased dry matter digestibility after 24 h of incubation as compared to control treatments. After 24 h of incubation, FCCEO and FCFEO had the highest CP digestibility among the diets. FCLEO considerably enhanced ED, as well as the soluble fraction of DM (a) at a passage rate of 2% per hour. Treatment with FCCEO resulted in a significant increase in soluble fractions compared to the control diets. At a passage rate of 2% h, DCCEO had the maximum ED value. When EOs were introduced to the diet, they dramatically decreased the insoluble portion of CP (b). Compared to the control treatments, gas production was significantly lower in the presence of LEO (FCLEO; p < 0.05). The addition of EOs to cattle diets may increase nutrient utilization and enhance rumen microbial activity. EOs extracted from lemon seeds (at a dose of 60 mg/kg of diet) lowered gas production in both dairy cattle and fattening diets.
Short-term Incentives of Research Evaluations: Evidence from the UK Research Excellence Framework
(2023)
AI Engineering @ FHTW
(2022)
The current shift in teaching and learning away from the physical
classroom to blended and digital learning environments presents many
challenges and opportunities for both teachers and learners. A
somewhat overlooked aspect of this transition concerns the issue of
student collaboration in blended learning situations. Students teaming
up to improve their learning process, exchange ideas and achieve
learning goals has been an integral part of the higher education
experience for many, while also strengthening students social skills.
With the physical distancing and accompanying shift to increased
online learning settings of the past few years, establishing this
collaboration between students has become more and more difficult.
Well-conceived digital social learning spaces and opportunities might
be a way to compensate for these missed out traditional learning
situations with peers in or after class.
Going beyond typical group work activities teachers often utilize in
their classes, Moodle offers a wide variety of opportunities for
teachers to design these digital learning spaces tailored to the
specific needs and objectives of their classes and students. Following
a student-centred learning paradigm and a conception of the teacher as
a designer and enabler of learning opportunities, we want to present a
few use cases of Moodle activities, plugins and integrated tools
suitable for designing these social spaces online. Among others we
would like to showcase possible scenarios for peer assessments, open
video conferencing rooms for students with BigBlueButton,
collaborative test preparation with StudentQuiz, and connecting
learners through a creative usage of the database activity. Picking up
these different resources, we hope to motivate and inspire educators
to design and roll out collaborative online spaces for their students
to enable better teamwork and achieve deeper learning.
Vortrag im Zuge des Security Monats in Form des FHTW Security Potpourri 2022
Learning Management Systems (LMS), such as Moodle, enable the rapid progress of digitisation in teaching, which is no longer only taking place in the lecture hall, but increasingly “online” and asynchronously. New didactic concepts (blended learning, “flipped classroom”) consist of alternating self-learning and face-to-face phases, with the former taking place in the LMS, i.e. online. However, no analysis has yet been carried out as to how students act with the material in the self-learning phase, or the teachers are not provided with any information about the learning progress of the students during the self-learning phase. In this paper, concepts of learning and teaching analytics are presented to answer these questions and to integrate the measures derived from them into the teaching processes in a sustainable manner.
Background: Most clinical studies report the symptoms experienced by those infected with coronavirus disease 2019 (COVID-19) via patients already hospitalized. Here we analyzed the symptoms experienced outside of a hospital setting.
Methods: The Vienna Social Fund (FSW; Vienna, Austria), the Public Health Services of the City of Vienna (MA15) and the private company Symptoma collaborated to implement Vienna's official online COVID-19 symptom checker. Users answered 12 yes/no questions about symptoms to assess their risk for COVID-19. They could also specify their age and sex, and whether they had contact with someone who tested positive for COVID-19. Depending on the assessed risk of COVID-19 positivity, a SARS-CoV‑2 nucleic acid amplification test (NAAT) was performed. In this publication, we analyzed which factors (symptoms, sex or age) are associated with COVID-19 positivity. We also trained a classifier to correctly predict COVID-19 positivity from the collected data.
Results: Between 2 November 2020 and 18 November 2021, 9133 people experiencing COVID-19-like symptoms were assessed as high risk by the chatbot and were subsequently tested by a NAAT. Symptoms significantly associated with a positive COVID-19 test were malaise, fatigue, headache, cough, fever, dysgeusia and hyposmia. Our classifier could successfully predict COVID-19 positivity with an area under the curve (AUC) of 0.74.
Conclusion: This study provides reliable COVID-19 symptom statistics based on the general population verified by NAATs.
Keywords: Chatbot; Machine learning; Self-reported; Symptom assessment; Symptom checker.