Artículos iENERGIAhttp://hdl.handle.net/10259/47082024-03-29T10:16:56Z2024-03-29T10:16:56ZDensity, Viscosity, Refractive Index, and Related Thermophysical Properties of Dibutyl Ether +2-Butanol + Cyclohexane Ternary SystemsAbala, IlhamLorenzo Bañuelos, MiriamLifi, HoudaLifi, MohamedMuñoz Rujas, NataliaAguilar Romero, FernandoAlaoui, Fatima E. M.http://hdl.handle.net/10259/84042024-02-15T09:19:34Z2022-11-01T00:00:00ZDensity, Viscosity, Refractive Index, and Related Thermophysical Properties of Dibutyl Ether +2-Butanol + Cyclohexane Ternary Systems
Abala, Ilham; Lorenzo Bañuelos, Miriam; Lifi, Houda; Lifi, Mohamed; Muñoz Rujas, Natalia; Aguilar Romero, Fernando; Alaoui, Fatima E. M.
New measured data for density, (ρ), dynamic and kinematic viscosities, (μD and μc), and refractive index, (nD), are presented at T = 298.15 K and p = 0.1 MPa for binary and ternary mixtures containing dibutyl ether, 2-butanol, and cyclohexane. As a result, the derived properties are estimated based on the measured data. Excess molar volume, (VE), dynamic viscosity deviation (ΔμD), and deviation in refractive index, (ΔnD), as derived properties, are fitted using the Redlich–Kister equation. In addition, perturbed-chain statistical associating fluid theory equation of state is employed to correlate the measured data of density.
2022-11-01T00:00:00ZThermophysical Study on the Mixing Properties of Mixtures Comprising 2-(2-Methoxyethoxy)ethanol, Butan-1-ol, Butan-2-ol, and Propan-1-olLifi, MohamedAbala, IlhamBriones Llorente, RaúlMuñoz Rujas, NataliaAguilar Romero, FernandoAlaoui, Fatima E. M.http://hdl.handle.net/10259/80872024-03-22T01:05:19Z2023-12-01T00:00:00ZThermophysical Study on the Mixing Properties of Mixtures Comprising 2-(2-Methoxyethoxy)ethanol, Butan-1-ol, Butan-2-ol, and Propan-1-ol
Lifi, Mohamed; Abala, Ilham; Briones Llorente, Raúl; Muñoz Rujas, Natalia; Aguilar Romero, Fernando; Alaoui, Fatima E. M.
Excess enthalpy (HE), dynamic and kinematic viscosities (η, υ), density (ρ), and refractive index (nD) of mixtures comprising 2-(2-methoxyethoxy)ethanol, butan-1-ol, butan-2-ol, and propan-1-ol are presented at p = 0.1 MPa and at T = 298.15 and 313.15 K. Deviations in refractive index (ΔnD) is generated from experimental data of refractive index. Experimental data of ρ for all binary mixtures are predicted using the PC-SAFT (Perturbed Chain-Statistical Associating Fluid) EoS. Furthermore, HE and ΔnD are adjusted using the Redlich–Kister equation. However, the correlation of measured data of HE is performed by using the UNIQUAC and NRTL models.
2023-12-01T00:00:00ZEnvironmental Performance of a Cost-Effective Energy Renovation at the Neighbourhood Scale—The Case for Social Housing in Braga, PortugalBarbosa, RicardoAlmeida, ManuelaBriones Llorente, RaúlMateus, Ricardohttp://hdl.handle.net/10259/64272022-11-08T13:08:53Z2022-02-01T00:00:00ZEnvironmental Performance of a Cost-Effective Energy Renovation at the Neighbourhood Scale—The Case for Social Housing in Braga, Portugal
Barbosa, Ricardo; Almeida, Manuela; Briones Llorente, Raúl; Mateus, Ricardo
It is increasingly recognised that the energy renovation of the existing building stock will be determinant for achieving 2030 and 2050 decarbonisation targets in Europe. As operational energy is being dramatically reduced through regulatory efforts and funding from the European Union, the relevance of the environmental performance of these interventions becomes higher, namely regarding embodied energy and carbon emissions associated with the materials that compose the renovation solutions. Although some studies address these impacts in buildings, the range of studies focusing on the neighbourhood scale is limited. This article presents a methodological framework combining a life cycle cost assessment (LCC) and a life cycle assessment (LCA). The purpose is to assess the relevance of embodied energy and carbon emissions on the cost-effectiveness of building renovation solutions towards nZEB at the neighbourhood scale by comparing an operational energy approach and a whole life cycle approach in a case study of a social housing neighbourhood in Braga, Portugal. The results suggest an increase in indicators values demonstrating a negative impact on the achievable reduction of both energy and emissions when the whole life cycle approach is considered, which can constitute a critical point for policy formulation in the decarbonisation of the built environment.
2022-02-01T00:00:00ZTeaching and learning styles on Moodle: an analysis of the effectiveness of using STEM and Non-STEM qualifications from a gender perspectiveSáiz Manzanares, María ConsueloMarticorena Sánchez, RaúlMuñoz Rujas, NataliaRodríguez Arribas, SandraEscolar Llamazares, María del CaminoAlonso Santander, NuriaMartínez Martín, Mª ÁngelesMercado Val, Elvirahttp://hdl.handle.net/10259/62392024-01-31T07:47:19Z2021-02-01T00:00:00ZTeaching and learning styles on Moodle: an analysis of the effectiveness of using STEM and Non-STEM qualifications from a gender perspective
Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; Muñoz Rujas, Natalia; Rodríguez Arribas, Sandra; Escolar Llamazares, María del Camino; Alonso Santander, Nuria; Martínez Martín, Mª Ángeles; Mercado Val, Elvira
Teaching in Higher Education is with increasing frequency completed within a Learning Management System (LMS) environment in the Blended Learning modality. The use of learning objects (activities and resources) offered by LMS means that both teachers and students require training. In addition, gender differences relating to the number of students in STEM (Science, Technology, Engineering, and Mathematics) and Non-STEM courses might have some influence on the use of those learning objects. The study involves 13 teachers (6 experts in e-Learning and 7 non-experts) on 13 academic courses (4 STEM and 9 Non-STEM) and a detailed examination of the logs of 626 students downloaded from the Moodle platform. Our objectives are: (1) To confirm whether significant differences may be found in relation to the use of learning objects (resources and activities) on Moodle, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (2) To confirm whether there are significant differences between students regarding their use of learning objects, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (3) To confirm whether there are significant differences for the use of learning objects among students as a function of gender. Differences were found in the use of Moodle learning objects (resources and activities) for teachers and for students depending on the expertise of the teacher. Likewise, differences were found for the use of some learning objects as a function of gender and the degrees that the students were following. Increased technological training for both teachers and students is proposed, especially on Non-STEM qualifications, in order to mitigate the effects of the technological gap and its collateral relation with the gender gap and the digital divide.
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