Journals@UC (University of Cincinnati)
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Statistical Analysis and Critical Aspects of Surface Measurement using Mechanical Pin-Wheel Machines
No full textThe publication of the “Measuring Instruments Directive - MID” (European Directive 2014/32/UE) has determined the inclusion of area measuring machines in the category of legal metrology devices. Leather must follow similar rules for other goods traded by means of a measurement. Finished leathers are usually sold by area and the measurement for verification purposes in commercial trades is regulated by the International Contract No 7 (1998) between the ICT and the ICHSLTA. This contract provides specific indications on commercial issues and defines rules for area checking in case of legal disputes. In general, the contract allows the use of any agreed machine between seller and buyer (mechanical or optoelectronic), but in the event of a dispute it refers exclusively to pin-wheel machines according to ISO 11646 standard. This requirement has been defined without the provision of any technical support and does not consider the deviations of the results using other devices. Furthermore, ICT and ICHSLTA agreed that official controls shall be carried out only in specific Measurement Institutes, among which only 5 around the world have a working instrument, and only one has accredited the test according to ISO/IEC 17025. In this study, 13 small batches of different leather articles were used in an interlaboratory trial that involved 8 participants, including 4 European ICT/ICHSLTA official Measurement Institutes. By means of a statistical analysis of the results, the scope of this study is the identification of critical aspects related to the use of pinwheel machines with particular reference to leather (dimension, deformability, etc) and device characteristics
Impact of Acrylic Polymer Molecular Weight and Groups on Physicochemical Properties and Re-Tanning Effectiveness in Leather Manufacturing
No full textAcrylic polymers are widely employed as re-tanning agents in leather manufacturing due to their remarkable re-tanning and filling effectiveness, which is primarily attributed to the careful selection of monomers and control over molecular weight. In this study, a series of acrylic polymer re-tanning agents were characterized for their molecular weight and functional groups, followed by analysis of viscosity, particle size, the ability to form cross-linkage with chromium, penetration properties, and filling properties in chrome-tanned leather. The results demonstrated that the viscosity, particle size, surface charge intensity, and cross-linking ability with chromium increased with the increasing molecular weight of the acrylic acid re-tanning agent. The polymers with lower molecular weight exhibited uneven distribution in leather for the potential “capillary plugging” on the surface of leather. Higher molecular weights corresponded to stronger re-tanning and filling effectiveness, though the absorption was negatively affected. Additionally, non-carboxyl functional groups such as methyl group, ester group, amide group, and cyanide group, exhibited random effects on physicochemical properties and application characteristics of acrylic polymer retanning agents. Greater hydrophobicity of functional groups resulted in higher thickening rates for leather, while enhanced ability to form crosslinks with chromium led to improved compression resistance. This elucidation of the influence of basic structure on typical physical-chemical properties and application characteristics will facilitate the development of novel acrylic polymer re-tanning agents and re-tanning technolog
Impact of Supercritical Carbon Dioxide on the Physical and Chemical Properties of Leather
No full textLeather, a versatile material, faces high resource consumption and waste issues in production. This study explores the use of supercritical carbon dioxide (scCO2) as a green solvent for leather impregnation, assessing its impact on the leather’s chemical and physical properties. Furniture and upper shoe leathers were exposed to CO2 pressures between 100 and 250 bar at 40°C. Results show decreasing fat content with increased pressure, which correlates with reduced tensile strength - especially significant in upper shoe leather at 250 bar with a nearly 50% reduction in fat content from 7% to 3.7% and tensile strength from 480 N to 250 N. However, pressure treatment can also enhance tensile strength when fat reduction is low. The highest increase in tensile strength, from 110 N to 180 N, was observed for furniture leather following treatment at 100 bar. In industrial settings with lower CO2 surplus, fat extraction impacts are assumed to be minimal, suggesting significant potential for resource-efficient leather production using scCO2
The co-created annotated bibliography assignment as an equitable and inclusive practice
Get PDFThis narrative focuses on an assignment designed for an undergraduate education course: a co-created annotated bibliography. I briefly describe the course and then focus on the ways in which the assignment has transformed how students and I understand individual and shared accountability in learning content and creating an equitable and inclusive classroom environment. I share my own and enrolled students’ perspectives on how this assignment enacts a form of culturally responsive practice, is responsive to student interest and capacity at any given moment, and can contribute to transforming students’ conceptions and experiences from individual isolation to co-creation in higher education
Fostering inclusivity and belonging: A reflective journey in teaching \u27The Psychology of Drug Addiction and Behavior"
Get PDFThis reflective essay explores the implementation of inclusivity and belonging strategies in a course on \u27The Psychology of Drug Addiction and Behavior.\u27 The author, a former addiction therapist turned educator, shares the unique challenges and successes of fostering an open, unbiased learning environment. The essay highlights three key strategies: establishing shared norms, challenging biases, and fostering self-reflection. The author discusses the profound impact these strategies had on students\u27 understanding of the subject matter and personal growth. The essay concludes with a commitment to integrate these strategies into future courses and a call for their broader adoption in education
Teaching for inclusion: Universal Design for learning
Get PDFThis personal essay describes how I integrated Universal Design for Learning (UDL) into my online teaching to foster inclusion and enhance my students’ ability to master the content of the doctoral education courses I teach. The first UDL strategy I used was giving students choices so they could focus their work on what most interested them. This was so successful that I expanded my use of UDL to include multiple means of representation so that students did not have to rely on just one way to learn the content. I used student performance data to inform where and how I needed to expand instructional resources. The final way that I integrated UDL into my teaching was through multiple forms of expression so students could select their preferred way of demonstrating their learning. This essay provides details about how I implemented each UDL strategy. In my course feedback, students write that my inclusive style helps foster a feeling of belonging and they can see that I care about their learning as an individual. I strongly believe that UDL is a tool that has helped me accomplish that. The best feedback I get from students is when they tell me that they recognize the positive impact of my UDL approach and that they are fostering it in their own teaching
“Community” is in the name: A university teacher’s guide to foster a sense of belonging by learning from community college students
Get PDFCommunity building is necessary for creating inclusive learning environments. In this narrative, I reflected on my teaching experience at both a large public university and a local community college. I observed two main differences: Community college students appeared to be more willing to 1) advocate for additional support, and 2) support each other to foster classroom success. I specifically provided examples for each observation and recommendations to replicate these experiences. Overall, I have found the community college students inspiring. They taught me that educators are not the only ones who facilitate a sense of belonging, but the students do as well
