Various suspensions containing Al2O3 nanoparticles with specific surface areas in a range of 5–124 m2 g−1 have been prepared and their thermal conductivities have been investigated using a transient hot-wire method. Nanoparticle suspensions, containing a small amount of Al2O3, have substantially higher thermal conductivity than the base fluid, with the enhancement increasing with the volume fraction of Al2O3. The enhanced thermal conductivity increases with an increase in the difference between the pH value of aqueous suspension and the isoelectric point of Al2O3 particle. For the suspensions using the same base fluid, the thermal conductivity enhancements are highly dependent on specific surface area (SSA) of nanoparticle, with an optimal SSA for the highest thermal conductivity. For the suspensions containing the same nanoparticles, the enhanced thermal conductivity ratio is reduced with the increasing thermal conductivity of the base fluid. The crystalline phase of the nanoparticles appears to have no obvious effect on the thermal conductivity of the suspensions. Comparison between the experiments and the theoretical model shows that the measured thermal conductivity is much higher than the values calculated using theoretical correlation, indicating new heat transport mechanisms included in nanoparticle suspensions.
This article shows the results of a study of the cyberbullying and cyberstalking experiences of students at a public liberal arts college. A survey was administered online to sophomores, juniors, seniors, and graduate students at the college. The prevalence rates were 10% for cyberbullying and 9% for cyberstalking, shown in the sample of 471 respondents. Traditional college students under 25 years of age were experiencing and participating in cyberbullying at higher rates than older college students. Prior experience as a victim of cyberbullying in high school was a significant risk factor for cyberbullying and cyberstalking in college, which implies that students’ roles in cyberbullying are maintained from high school to college. The majority of college students are handling cyberbullying incidents themselves rather than utilizing campus resources, but two-thirds of respondents would be more likely to consider reporting an incident if there was a central e-mail address available for reporting incidents.
This article shows the results of a study of the cyberbullying and cyberstalking experiences of students at a public liberal arts college. A survey was administered online to sophomores, juniors, seniors, and graduate students at the college. The prevalence rates were 10% for cyberbullying and 9% for cyberstalking, shown in the sample of 471 respondents. Traditional college students under 25 years of age were experiencing and participating in cyberbullying at higher rates than older college students. Prior experience as a victim of cyberbullying in high school was a significant risk factor for cyberbullying and cyberstalking in college, which implies that students’ roles in cyberbullying are maintained from high school to college. The majority of college students are handling cyberbullying incidents themselves rather than utilizing campus resources, but two-thirds of respondents would be more likely to consider reporting an incident if there was a central e-mail address available for reporting incidents.
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