Poly(butylene succinate) (PBS) filled kenaf bast fiber (KBF) composites were fabricated via compression molding. The effects of KBF loading on the flexural and impact properties of the composites were investigated for fiber loadings of 10-40 wt %. The optimum flexural strength of the composites was achieved at 30 wt % fiber loading. However, the flexural modulus of the composites kept increasing with increasing fiber loading. Increasing the fiber loading led to a drop in the impact strength of about 57.5-73.6%; this was due to the stiff nature of the KBF. The effect of the fiber length (5, 10, 15, and 20 mm) on the flexural and impact properties was investigated for the 30 wt % KBF loaded composites. The composites with 10-mm KBF showed the highest flexural and impact properties in comparison to the others. The inferior flexural and impact strength of the composites with 15-and 20-mm KBF could be attributed to the relatively longer fibers that underwent fiber attrition during compounding, which consequently led to the deterioration of the fiber. This was proven by analyses of the fiber length, diameter, and aspect ratio. The addition of maleated PBS as a compatibilizer resulted in the enhancement of the composite's flexural and impact properties due to the formation of better fiber-matrix interfacial adhesion. This was proven by scanning electron microscopy observations of the composites' fracture surfaces. The removal of unreacted maleic anhydride and dicumyl peroxide residuals from the compatibilizers led to better fiber-matrix interfacial adhesion and a slightly enhanced composite strength.
The present research examines the relationship between self-directed learning and SNS that may affect lifelong learning. In study, 170 of the respondents are Masters students and 140 are PhD students in Malaysia. The study follows a relational survey to investigate and measure the degree of relationship amongst self-directed learning, SNS and lifelong learning. The findings of the research corroborate that self-directed learning positively affects lifelong learning. SEM analysis indicates significant and positive influence of self-directed learning on SNS. SNS are a positive partial mediator between self-directed learning and lifelong learning. In conclusion, self-directed learning positively influences the lifelong learning of students, which is affected by SNS. This study implies that lectures should support preservice teachers to sharpen teachers' self-directed learning and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere.
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