Performance Polymer Solutions (United States)

Abstract Third Generation Polysiloxane (TGPS) ambient curing CUI mitigation coatings have been used in the petrochemical industry for over five years. These coating technologies have demonstrated positive results in both shop and field application for asset management in elevated temperature, cryogenic and cyclic applications across −196 to 650°C/-321 to 750°F operational temperatures. TGPS coatings have demonstrated effective use of a two-step (primer-insulation) CUI mitigation coating approach operating up to 400° C/750°F, when compared to the traditional (CUI coating-fibrous insulation-cladding) systems.

It was recently shown that molecularly dispersed octaisobutyl-polyhedral oligomeric silsesquioxane (bu-POSS) nanoparticles acted like nanoplugs and reduced O2 transmission in low-density polyethyle...

Abstract This article presents examples of engineered parts where PEEK (polyether ether ketone) thermoplastics have replaced traditional materials such as stainless steel, aluminum, titanium, and glass.

An effort is under way to roadmap for investigations aimed at developing robust and broadly-applicable methods for “accelerated learning” (Hoffman, et al., 2009). This includes methods for: (1) Facilitating the acquisition of expertise in mission or organization-critical specializations and (2) Retaining that expertise in the form of both personnel capabilities and organizational knowledge. Achievement of the objective will be made possible through a collaboration of scientists and government specialists in areas of training and expertise studies. Panelists will discuss differing perspectives on the concept of accelerated learning, highlighting prospects, issues, and methodological challenges.

Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study we combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, we created our own set of design principles. These principles can guide the evaluation of how educational technologies are used or help instructional designers in creating exemplary ways to implement technologies.

Abstract Two phenylethynyl phthalic anhydride‐capped imide oligomers, AFR‐PEPA‐2 and AFR‐PEPA‐8, with molecular weights of 1 601 and 4 699 g · mol−1, respectively, were synthesized and characterized. The AFR‐PEPA‐N oligomers show higher glass transition temperatures and higher thermal decomposition temperatures than phenylethynyl‐terminated imide PETI‐5. After curing for 1 h at 390 °C, AFR‐PEPA‐2 and AFR‐PEPA‐8 have Tgs of 370 and 358 °C, respectively. AFR‐PEPA‐N oligomers demonstrated lower minimum complex melt viscosities than PETI‐5 due to the presence of CF3 group in the backbone structure. 1 601 g · mol−1 AFR‐PEPA‐2 imide oligomer has a complex melt viscosity of 10 Pa · s at 340 °C, and 4 699 g · mol−1 AFR‐PEPA‐8 imide oligomer has a complex melt viscosity of 227 Pa · s at 371 °C. AFR‐PEPA‐N film's crystal morphology was observed using polarized optical microscopy and the AFR‐PEPA‐8 oligomer did not show crystallinity. AFR‐PEPA‐2 film exhibits semicrystalline behavior and the crystallinity does not disappear until the film is cured above 375 °C.magnified image

Historically, organizations have focused on improving safety by addressing the work environment surrounding employees. Providing hazard-free facilities and providing better tools and equipment have, understandably, worked well to improve safety. But many organizations have reached a plateau; continuing to rely solely on these approaches will produce only marginal gains. Despite having a workplace ‘designed’ to reduce hazards, incidents and injuries still occur with alarming regularity. We have come to realize (or be reminded) that 1) people are not perfect and will make mistakes despite their best intentions and working in the best of surroundings, and 2) the work culture often allows or encourages at-risk behaviors to be performed. In the last decades of the 20th century, the behavioral approach to safety performance improvement was developed to focus on reducing hazards by understanding employee behaviors in the context of their work culture.Behavior-based safety (BBS) refers to a broad category of interventions (e.g., processes, programs, strategies, tactics) in which behavioral psychology principles are applied to change specific behaviors. BBS principles have been used, often in the form of a behavioral observation and feedback process, with considerable success to reduce the occurrence of incidents and injuries, primarily by increasing the frequency of safe behaviors and decreasing the number of at-risk behaviors. The techniques used are analogous to those used in the field of