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Page will reload when a filter is selected or excluded.- "The properties of cast iron grade GL 250 are dependent on the microstructures developed during casting. These microstructures are in turn dependent on the composition of the alloy, type of mould and other numerous casting practice variables such as shake-out time, pouring temperature, mould ambient conditions and inoculating technique. In this work, the effect of silicon content and shake-out time on the grain size (GS) and hardness properties of GL 250 cast iron was studied using a pouring temperature of 14000C and sand mould casting. Using charge materials consisting of pig iron and other additives, GL 250castings containing silicon contents of 1.7, 2.1 and 2.7% were casted using a constant pouring temperature of 14000C, molding sand of specified properties and ambient mould temperature of 320C. Results showed that type A flake type was obtained at 30mins shakeout time for all samples for the C.I composition under study. Increasing shake-out time decreased hardness and increased carbide grain size. Increasing silicon content was observed to increase grain size and reduce free graphite but with resultant decrease in hardness. Two mathematical relationships were derived. One related grain-size to silicon content and shakeout time while the second related Brinnel Hardness to Silicon content and shake-out time. They are: Grain Size=0.40 Si+0.17Shake-out Time-0.15 and BHN=-60.53Si-7.15Shake-out Time+329.35 at 14000C pouring temperature in a molding sand of specified properties and sand mould ambient temperature of 320C. " 2 results 2
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- Behavioural models 2 results 2
- Conflict variables 2 results 2
- Diarrhoea 2 results 2
- Fairlie decomposition 2 results 2
- Fiscal policy distortion 2 results 2
- GL 250 C.I 2 results 2
- Grain-Size 2 results 2
- Hardness 2 results 2
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- Silicon content 2 results 2
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- Teachers’ productivity 2 results 2
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- minerals 2 results 2
- proximate analysis 2 results 2
- "Antibacterial activity 1 results 1
- "The quality of education provided in any society and nature of the change effected by that education are both dependent on the motivation of teachers and effectiveness of their teaching in schools. It determines the aspect of life and the world with which the learners are brought into contact. Hence, there is need to look into the motivation and teaching effectiveness of teachers as factors that could affect the learning outcomes of Government as a subject. The study therefore, sought to investigate teacher motivation and teacher effectiveness as correlates of students' learning outcome in SS2 Government among public secondary schools in Ekiti State. Multistage sampling technique was employed to select eighty (80) Government secondary school teachers and eight hundred (800) senior secondary school studentsfrom eighty public secondary schools in eight Local Government Areas in Ekiti state. A total of eight hundred and eighty (880) respondents were used in all. Three instruments were used for the study, namely: Teacher Motivation Questionnaire (TMQ), Teacher Effectiveness Rating Scale (TERS) and Student Achievement Test in Government (SATG) with reliability coefficients of 0.82, 0.83 and 0.79 respectively. Data were analysed using multiple regression. Results offindings show that teacher motivation (Salaries and other Fringe Benefits, Conducive Environment, Advancement on the Job, promotion) and teacher effectiveness had composite contribution to students learning outcome in Government (R= .555; Adjusted R2 = .261; F (5.75) = 6.578; P < .05). It was also found that, there was a positive relative contribution of each factor to the learning outcome in government, alaries and Fringe benefits (β = .227), Conducive Environment (β = .044), Advancement 011 the job (β = .140), promotion (β = .273), and Teacher effectiveness (β = .239). However; it was revealed that, only Salary and Fringe Benefits (β = .277; t = 2.100, P < .05), Promotion (β = .273; t = 2.587, P < .05) and Teacher Effectiveness (β = .239; t = 2.95, P < .05) were the most influential factors that contribute to learningoutcome in Government. It is therefore recommended that school stakeholders should employ different ways of motivating their teachers towards imparting the contents of the curriculum effectively. School Principals should monitor very closely that the strategies employed by the teachers are in accordance with the contents of the school curriculum where the worthy policies of education are written." 1 results 1
- 16S rDNA gene 1 results 1
- A non-pre-emptive goal programming (NGP) model for weld-metal chemical composition optimization from welding-flux ingredients is proposed. The proposed model, which is the first multi-objective mathematical programming approach to welding-flux formulation, provides increased flexibility to the welding-flux formulator in several ways: (1) several conflicting objectives can be simultaneously considered, (2) the best compromise for welding-flux formulation can be achieved with minimal expenditure of resources and experimental efforts, (3) the welding-flux designer can explore various trade-off options, and (4) the lead time and cost of developing welding consumables can be drastically reduced. This paper has extended the work of Kanjilal and co-investigators by coupling it with the NGP optimisation technique so as to prescribe the welding-flux ingredient levels that will achieve optimum performance for the flux at minimum experimental efforts and cost. The feasibility and suitability of the model is illustrated with data from the literature. 1 results 1
- AMCS 1 results 1
- ATO model 1 results 1
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