ABSTRACT
A highly-efficient dynamic assembly method for the transformation of the initial spongy lamellar structure of concentrated linear alkylbenzene sulfonate, LAS, incorporated with sodium silicate, into spherulitic vesicles is presented. A combination of drag and pressure flows, via twin screw extrusion, was used to mitigate the ubiquitous viscoplasticity and the wall slip behavior of the anionic surfactant paste and gave rise to the dynamic assembly of stable vesicular nanostructures within a narrow size range, that was not possible with either pure drag or pure pressure flows. Concomitantly with the structure transformation of the paste during assembly under the combination of pressure and drag flows, significant changes in its viscoelasticity, i.e., order of magnitude increases in storage and loss moduli and magnitude of complex viscosity, were observed. The demonstrated dynamic assembly of stable vesicular nanostructures, with vesicle diameters within the relatively narrow range of 300-600 nm, from a commodity surfactant is relevant to myriad templating and encapsulation applications, as well as shedding light on the mechanisms of the deformation-induced planar lamellar to vesicle transformation of concentrated amphiphiles.
ABSTRACT
Many first year nursing students require additional academic support from both their lecturers and learning resources. Anecdotal evidence at an Australian university suggested that 'at risk' students did not follow up lecturer referral. This study identified what learning resources were accessed and what factors influenced students' decisions to follow up or not to follow up lecturer referral. First-year nursing students (n =150) were surveyed towards the end of their second semester regarding their use of learning support services. Twelve students were randomly selected and interviewed regarding their use of learning support and their first year learning experience. Demographic data were analyzed using descriptive statistics. Qualitative data were subjected to content analysis. Results revealed learning support utilisation was related to age and publicity but unrelated to gender or culture. Older students entering through non-traditional entry modes displayed a tendency to self refer to learning support. Younger students (<25 years) often lacked effective learning strategies and were reluctant to access on-campus learning support. For all students positive on and off campus support led to positive outcomes. Faculty and learning support lecturers need to foster integration of learning support for all students and encourage peer-learning partnerships within the foundation subjects.