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A Celebration of……
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This investigation is designed to apply an advanced kinetic-thermodynamic model on the experimental data obtained from acidic and alkaline corrosion of iron using mono- and bis-azo dyes as corrosion inhibitors. The inhibition properties of the tested azo dyes on corrosion of iron in HNO3 and NaOH media were analyzed by gravimetric, thermometric and polarization measurements. The three studied methods gave consistent results. Polarization study showed that all the inhibitors are mixed type in acidic, act mainly as cathodic in alkaline solution. The synthesized azo dye derivatives exhibit good inhibition properties, obeys the Frumkin adsorption isotherm. The large values of the change in the standard free energy of adsorption (∆Goads), equilibrium constant (Kads) and binding constant (Kb) revealed that the reactions proceed spontaneously and result in highly efficient physisorption mechanism and stronger electrical interaction between the double layer existing at the phase boundary and the adsorbing molecules. The inhibition efficiency depends on the number of adsorption oxygen sites (OH and OMe groups), their charge density and π-electron clouds. The inhibition efficiency evaluated via theoretical methods was well accorded with reported experimental ones, following the same order as:  -naphthyl- ligand >  -naphthyl>p-anisdine>p-toluidine >o-toluidine >m-toluidine derivative. This research might provide a theoretical inhibition performance evaluation approach for homologous inhibitors.

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Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.

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David

1. David Dave A Celebration of…… Your Life Your Love

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David

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