In this experimental study, spray and combustion characteristics of a single cylinder optical engine were evaluated by varying the fuel injection pressure (FIP) (40, 80, and 120 MPa). Karanja, Jatropha, and waste cooking oil (WCO) biodiesels were the test fuels and their results were compared with baseline mineral diesel. There was no significant difference observed in the spray tip penetration amongst all test fuels, however the spray cone angles of biodiesels were slightly higher than baseline mineral diesel. Mineral diesel showed relatively shorter injection delay compared to biodiesels at 40 and 80 MPa FIP. Jatropha and Karanja biodiesels showed higher flame luminosity at all FIPs, while WCO biodiesel showed lower flame luminosity, especially at higher FIPs of 80 and 120 MPa, primarily due to lower viscosity of WCO biodiesel. Flame spatial fluctuation (FSF) and flame nonhomogeneity (FNH) were also found to be higher for biodiesels at lower FIP of 40 MPa. Karanja and Jatropha biodiesels showed higher FSF and FNH at higher FIPs compared to WCO biodiesel.
<p>This research was undertaken with an intention to contribute to the existing literature and research on issues related to struggles and support for gender diverse students in New Zealand secondary schools. Gender diversity is a classification of individuals who do not see themselves as just male or female. LGBTQIA [lesbians, gays, bisexual, transgender and Queer] has been an acronym used to describe individuals of alternative lifestyles. The main objective of this study was to investigate in-depth to understand the positive and negative experiences of gender diverse students in New Zealand Secondary schools. A qualitative research approach was utilised and pragmatics as the research paradigm, as the focus was on the experiences of the learners and view of the teachers. Semi-structured interviews were used as this is regarded as a process of in-depth inquiry which has generated detailed descriptions. The outcomes of this research have been in line with the current and existing literature related to the experiences of gender diverse students in secondary schools in New Zealand. A review of existing literature indicates that gender diverse students are subjected to negative academic and social experiences such as verbal slurs, emotional harassment and abuse. Further, the disengagement of the curriculum and the support of the teachers in schools. The positive indication of this research was the support of the heterosexual students and teachers in the school however, there is a need for more support. It is recommended from this research that the school needs to provide professional development for its teachers and design their curriculum to create equality in the school.</p>
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