Perfluorosulphonic acid-based membranes such as Nafion are widely used in fuel cell applications. However, these membranes have several drawbacks, including high expense, non-eco-friendliness, and low proton conductivity under anhydrous conditions. Biopolymer-based membranes, such as chitosan (CS), cellulose, and carrageenan, are popular. They have been introduced and are being studied as alternative materials for enhancing fuel cell performance, because they are environmentally friendly and economical. Modifications that will enhance the proton conductivity of biopolymer-based membranes have been performed. Ionic liquids, which are good electrolytes, are studied for their potential to improve the ionic conductivity and thermal stability of fuel cell applications. This review summarizes the development and evolution of CS biopolymer-based membranes and ionic liquids in fuel cell applications over the past decade. It also focuses on the improved performances of fuel cell applications using biopolymer-based membranes and ionic liquids as promising clean energy.

This paper investigates the present situation of translation teaching, counts the survey results, analyzes the results before and after the implementation of the new translation teaching mode, and compares the results between the implemented class and the non-implemented class. Conclusion The translation teaching mode based on flipped classroom is feasible and can be accepted and recognized by students. At the same time, it can arouse students' learning enthusiasm and effectively improve students' translation ability. Translation ability, which reflects the sum of various knowledge and skills that translators need to master to complete translation tasks, is the main goal of translation teaching for professional English. According to the current situation of translation teaching, design the reform scheme of translation practice teaching. The online classroom Blackboard platform is used to implement the flipped classroom teaching mode, and through the reform of diversified teaching contents, process collaborative learning mode, and extracurricular practice expansion, the traditional result teaching of translation is changed into process teaching, so as to improve students' translation cognitive ability, language ability and communicative ability, with a view to providing a new method and perspective for the reform of translation courses for English majors. By using the method of literature research, this paper analyzes the research status of English flip classroom teaching model in domestic colleges and universities. The results show that the purpose of creation is diversified, the types of creation are diversified, the theoretical basis is diversified, the operation process is serialized, and the verification method is integrated. The existing problems mainly include: less capacity development model creation, westernization of theoretical basis, weak problem awareness, unbalanced application, etc. In the future, the research should strengthen the creation of the ability development model, the theoretical basis for the creation should be localized, and the innovative research on the flipped classroom teaching model for English majors should be strengthened.

The usage of natural fiber mat has created much attention especially in soil erosion control sector due to low cost and sustainable materials. This study investigated the effectiveness of natural fiber mat made from water hyacinth stems for soil erosion control. The water hyacinth fiber mat (WHFM) was fabricated with mesh opening size of 30 mm × 30mm and tested at 30 degree slope inclinations under simulated rainfall with constant intensity. Results revealed that soil with treatment (covered by WHFM) significantly decreased sediment yields and volumes, with average 78.74% reduction efficiency compared to untreated soil (bare soil).

This paper offers an interdisciplinary exploration linking the narratives of disaster studies and civil engineering programme in a Malaysian context. In Malaysia, civil engineers play a pivotal role in advancing the nation and people through the construction of infrastructure. This includes highways, buildings and dam construction. These constructions are heavily related to human beings and society at large. However, current literature indicates that civil engineers in Malaysia lack the ability to understand the narratives of trauma especially in cases of manmade and natural disasters. This is due to the fact that most civil engineering programmes focus on technical knowledge while little emphasis is given to trauma studies. Hence, this case study aims to link trauma studies and hydrometeorological disasters in Malaysia. Drawing theoretical frameworks from the work of the trauma narrative expert Cathy Caruth, this project aims to take her conceptual undertaking of trauma narratives to add on, compliment and strengthen the existing curriculum. The crux of this project involves civil engineering students in engaging with trauma narratives of disaster victims. The methodology is a narrative technique to capture the elements of trauma that can be represented in many forms. The paper reports on challenges and reflections as well as methodological constraints from this case study. It concludes with a promising integration of narrative technique in the curriculum.

Engineering textbooks are specialized in nature, containing technical terminology which can be challenging to learners. For better comprehension of engineering concepts, there is a need for bridging the language gap by focusing on the frequently used and important engineering vocabulary. Most English Language Teaching (ELT) teachers do not necessary possess the specialist language in the field of engineering which can be rather confusing to them. It has been reported that Malaysian engineering textbooks (syllabus) were not written based on any word lists or corpora. Hence, learners require the language needed in the field of engineering – English for Engineering Purposes (EEP). To meet this requirement, specialised engineering textbooks were studied to specify the meaningful lexical components which can facilitate learners to assimilate into their discourse community. In the field of civil engineering, there is no exception that learners too need to understand the composition of words found in their textbooks. This study shows the exact word lists and suggests what learners and teachers can do to learn the “language of civil engineering”.