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The study aimed to investigate the impact of mechanically recycled cotton fibres from pre-consumer waste, blended with virgin cotton at varying ratios, on the mechanical and fastness properties of knitted fabrics.

Single jersey fabrics were produced using open-end rotor yarns with two different yarn counts, which were made from cotton blends obtained at three different mechanical recycled cotton blend ratios. The fabrics were then comparatively analysed for pilling resistance, bursting strength, dimensional stability, and fastness to perspiration, water, and rubbing. The investigations included fabrics made from 100% virgin cotton to determine the impact of mechanically recycled cotton fibres on the final fabric properties.

It was observed that using MR-CO at different ratios generally produced results similar to the usage properties obtained when using virgin cotton.

The study looked in detail at the effect of using mechanically recycled cotton (MR-CO) on the yarn properties and the mechanical and colour fastness properties of the fabrics produced using them. It was found that MR-CO has the potential to be an alternative fibre source to virgin cotton, not only mechanically but also in terms of colour fastness. Previous studies have commonly used MR-CO in fixed ratios or by incorporating various fibres into the blend. However, in this study, we determined the suitability of fabrics for their intended use by gradually increasing the MR-CO blend ratios and more clearly assessing the impact of MR-CO on fabric properties.

As a contribution to the social ties and dynamic capabilities literature, the purpose of this study is to examine the boundary role of the industrial factors (competitive intensity, dependence on suppliers and demand uncertainty) on the relationship between small and medium-sized enterprises (SMEs) social ties (business ties and political ties) and firm performance.

Data were collected from 1,077 SME top-level managers in Turkiye. The proposed model is analyzed using partial least squares (PLS) path modeling in SmartPLS 4.0 software.

The results elucidate how demand uncertainty serve to moderate the influence exerted by both business and political ties upon the performance of SMEs. However, the moderating effects of competitive intensity and dependence on suppliers, although initially hypothesized, were not found to have a significant impact on the relationships.

The relevance of social ties of SMEs may depend on the industrial factor. Although both political and business ties are effective on the customer side, these ties may become irrelevant when it comes to competition and supplier relations. In competitive SME settings, where businesses are vying for similar markets, the effectiveness of ties might be questionable. In such cases, SMEs might invest in building in-house capabilities and competencies, rather than relying on their relational networks.

This study contributes to the understanding of how relational networks, which are considered as dynamic managerial capabilities, impact SMEs performance. It also fills an important gap by testing the boundary role of industrial factors on this relationship. The empirical data is collected from the Turkish context, which is also an original aspect of the study, considering most of the social ties literature has a limited focus on a few contexts. The results also indicate new areas for discussion and exploration, indicating potential avenues for further research.

Examines the eleventh published year of the ITCRR. Runs the whole gamut of textile innovation, research and testing, some of which investigates hitherto untouched aspects. Subjects discussed include cotton fabric processing, asbestos substitutes, textile adjuncts to cardiovascular surgery, wet textile processes, hand evaluation, nanotechnology, thermoplastic composites, robotic ironing, protective clothing (agricultural and industrial), ecological aspects of fibre properties – to name but a few! There would appear to be no limit to the future potential for textile applications.

The objective of this study is to explore Generation Z’s interpretation of educational practices at the secondary education level. By examining the expectations of Generation Z, this study aims to provide insights for teachers and decision-makers to improve educational and instructional practices.

The specific approach employed in this study is Transcendental Phenomenology (TPh), which focuses on uncovering the perceived experiences, thoughts and evaluations of the Gen Z generation toward formal education. For this study, the maximum variation sampling strategy, which is one of the purposive sampling methods, was utilized. In line with the nature of the design, one-on-one interviews were conducted to collect data. Thematic analysis, a commonly used method for identifying recurring patterns of meaning, was applied to analyze the data. Peer debriefing or analytic triangulation, Data saturation, Triangulation and member checking techniques were operated to support the validity and reliability of the study.

In the light of the data analysis, four themes emerged: expectations from teachers, curricula, school administration and School Counseling Service (SCS). Gen Z expects from teachers “to be democratic, to adopt novel teaching approaches and technology, to have affective qualities, to be attentive to arts and sports, to conduct qualified assessment.” Gen Z has also expectations regarding the curricula in practice such as “functionality, extracurricular activities, and instructional practices.” The expectations of the students from school administration include “administrative expectations,” “expectations regarding the learning environment” and “social expectations.” The participants had expectations regarding School Counseling Service (SCS) such as “professional guidance,” “academic guidance” and “career guidance.” “Career guidance” includes “introduction of career paths,” “academic guidance” includes “introduction of university programs,” “exam guidance” and “teacher training” and “personal guidance” includes “accessibility,” “equity in guidance services,” “communication” and “functionality.”

The research is limited to the volunteers included in the study. In addition, the study includes only senior high school students, 12th graders, representing Gen Z. In addition, the study includes only Gen Z living in a metropolitan city. The methodological limitation of the study is that only one-to-one interview technique was used for data collection. The main reason behind such a choice is that the most appropriate technique for data collection in the phenomenology method is one-on-one interviews in order to explore individual interpretation.

The research sheds light on many different points in terms of different applications. One of the results obtained in this context is curriculum. Gen Z criticizes the limitation of the program to only in-school learning and states that extracurricular practices should be included. Findings also presents implications regarding learning environments. There is a growing emphasis by Gen Z on the adoption of green, comfortable and interactive learning spaces. The Generation Z population expects teachers to possess digital competence (DC) and utilize it in their teaching practices. This shows that teachers' teaching competencies need to be upskilled.

It is crucial for policymakers to support the development of teachers' digital skills and encourage their integration into teaching to enhance instructional productivity, promote innovative learning, increase instructional appeal, foster teamwork, improve communication and facilitate innovative learning. The research reveals that Gen Z is a social phenomenon and needs to be recognized and their learning needs explored. In this context, it is imperative that the preferences and learning needs of Gen Z are considered in the learning environment, content, method-technique and assessment stages, especially in formal education practices.

The current research is important both in terms of filling the research gap in the literature and making inferences about the learning preferences of the GEN Z generation. In addition, it raises awareness in terms of the return on educational investments, providing sustainable motivation for learning and school and increasing the quality of learning outcomes. While the study reveals certain implications, further research is required to investigate the competencies of teachers, the effectiveness of teaching materials, instructional practices and designs and learning environments. Future studies should particularly concentrate on the personal preferences, motivation, engagement and learning preferences of Gen Z at the secondary level. Authorities, including teachers, ought to reassess their perspectives and adapt their practices in order to better meet the needs and expectations of Gen Z.