Alien Registration- Gallant, Felix B. (Auburn, Androscoggin County)

https://digitalmaine.com/alien_docs/31219/thumbnail.jp

Rate-dependent morphology of Li2O2 growth in Li-O2 batteries

Compact solid discharge products enable energy storage devices with high gravimetric and volumetric energy densities, but solid deposits on active surfaces can disturb charge transport and induce mechanical stress. In this Letter we develop a nanoscale continuum model for the growth of Li2O2 crystals in lithium-oxygen batteries with organic electrolytes, based on a theory of electrochemical non-equilibrium thermodynamics originally applied to Li-ion batteries. As in the case of lithium insertion in phase-separating LiFePO4 nanoparticles, the theory predicts a transition from complex to uniform morphologies of Li2O2 with increasing current. Discrete particle growth at low discharge rates becomes suppressed at high rates, resulting in a film of electronically insulating Li2O2 that limits cell performance. We predict that the transition between these surface growth modes occurs at current densities close to the exchange current density of the cathode reaction, consistent with experimental observations.Comment: 8 pages, 6 fig

Relever le défi de la diversité : une comparaison des idéologies en éducation en contexte minoritaire et majoritaire au Nouveau-Brunswick et en Saskatchewan

En dépit d’efforts récents par les gouvernements fédéral et provinciaux et par le milieu associatif pour augmenter le nombre d’immigrants, les communautés francophones en milieu minoritaire au Canada en reçoivent très peu. En conséquence, très peu de programmes et de services particuliers existent pour les quelques élèves issus de l’immigration. Les défis sont particulièrement aigus pour les provinces où l’immigration est faible même du côté majoritaire. Dans cet article, nous faisons un inventaire des politiques ministérielles et des programmes scolaires touchant l’accueil et l’intégration des élèves immigrants, du côté anglophone en comparaison avec le côté francophone en Saskatchewan et au Nouveau-Brunswick. Nous constatons tout d’abord une certaine disparité entre les anglophones et les francophones, mais aussi un manque d’harmonisation entre les diverses mesures, qui demeurent généralement à un stade expérimental. Globalement, ces mesures se situent dans une approche idéologique de type multiculturaliste participative, c’est-à-dire où on tient compte des différences portées par les immigrants, mais surtout pour leur permettre individuellement de rejoindre les autres élèves. Toutefois, le manque d’encadrement de ces mesures et l’absence de programmes créent d’importantes disparités entre les écoles, même sur le plan de l’approche idéologique.Despite recent efforts by federal and provincial governments and the community milieu to increase the number of immigrants, French speaking sectors in Canadian minority areas receive very few. Consequently, few programs and specific services exist for the small number of immigrant students. The challenges are particularly acute for provinces with low immigration levels, even on the majority side. In this article, we make an inventory of ministerial policies and school programs in Saskatchewan and New-Brunswick geared to welcoming and integrating immigrant students in the English-speaking schools compared to the French-speaking schools. First of all, we notice a certain discrepancy between Anglophone and Francophone schools, along with a lack of harmonization among the various measures, which generally remain at an experimental stage. Overall, these measures lie in a participative and multiculturalist ideological approach, which take the immigrants’ differences into account and above all, allows them to reach out individually to other students. However, the lack of supervision for these measures and the absence of programs create considerable discrepancies among schools, even in terms of the ideological approach.A pesar de los recientes esfuerzos de los gobiernos federal y provincial y del medio asociativo tratando de aumentar el número de inmigrantes, las comunidades francófonas en medio minoritario en Canadá acogen muy pocos inmigrantes. Lógicamente, existen pocos programas y servicios particulares para los alumnos provenientes de la inmigración. Los desafíos son particularmente agudos en las provincias en donde la inmigración es débil, incluso del lado mayoritario. En este artículo, hemos inventariado las políticas ministeriales y los programas escolares relacionados con la recepción y la integración de alumnos inmigrantes, comparando el lado anglófono con el lado francófono en Saskatchewan y en Nuevo Brunswick. Por principio hemos constatado una cierta disparidad entre anglófonos y francófonos, así como la ausencia de armonización entre las diversas medidas, que invariablemente quedan en un estadio experimental. Globalmente, dichas medidas se sitúan al interior de un enfoque ideológico de tipo multicultural participativo, en el cual se toman en cuenta las diferencias propias de los inmigrantes, sobre todo con el fin de permitir a los alumnos de emparejarse con el resto del grupo. Sin embargo, la ausencia de directivas y de programas para dichas medidas, provocan disparidades importantes entre las escuelas, incluso en lo concerniente al enfoque ideológico

Information Literacy and the Library Website: Bridging the Gap and Meeting User Needs

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Writing in your own voice: An intervention that reduces plagiarism and common writing problems in students' scientific writing.

In many of our courses, particularly laboratory courses, students are expected to engage in scientific writing. Despite various efforts by other courses and library resources, as instructors we are often faced with the frustration of student plagiarism and related writing problems. Here, we describe a simple Writing in Your Own Voice intervention designed to help students become more aware of different types of plagiarism and writing problems, avoid those problems, and practice writing in their own voice. In this article, we will introduce the types of plagiarism and writing problems commonly encountered in our molecular biology laboratory course, the intervention, and the results of our study. From the evaluation of 365 student reports, we found the intervention resulted in nearly 50% fewer instances of plagiarism and common writing problems. We also observed significantly fewer instances of severe plagiarism (e.g. several sentences copied from an external source). In addition, we find that the effects last for several weeks after the students complete the intervention assignment. This assignment is particularly easy to implement and can be a very useful tool for teaching students how to write in their own voices. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):589-598, 2019

Ultrastructural Aspects of Spun Pea and Fababean Proteins

The ultrastructure of pea and fababean spun proteins has been studied by SEM and TEM as a function of dope pH and washing bath salt concentrations. The textural properties {mechanical resistance, moisture content) and diameter of the fibres have been determined. Spinning was only possible when dope pH was higher than 11. An increase in dope pH from 11.5 to 13 induced a shear strength increase whereas the moisture content and the diameter of the fibres decreased . The structure of the fibres became more compact and changed from an aggregate of spherical particles to a tridimensional network. When dope pH was equal to 12. 6, the increase in washing bath salt content from 2 to 10 % NaCl produced more compact fibres. At high dope pH, the protein aggregates were dissociated and the polypeptide chains were unfolded, which favoured the lining up of the macromolecules during the spinning process and increased the protein -protein interactions in the fibres. High salt concentration in the washing baths produced a salting out effect which probably also enhanced the chain-chain interactions. Contrary to previous studies, protein strand orientation along the fibre axis and a double cortex-core structure have been demonstrated

Is Resisting Genocide a Human Right

Closely examining the Darfur, Sudan, genocide, and making reference to other genocides, this Article argues that the genocide prevention strategies which are currently favored by the United Nations are ineffective. This Article details the failures of targeted sanctions, United Nations peacekeepers, and other anti-genocide programs. Then, this Article analyzes the Genocide Convention and other sources of international human rights law. Because the very strong language of the Genocide Convention forbids any form of complicity in genocide, and because the Genocide Convention is jus cogens (meaning that it prevails over any conflicting national or international law), this Article concludes that the Genocide Convention forbids any interference, including interference based on otherwise valid laws, against the procurement of defensive arms by groups which are being victimized by genocide. Reprinted by permission of the publisher