Carbon Dioxide Plume Evolution Following Injection into a Depleted Natural Gas Reservoir: Modeling of Conformance Uncertainty Reduction Over Time

The uncertainty in the long-term fate of CO2 injected for geologic carbon sequestration (GCS) is a significant barrier to the adoption of GCS as a greenhouse gas emission mitigation approach for industry and regulatory agencies alike. Here we present a modeling study that demonstrates that the uncertainty in forecasts of GCS site performance decreases over time as monitoring data are used to inform and update operational models. The approach we take is to consider a case study consisting of a depleted natural gas reservoir that is used for GCS with CO2 injection occurring over 20 years, with a 50-year post-injection site care (PISC) period. We constructed a detailed model of the system and ran this model out to 200 years to generate the actual site data. A series of simpler operational models based on limited data and assumptions about how an actual operator would model such a site are then run and compared against the actual model output at various specific monitoring points after one year, two years, etc. The operational model is then updated and improved using the observations (synthetic data from the actual model) at the same time intervals. We found that both model parameter values and model features needed to be added over time to improve matches to the actual system. These kinds of model adjustments are expected to be a normal part of reservoir engineering and site management at GCS sites. We found that the uncertainty in two key measures related to site performance at various locations decreases with time. This overall conclusion should help allay the concerns of industry and regulators about the uncertainty in GCS operations

Evolution of Preprofessional Pharmacy Curricula

Objectives. To examine changes in preprofessional pharmacy curricular requirements and trends, and determine rationales for and implications of modifications. Methods. Prerequisite curricular requirements compiled between 2006 and 2011 from all doctor of pharmacy (PharmD) programs approved by the Accreditation Council of Pharmacy Education were reviewed to ascertain trends over the past 5 years. An online survey was conducted of 20 programs that required either 3 years of prerequisite courses or a bachelor’s degree, and a random sample of 20 programs that required 2 years of prerequisites. Standardized telephone interviews were then conducted with representatives of 9 programs. Results. In 2006, 4 programs required 3 years of prerequisite courses and none required a bachelor’s degree; by 2011, these increased to 18 programs and 7 programs, respectively. Of 40 programs surveyed, responses were received from 28 (70%), 9 (32%) of which reported having increased the number of prerequisite courses since 2006. Reasons given for changes included desire to raise the level of academic achievement of students entering the PharmD program, desire to increase incoming student maturity, and desire to add clinical sciences and experiential coursework to the pharmacy curriculum. Some colleges and schools experienced a temporary decrease in applicants. Conclusions. The preprofessional curriculum continues to evolve, with many programs increasing the number of course prerequisites. The implications of increasing prerequisites were variable and included a perceived increase in maturity and quality of applicants and, for some schools, a temporary decrease in the number of applicants

Academic integrity toolkit (Beta version)

Academic integrity is integral to preserving the reputation of Australia’s higher education sector and protecting student interests.In recent years, increasing threats to academic integrity within the sector have emerged due to the wide-spread growth of commercial essay services and attempts by criminal actors to entice students into deceptive or fraudulent activity.To combat this threat, TEQSA commissioned this\ua0group of scholars to share research, develop and deliver a suite of\ua0 national workshops and create a toolkit to assist integrity practitioners with promoting academic integrity and addressing contract cheating within their institutions.\ua0The workshop materials and toolkit can be accessed on the TEQSA website at\ua0https://www.teqsa.gov.au/academic-integrity-toolki

Low Severity Coal Liquefaction Promoted by Cyclic Olefins

The development of the donor solvent technology for coal liquefaction has drawn a good deal of attention over the last three decades. The search for better hydrogen donors led investigators to a class of compounds known as cyclic olefins. Cyclic olefins are analogues of the conventional hydroaromatic donor species but do not contain aromatic rings. The cyclic olefins are highly reactive compounds which readily release their hydrogen at temperatures of 200 C or higher. Considerable effort has been o expended toward understanding the process of hydrogen donation. Most of this work was conducted in bomb reactors, with product analysis being carried out after the reaction was complete. Efforts directed towards fundamental studies of these reactions in situ are rare. The current work employs a high temperature and high pressure infrared cell to monitor in situ the concentrations of reactants and products during hydrogen release from hydrogen donor compounds

The value of SPECT in the detection of stress injury to the pars interarticularis in patients with low back pain

The medical cost associated with back pain in the United States is considerable and growing. Although the differential diagnosis of back pain is broad, epidemiological studies suggest a correlation between adult and adolescent complaints. Injury of the pars interarticularis is one of the most common identifiable causes of ongoing low back pain in adolescent athletes. It constitutes a spectrum of disease ranging from bone stress to spondylolysis and spondylolisthesis. Bone stress may be the earliest sign of disease. Repetitive bone stress causes bone remodeling and may result in spondylolysis, a non-displaced fracture of the pars interarticularis. A fracture of the pars interarticularis may ultimately become unstable leading to spondylolisthesis. Results in the literature support the use of bone scintigraphy to diagnose bone stress in patients with suspected spondylolysis. Single photon emission computed tomography (SPECT) provides more contrast than planar bone scintigraphy, increases the sensitivity and improves anatomic localization of skeletal lesions without exposing the patient to additional radiation. It also provides an opportunity for better correlation with other imaging modalities, when necessary. As such, the addition of SPECT to standard planar bone scintigraphy can result in a more accurate diagnosis and a better chance for efficient patient care. It is our expectation that by improving our ability to correctly diagnose bone stress in patients with suspected injury of the posterior elements, the long-term cost of managing this condition will be lowered

Scaffolding learners' self-regulation in workplace learning: design of a pedagogical pattern for placements

Work placements and workplace learning are increasingly integral components of undergraduate degrees, run within post-compulsory educational institutions; both in universities and further education colleges in the United Kingdom (UK). The intent in workplace learning is to help students attain the work-ready competencies (or employability) sought by graduate employers. By consequence, the UK’s Higher Education (HE) and Further Education (FE) sectors are under pressure to identify and respond to students’ needs during this important, but often challenging transition to workplace learning. Conceptual considerations around work placements, drawing from employer and students’ perspectives on the challenges of placements are presented. This analysis contributes to discussions on students’ preparation and transition into work contexts, focusing on promoting self-regulation, as part of developing students’ capacities for this kind of independent learning and in building students’ pre-professional identities. The design of an outline ‘pedagogical pattern’ for scaffolding transition into work placements is provided, as a systematic approach to scaffolding students during transition and to aid workplace learning. Significantly, the pattern articulates the contemporary challenges associated with student support and self-regulation in commencing workplace learning, while recommending a flexible web-based solution that is informed by authentic student perceptions of placement support needs