Precipitation regime for selected amino acid salts for CO2 capture from flue gases

The tendency of alkaline (sodium, potassium and lithium) salts of taurine, β-alanine, sarcosine and L-proline to form precipitates under varying operational conditions of CO2 absorption has been investigated. CO2 absorption experiments have been performed at 293.15 and 313.15 K, at partial pressures relevant for capturing CO2 from flue gas conditions and amino acid salt concentrations up to the saturation concentration. In addition to this ‘window of operation’ for the (non-) precipitation regime, the identity of precipitates formed was revealed and relevant properties like density of the saturated aqueous amino acid salt solutions at 293.15 K have been determined

Learning from informative losses boosts the sense of agency

Sense of agency, the feeling of having control over one's actions, is modulated by whether one's choices lead to desired or undesired outcomes. Learning similarly depends on outcome values from previous experience. In the current study, we evaluate a possible link between the sense of agency and learning, by investigating how intentional binding, an implicit measure of agency, changes during a probabilistic learning task. In two experiments, we show increased intentional binding in trials that follow losses, compared with trials that follow wins. Experiment 1 demonstrated that this post-error agency boost (PEAB) effect is rule-specific, as it did not occur if the trial following an error involved different action-outcome contingencies. Furthermore, PEAB was not modulated by the type of outcome presentation (monetary vs. affective). Experiment 2 showed that the PEAB effect can also occur when the current action involves a forced (as opposed to free) choice, but only when the previous, loss-provoking action was chosen freely. Thus, PEAB occurs when current actions are informed by outcomes of one's own previous action choices. Electroencephalography (EEG) data linked these effects to two event-related potential components, namely, the Feedback Related Negativity and the P300. Taken together, these results support the notion that PEAB reflects an adaptive property of human sense of agency, facilitating effective learning about the action-outcome structure of a specific task, to optimise future performance. By clarifying the conditions for enhancing the sense of agency through learning, this work adds to our understanding of human learning and agency

Ascorbic Acid, Alcohol, and Environmental Chemicals a

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73093/1/j.1749-6632.1987.tb23775.x.pd

Ethanol Oxidation and Toxicity: Role of Alcohol P-450 Oxygenase

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66172/1/j.1530-0277.1986.tb05179.x.pd

The effects of ethanol, phenobarbital, and baclofen on ethanol withdrawal in the rhesus monkey

Physical dependence on ethanol was produced in four rhesus monkeys by IV ethanol administration every 8 h. Ethanol was administered on each occasion until the eyeblink reflex was lost. Evidence of physical dependence development, in the form of tremoring 8 h after an infusion, appeared on day 8 of chronic administration. Abrupt cessation of ethanol administration following 16 days of chronic administration was accompanied by moderate to severe tremoring, retching, vomiting, and one or more convulsions. Peak withdrawal occurred between 12 and 32 h after abrupt discontinuation of ethanol administration, and decreased over a period of 64–204 h. Ethanol dependence was then reinstated. Once every 3–4 days, ethanol was withheld for 16 h. Withdrawal signs were scored for the first 12 h of this period, and then a test dose of ethanol, phenobarbital, or baclofen was administered. Withdrawal or intoxication signs were scored over the next 4 h, at which time ethanol administration was resumed. Both ethanol and phenobarbital suppressed ethanol withdrawal sign in a dose-related manner, and produced dose-related intoxication. Baclofen was largely ineffective in reducing withdrawal-induced tremors, although it was capable of producing sedation of a different type than that produced by phenobarbital and ethanol.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/46414/1/213_2004_Article_BF00435315.pd

The "Privatisation" of Education in the Kingdom of Norway

The article discusses the Norwegian response to the neoliberal movement of privatising public education. Neoliberal trends in public services,  including education, mainly manifest themselves in the affirmation of the economic efficiency in public services provision, increased participation of private and non-governmental organisations and the creation of quasi-markets. In Norway likewise in other Scandinavian countries the reform of public sector has not been strongly influenced by neoliberal ideology and the New Public Management. On the other hand, it was the political decentralisation and empowerment of local communities that shaped the organisation and management of the school system. The primary aim of the Norwegian education is to ensure equality and inclusion for all students, regardless of their gender, abilities, family background, nationality and health condition. !e article presents the historical path of public and non-public schooling in Norway illustrated by the statistical data concerning kindergartens, schools and pupils respectively. The central and local government still provides the vast majority of public education services and the non-public sector remains limited. Nevertheless in the last 10 years the rise in the number of private schools has been noticed, especially in bigger cities and more affluent dwellings. In its final part the article presents the recent developments in the privatisation policy conducted by the conservative government in Norway. It deliberates postulates relating to modification of administrative procedures leading to the establishment of private schools, widening the school choice for parents as well as diversification of the teachers' professional status. It also sketches examples of the utilisation of private-public partnerships in construction and operationof public schools