Early maturation processes in coal. Part 1: Pyrolysis mass balances and structural evolution of coalified wood from the Morwell Brown Coal seam

In this work, we develop a theoretical approach to evaluate maturation process of kerogen-like material, involving molecular dynamic reactive modeling with a reactive force field to simulate the thermal stress. The Morwell coal has been selected to study the thermal evolution of terrestrial organic matter. To achieve this, a structural model is first constructed based on models from the literature and analytical characterization of our samples by modern 1-and 2-D NMR, FTIR, and elemental analysis. Then, artificial maturation of the Morwell coal is performed at low conversions in order to obtain, quantitative and qualitative, detailed evidences of structural evolution of the kerogen upon maturation. The observed chemical changes are a defunctionalization of the carboxyl, carbonyl and methoxy functional groups coupling with an increase of cross linking in the residual mature kerogen. Gaseous and liquids hydrocarbons, essentially CH4, C4H8 and C14+ liquid hydrocarbons, are generated in low amount, merely by cleavage of the lignin side chain

B2 and G2 Toda systems on compact surfaces: a variational approach

We consider the B2 and G2 Toda systems on compact surfaces. We attack the problem using variational techniques. We get existence and multiplicity of solutions under a topological assumption on the surface and some generic conditions on the parameters. We also extend some of the results to the case of general systems.Comment: 28 pages, accepted on Journal of Mathematical Physic

Bringing the Gap between Service and Learning

Learning theorists recognize that not all experiences result in learning, particularly discipline-based learning. John Dewey called for education to be deeply rooted in experience (1916), yet he acknowledged that experience in and of itself is not always educative (1933). Experiences often create controversy, and if the controversy is not reflected upon, it can be a misleading, even harmful experience, which produces a lack of sensitivity and responsiveness in the learner (Dewey 1933). Although an encounter has the potential to develop key perceptions that foster personal growth, it is only when the experience is thoughtfully considered and analyzed that generalizations are formed to influence future action (Glenn and Nelson 1988)

A Service-Learning Curriculum for Faculty

The development of service-learning courses is contingent upon faculty. Institutions of higher education which are interested in service-learning can engage in faculty development activities in order to (a) develop a common understanding on campus concerning the nature of service- learning, (b) establish and maintain the academic integrity of service-learning, (c) increase the confidence of faculty as they implement a new pedagogy, and (d) increase the likelihood that service-learning is institutionalized in higher education. This article describes a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research. Each module provides a synopsis of topics and suggested readings for participants

The Scholarship of Civic Engagement: Defining, Documenting, and Evaluating Faculty Work

Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well-informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented

The Application of Electrospray Ionization Coupled to Ultrahigh Resolution Mass Spectrometry for the Molecular Characterization of Natural Organic Matter

Mass spectrometry has recently played a key role in the understanding of natural organic matter (NOM) by providing molecular-level details about its composition. NOM, a complex assemblage of organic molecules present in natural waters and soils/sediments, has the ability to bind and transport anthropogenic materials. An improved understanding of its composition is crucial in order to understand how pollutants interact with NOM and how NOM cycles through global carbon cycles. In the past, low-resolution (\u3e 3000) mass analyzers have offered some insights into the structure of NOM, but emerging ultrahigh resolution (\u3e 200000) techniques such as electrospray ionization (ESI) coupled to Fourier transform ion cyclotron resonance mass spectrometry (FT-ICR-MS) have significantly advanced our knowledge of NOM chemistry. Here, a review of the recent literature on the advancements of NOM characterization and the applications of mass spectrometry to this central task is presented. Various methods for the analysis and display of the extremely complex mass spectra, such as the van Krevelen diagram and Kendrick mass defect analysis, are discussed. We also review tandem mass spectrometry techniques employed to gain structural information about NOM components. Finally, we show how ESI-FT-ICR-MS has been applied to examine specific issues that are important to the NOM scientific community, such as NOM reactivity, transport and fate, degradation, and existence of components, which are indicators of NOM origin. In general, ultrahigh resolution provided by FT-ICR-MS is essential for the complete separation of the thousands of peaks present in the complex NOM mixture and will clearly lead to additional future advancements in the areas of aquatic, soil, and analytical chemistry. Copyright (c) 2007 John Wiley & Sons, Ltd

Reflection in Service Learning: Making Meaning or Experience

Traditional methods of instruction based on lectures and textbook readings can be effective in some instances and for some types of! earning, yet many educators seek methods to enhance traditional student learning and to expand educational objectives beyond knowledge acquisition. Two related issues illustrate the limitations of traditional methods. The first is context-specific learning. Students are taught a particular module of content, they are provided examples of how to solve particular types of problems, and then they practice solving these types of problems. However, when the nature of the problem is varied, or when similar problems are encountered in different contexts, students fail to generalize prior learning to these new circumstances or situations. The second issue that frustrates educators is the shallow nature of the content learned through traditional instruction and the degree to which it does not promote personal understanding. That is, although students may demonstrate rote learning of a particular educational module, that new information does not always enlighten understanding of their own lives and the world outside the classroom. When knowledge acquisition is viewed as the most important goal of education, the educational system fails to develop intellectual habits that foster the desire and capacity for lifelong learning and the skills needed for active participation in a democracy.

Reflection Activities for the College Classroom

As educators committed to strengthening the integration of service into academic study, we have provided this booklet of reflection activities as our first attempt to consolidate the collective wisdom on reflection activities that can be used in college classrooms