Chemical Structure of Phenols and Its Consequence for Sorption Processes

Sorption of phenolic compounds is a very complex process and many factors influence it. At the beginning, detailed chemical structure of phenols is presented with its consequence for physical properties, for example, values of melting and boiling points, solubility in water, pKa and Log P. Also influence of activating and deactivating substituents on the properties is explained. On this basis, interaction with the most frequently used sorbents, for example, chemically modified silicas, polymers and porous carbons, is described. Both sorbents characteristics including physical (porosity) and chemical properties (functional groups) and experimental conditions such as concentration of solutes, contact time, temperature, solvent effects and presence or absence of oxygen are taken into account. The explanations of irreversible adsorption and oxidative coupling phenomena are included. The mechanisms of phenolic compounds sorption are described

Drifting identity in the global era? Polish students in Irish Higher Education

Motivation My research project began with a desire to examine in detail the educational aspects of globalization and European integration in the context of young Poles in Higher Education in Ireland and their sense of life stability and localization in the contemporary world. Research Focus The study explores the motivations, experiences and perspectives of young Poles entering higher education in Ireland. They undertake journeys which are not just actions pointed toward entering the HE and getting the diploma, they are embedded in a complex, rich world of meanings and experiences of individuals and their lives, which create a unique context for each student’s learning identity. The leading theme is transition process perceived from different angles: the transition from one university to another, from one country to another, the re-negotiation of the self and learning identity. These journeys take place in the context of liquid modernity, as described by Bauman: the transition from communism to democracy, neoliberalism and globalisation, the transition from welfare state, with its security, to freedom and a deep sense of insecurity, unpredictability and the fear of freedom in this sense. The transformations in higher education in both countries Poland and Ireland, are the reflection of deeper transformations across Europe. Research Methods This dissertation met this research aims through an extensive study of relevant literature and the implementation of practical research. The latter was carried out through narrative inquiry interviews. Findings This research produces a number of key findings which indicate how student’s identity and perception of the world changes due to those transitions. The study engages the concepts of habitus and Bourdieu’s work on social and cultural capital to explore how Polish students learn to cope with the intellectual and symbolic capitals of the university. The concept of recognition, coined by Honneth, helps to understand social behaviours, human need and sources of transformation explored in the field of education. In relying on this set of ideas the case is made for linking globalisation and neoliberalism with the role of higher education in a rapidly changing order of the modern world. The increase of self-esteem and self-worth, experienced by these students, is correlated with the increase of their employability due to acquiring a higher education diploma. They renegotiate their identities during the whole process of inter-cultural and inter-university transitions as well as the whole range of experiences of being student, immigrant and worker abroad. One of the key findings was the change of their self-perception in the sense of Polish national identity. There was also the finding which may be applied to the whole generation of young professionals, and it is that their life becomes more and more episodic and their identity fragmented. This study attempts to critique the neoliberal agenda, which forces individuals to become marketable products. The experiences of these young Polish students is only one voice in a broader discussion about the pervading feeling of insecurity in globalised world, which becomes fluid and unpredictable. Recommendation. As higher education institutions begin to engage with a greater range of students, it is increasingly important that they take account of the learning biographies, narratives and attitudes of non-traditional (including migrant) students. There is a valid knowledge for universities in the voices of these learners, to embrace their perspectives, their learning experiences, motivations and needs. The universities need to listen to those voices in order to adjust (culturally and structurally) to a more diverse population of students. What drives students in higher education, what they want from universities, are important questions in the development of a more responsive and culturally diverse system of higher education. Policy makers and those responsible for higher education need to know the implications of people’s experiences for the development of a more supportive learning culture

Drifting identity in the global era? Polish students in Irish Higher Education

Motivation My research project began with a desire to examine in detail the educational aspects of globalization and European integration in the context of young Poles in Higher Education in Ireland and their sense of life stability and localization in the contemporary world. Research Focus The study explores the motivations, experiences and perspectives of young Poles entering higher education in Ireland. They undertake journeys which are not just actions pointed toward entering the HE and getting the diploma, they are embedded in a complex, rich world of meanings and experiences of individuals and their lives, which create a unique context for each student’s learning identity. The leading theme is transition process perceived from different angles: the transition from one university to another, from one country to another, the re-negotiation of the self and learning identity. These journeys take place in the context of liquid modernity, as described by Bauman: the transition from communism to democracy, neoliberalism and globalisation, the transition from welfare state, with its security, to freedom and a deep sense of insecurity, unpredictability and the fear of freedom in this sense. The transformations in higher education in both countries Poland and Ireland, are the reflection of deeper transformations across Europe. Research Methods This dissertation met this research aims through an extensive study of relevant literature and the implementation of practical research. The latter was carried out through narrative inquiry interviews. Findings This research produces a number of key findings which indicate how student’s identity and perception of the world changes due to those transitions. The study engages the concepts of habitus and Bourdieu’s work on social and cultural capital to explore how Polish students learn to cope with the intellectual and symbolic capitals of the university. The concept of recognition, coined by Honneth, helps to understand social behaviours, human need and sources of transformation explored in the field of education. In relying on this set of ideas the case is made for linking globalisation and neoliberalism with the role of higher education in a rapidly changing order of the modern world. The increase of self-esteem and self-worth, experienced by these students, is correlated with the increase of their employability due to acquiring a higher education diploma. They renegotiate their identities during the whole process of inter-cultural and inter-university transitions as well as the whole range of experiences of being student, immigrant and worker abroad. One of the key findings was the change of their self-perception in the sense of Polish national identity. There was also the finding which may be applied to the whole generation of young professionals, and it is that their life becomes more and more episodic and their identity fragmented. This study attempts to critique the neoliberal agenda, which forces individuals to become marketable products. The experiences of these young Polish students is only one voice in a broader discussion about the pervading feeling of insecurity in globalised world, which becomes fluid and unpredictable. Recommendation. As higher education institutions begin to engage with a greater range of students, it is increasingly important that they take account of the learning biographies, narratives and attitudes of non-traditional (including migrant) students. There is a valid knowledge for universities in the voices of these learners, to embrace their perspectives, their learning experiences, motivations and needs. The universities need to listen to those voices in order to adjust (culturally and structurally) to a more diverse population of students. What drives students in higher education, what they want from universities, are important questions in the development of a more responsive and culturally diverse system of higher education. Policy makers and those responsible for higher education need to know the implications of people’s experiences for the development of a more supportive learning culture

Phosphorus, nitrogen and oxygen co-doped polymer-based core-shell carbon sphere for high-performance hybrid supercapacitors

Co-doping heteroatoms of the carbon lattice has been proven as an efficient strategy that can improve the capacitive performance, due to the synergetic effect of several dopants. Herein, a series of phosphorus, nitrogen and oxygen, co-doped polymer-based carbon spheres were prepared by the suspension polymerization method and chemical activation with phosphoric acid at different temperatures. The presence of heteroatoms was confirmed by X-ray photoelectron spectroscopy and elemental analysis. The structure of the carbons was characterized by scanning electron microscopy, Raman spectroscopy and nitrogen adsorption. Carbon obtained at 800 degrees C with a P, N and O doping level of 11.17 at%, 2.79 at% and 11.77 at% respectively, shows a capacitance of 157 F g(-1) at the current density of 0.05 A g(-1). Moreover, the electrode can survive at a wide potential window of 1.5 V with only 15% decrease in capacity after 10000 cycles at a current density of 5 A g(-1), providing a high energy density of 10 Wh kg(-1) and a high power density of 750 W kg(-1). For the outstanding features, it is expected that the phosphorus, nitrogen and oxygen co-doped carbons will be a very suitable material not only for supercapacitors, but also for lithium batteries and oxygen reduction reaction. In addition, the co-doping method described here might be extended to the preparation of other kinds of porous carbon materials. (c) 2018 Elsevier Ltd. All rights reserved

New Bio-Based Polymer Sorbents out of Terpene Compounds or Vegetable Oils: Synthesis, Properties, Analysis of Sorption Processes

This research presents a synthesis and characterization of new bio-based polymer sorbents. Natural origin substances such as terpenes (citral, limonene, and pinene) or vegetable oils (argan, linseed, and rapeseed oils) were used as monomers, and divinylbenzene was applied as the cross-linker. The newly prepared polymers were characterized by means of ATR-FTIR, TG/DTG and titration methods (acid and iodine values), and N2 physisorption experiments. Tests of sorption ability were carried out by a dynamic solid phase extraction method using a mixture of four phenols or single-component pharmaceutical solutions (salicylic acid, aspirin, ibuprofen, paracetamol, and ampicillin). The performed studies revealed that the terpene-based polymers possessed better-developed porous structures (420–500 m2/g) with more uniform pores than oil-based ones. However, the surface of the oil-based sorbents was more acidic in nature. The sorption tests showed that both the porosity and acidity of the surface significantly influenced the sorption. Recoveries of up to 90% were obtained for 2,4 dichlorophenol from C-DVB, L-DVB, and Ro-DVB. The lowest affinity to the polymers exhibited phenol (5–45%), aspirin (1–7%), and ampicillin (1–7%). A 70% recovery was achieved for ibuprofen from C-DVB. In-depth data analysis allowed the influence of various factors on the sorption process of test compounds of the studied polymers to be elucidated

Drifting identity in the global era? Polish students in Irish Higher Education

Motivation My research project began with a desire to examine in detail the educational aspects of globalization and European integration in the context of young Poles in Higher Education in Ireland and their sense of life stability and localization in the contemporary world. Research Focus The study explores the motivations, experiences and perspectives of young Poles entering higher education in Ireland. They undertake journeys which are not just actions pointed toward entering the HE and getting the diploma, they are embedded in a complex, rich world of meanings and experiences of individuals and their lives, which create a unique context for each student’s learning identity. The leading theme is transition process perceived from different angles: the transition from one university to another, from one country to another, the re-negotiation of the self and learning identity. These journeys take place in the context of liquid modernity, as described by Bauman: the transition from communism to democracy, neoliberalism and globalisation, the transition from welfare state, with its security, to freedom and a deep sense of insecurity, unpredictability and the fear of freedom in this sense. The transformations in higher education in both countries Poland and Ireland, are the reflection of deeper transformations across Europe. Research Methods This dissertation met this research aims through an extensive study of relevant literature and the implementation of practical research. The latter was carried out through narrative inquiry interviews. Findings This research produces a number of key findings which indicate how student’s identity and perception of the world changes due to those transitions. The study engages the concepts of habitus and Bourdieu’s work on social and cultural capital to explore how Polish students learn to cope with the intellectual and symbolic capitals of the university. The concept of recognition, coined by Honneth, helps to understand social behaviours, human need and sources of transformation explored in the field of education. In relying on this set of ideas the case is made for linking globalisation and neoliberalism with the role of higher education in a rapidly changing order of the modern world. The increase of self-esteem and self-worth, experienced by these students, is correlated with the increase of their employability due to acquiring a higher education diploma. They renegotiate their identities during the whole process of inter-cultural and inter-university transitions as well as the whole range of experiences of being student, immigrant and worker abroad. One of the key findings was the change of their self-perception in the sense of Polish national identity. There was also the finding which may be applied to the whole generation of young professionals, and it is that their life becomes more and more episodic and their identity fragmented. This study attempts to critique the neoliberal agenda, which forces individuals to become marketable products. The experiences of these young Polish students is only one voice in a broader discussion about the pervading feeling of insecurity in globalised world, which becomes fluid and unpredictable. Recommendation. As higher education institutions begin to engage with a greater range of students, it is increasingly important that they take account of the learning biographies, narratives and attitudes of non-traditional (including migrant) students. There is a valid knowledge for universities in the voices of these learners, to embrace their perspectives, their learning experiences, motivations and needs. The universities need to listen to those voices in order to adjust (culturally and structurally) to a more diverse population of students. What drives students in higher education, what they want from universities, are important questions in the development of a more responsive and culturally diverse system of higher education. Policy makers and those responsible for higher education need to know the implications of people’s experiences for the development of a more supportive learning culture

Drifting identity in the global era? Polish students in Irish Higher Education

Motivation My research project began with a desire to examine in detail the educational aspects of globalization and European integration in the context of young Poles in Higher Education in Ireland and their sense of life stability and localization in the contemporary world. Research Focus The study explores the motivations, experiences and perspectives of young Poles entering higher education in Ireland. They undertake journeys which are not just actions pointed toward entering the HE and getting the diploma, they are embedded in a complex, rich world of meanings and experiences of individuals and their lives, which create a unique context for each student’s learning identity. The leading theme is transition process perceived from different angles: the transition from one university to another, from one country to another, the re-negotiation of the self and learning identity. These journeys take place in the context of liquid modernity, as described by Bauman: the transition from communism to democracy, neoliberalism and globalisation, the transition from welfare state, with its security, to freedom and a deep sense of insecurity, unpredictability and the fear of freedom in this sense. The transformations in higher education in both countries Poland and Ireland, are the reflection of deeper transformations across Europe. Research Methods This dissertation met this research aims through an extensive study of relevant literature and the implementation of practical research. The latter was carried out through narrative inquiry interviews. Findings This research produces a number of key findings which indicate how student’s identity and perception of the world changes due to those transitions. The study engages the concepts of habitus and Bourdieu’s work on social and cultural capital to explore how Polish students learn to cope with the intellectual and symbolic capitals of the university. The concept of recognition, coined by Honneth, helps to understand social behaviours, human need and sources of transformation explored in the field of education. In relying on this set of ideas the case is made for linking globalisation and neoliberalism with the role of higher education in a rapidly changing order of the modern world. The increase of self-esteem and self-worth, experienced by these students, is correlated with the increase of their employability due to acquiring a higher education diploma. They renegotiate their identities during the whole process of inter-cultural and inter-university transitions as well as the whole range of experiences of being student, immigrant and worker abroad. One of the key findings was the change of their self-perception in the sense of Polish national identity. There was also the finding which may be applied to the whole generation of young professionals, and it is that their life becomes more and more episodic and their identity fragmented. This study attempts to critique the neoliberal agenda, which forces individuals to become marketable products. The experiences of these young Polish students is only one voice in a broader discussion about the pervading feeling of insecurity in globalised world, which becomes fluid and unpredictable. Recommendation. As higher education institutions begin to engage with a greater range of students, it is increasingly important that they take account of the learning biographies, narratives and attitudes of non-traditional (including migrant) students. There is a valid knowledge for universities in the voices of these learners, to embrace their perspectives, their learning experiences, motivations and needs. The universities need to listen to those voices in order to adjust (culturally and structurally) to a more diverse population of students. What drives students in higher education, what they want from universities, are important questions in the development of a more responsive and culturally diverse system of higher education. Policy makers and those responsible for higher education need to know the implications of people’s experiences for the development of a more supportive learning culture

Drifting identity in the global era? Polish students in Irish Higher Education

Motivation My research project began with a desire to examine in detail the educational aspects of globalization and European integration in the context of young Poles in Higher Education in Ireland and their sense of life stability and localization in the contemporary world. Research Focus The study explores the motivations, experiences and perspectives of young Poles entering higher education in Ireland. They undertake journeys which are not just actions pointed toward entering the HE and getting the diploma, they are embedded in a complex, rich world of meanings and experiences of individuals and their lives, which create a unique context for each student’s learning identity. The leading theme is transition process perceived from different angles: the transition from one university to another, from one country to another, the re-negotiation of the self and learning identity. These journeys take place in the context of liquid modernity, as described by Bauman: the transition from communism to democracy, neoliberalism and globalisation, the transition from welfare state, with its security, to freedom and a deep sense of insecurity, unpredictability and the fear of freedom in this sense. The transformations in higher education in both countries Poland and Ireland, are the reflection of deeper transformations across Europe. Research Methods This dissertation met this research aims through an extensive study of relevant literature and the implementation of practical research. The latter was carried out through narrative inquiry interviews. Findings This research produces a number of key findings which indicate how student’s identity and perception of the world changes due to those transitions. The study engages the concepts of habitus and Bourdieu’s work on social and cultural capital to explore how Polish students learn to cope with the intellectual and symbolic capitals of the university. The concept of recognition, coined by Honneth, helps to understand social behaviours, human need and sources of transformation explored in the field of education. In relying on this set of ideas the case is made for linking globalisation and neoliberalism with the role of higher education in a rapidly changing order of the modern world. The increase of self-esteem and self-worth, experienced by these students, is correlated with the increase of their employability due to acquiring a higher education diploma. They renegotiate their identities during the whole process of inter-cultural and inter-university transitions as well as the whole range of experiences of being student, immigrant and worker abroad. One of the key findings was the change of their self-perception in the sense of Polish national identity. There was also the finding which may be applied to the whole generation of young professionals, and it is that their life becomes more and more episodic and their identity fragmented. This study attempts to critique the neoliberal agenda, which forces individuals to become marketable products. The experiences of these young Polish students is only one voice in a broader discussion about the pervading feeling of insecurity in globalised world, which becomes fluid and unpredictable. Recommendation. As higher education institutions begin to engage with a greater range of students, it is increasingly important that they take account of the learning biographies, narratives and attitudes of non-traditional (including migrant) students. There is a valid knowledge for universities in the voices of these learners, to embrace their perspectives, their learning experiences, motivations and needs. The universities need to listen to those voices in order to adjust (culturally and structurally) to a more diverse population of students. What drives students in higher education, what they want from universities, are important questions in the development of a more responsive and culturally diverse system of higher education. Policy makers and those responsible for higher education need to know the implications of people’s experiences for the development of a more supportive learning culture

New threats and methods of protection of financial services in the mobile banking sector

Celem niniejszego artykułu jest zbadanie świadomości konsumentów w zakresie korzystania z bankowości mobilnej w Polsce. Zaprezentowano również ewolucję bankowości mobilnej, a także skalę zjawiska jej występowania. Opracowanie przedstawia wyniki badania kwestionariuszowego przeprowadzonego wśród studentów lubelskich uczelni dotyczącego poziomu wiedzy oraz typowych nawyków podczas korzystania z m-bankingu. Ponadto w oparciu o informacje prezentowane przez wybrane banki i instytucje sektora finansowego zostały omówione przykładowe metody działania cyberprzestępców.The purpose of this article is to examine consumer awareness in the use of mobile banking in Poland. The evolution of mobile banking as well as the scale of its occurrence are also presented. The study presents the results of a survey conducted in the form of a survey, the level of knowledge and typical habits when using m-banking for students of Lublin universities. In addition, examples of cybercriminals' methods of operation based on information presented by selected banks and financial sector institutions are discussed