In-situ, real time gas composition measurements for SOFC's using laser spectroscopy

The use of standard gas composition measurement techniques, such as gas chromatography, in large scale solid oxide fuel cells (SOFC's) operating at high temperatures can be both complex and time consuming. One of the main constraints is the necessity to condense out the water vapour present in the gas streams prior to measurement in the Gas Chromatograph (GC). True gas compositions can only be extracted through back-calculation, with each measurement taking in the order of minutes, and a number of measurement points needed to make the final measurement. For system status monitoring such a time delay between condition changes and measurement is a serious disadvantage. One of the main concerns for systems running on natural gas is the risk of methane slippage through the internal reformer, which increases the risk of carbon formation on the SOFC anode, invariably leading to irreversible loss of performance. It is therefore highly advantageous to measure gas stream compositions within the SOFC system in real time, enabling a rapid response to composition deviation outside of acceptable limits. Gas chromatography can never be made to work as a real-time system status monitoring product solution. A suitable, in-situ, solution for measurement is tuneable diode laser spectroscopy, TDLS. Using this technique it is possible to measure both the gas concentration and system pressure simultaneously for a number of different species, without condensing out the water vapour: reducing analysis time considerably and reducing errors associated with back calculation. In this paper, data taken on an operational fuel cell system is presented for methane, and a comparison with results obtained using a GC is made

Beyond Financial Aid: How Colleges Can Strengthen the Financial Stability of Low-income Students and Improve Student Outcomes

Completing education beyond high school is essential to Americans' well-being and economic success. But rising costs and inadequate financial resources hinder too many students from earning postsecondary credentials. This guidebook identifies six key strategies for improving services for low-income students. The report showcases promising approaches that colleges and universities are already employing, and offers these ideas as guides for all institutions. It also features an institutional self-assessment designed to help postsecondary institutions determine their effectiveness in serving low-income students and take steps toward improving their practices

Discussion of "Least angle regression" by Efron et al

Discussion of ``Least angle regression'' by Efron et al. [math.ST/0406456

Work, CDT and the Low Achievers Project in Coventry

In september 1985 the author was seconded for a period of one term by Coventry LEA to 'The Edgwi€k Centre' in order to undertake specific research into modular curriculum development in conjunction with the 'DES Project'. The area chosen for study was Engineering and on completion of his research the author intends to produce a series of interlocking modular units which will, hopefully, be made available by the LEA to interested parties. Before joining the 'Edgwick Team' the author had only the barest information about the initiative (mainly through his work as a teacher of CDT in one of Coventry's large comprehensive schools). At the school some of his students were classified as low attainers with, in some cases, the added complication of being in care because of anti-social behaviour. The author was interested, therefore, to see how students with similar backgrounds fared in the DES Project programme. Did it offer an experience of success; something the students could succeed in which they felt was worthwhile and did not make them feel stigmatized as a group of 'slow learners'; or was the experience a backward step, educationally, and as such detrimental to the further development of the students. The answer to this question formed the basis of his research and the future composition of the learning package

Gaelic Learners in the Primary School (GLPS) in Argyll & Bute, East Ayrshire, North Lanarkshire, Perth & Kinross and Stirling : Evaluation Report

For many years individual primary school teachers have no doubt sought to provide their pupils with a brief initial introduction to Gaelic language and culture. However, as a planned, systematic policy development across schools, backed by local authority and national support, GLPS (Gaelic learners in the primary school) has only come into being in the past three years. Thus far it has been taken up in a small number of local authorities, including the five which have commissioned the present evaluation (Argyll & Bute, East Ayrshire, North Lanarkshire, Perth & Kinross, Stirling), but it is attracting interest in a number of others

Prefrontal inhibition of threat processing reduces working memory interference

Bottom-up processes can interrupt ongoing cognitive processing in order to adaptively respond to emotional stimuli of high potential significance, such as those that threaten wellbeing. However it is vital that this interference can be modulated in certain contexts to focus on current tasks. Deficits in the ability to maintain the appropriate balance between cognitive and emotional demands can severely impact on day-to-day activities. This fMRI study examined this interaction between threat processing and cognition; 18 adult participants performed a visuospatial working memory (WM) task with two load conditions, in the presence and absence of anxiety induction by threat of electric shock. Threat of shock interfered with performance in the low cognitive load condition; however interference was eradicated under high load, consistent with engagement of emotion regulation mechanisms. Under low load the amygdala showed significant activation to threat of shock that was modulated by high cognitive load. A directed top-down control contrast identified two regions associated with top-down control; ventrolateral PFC and dorsal ACC. Dynamic causal modeling provided further evidence that under high cognitive load, top-down inhibition is exerted on the amygdala and its outputs to prefrontal regions. Additionally, we hypothesized that individual differences in a separate, non-emotional top-down control task would predict the recruitment of dorsal ACC and ventrolateral PFC during top-down control of threat. Consistent with this, performance on a separate dichotic listening task predicted dorsal ACC and ventrolateral PFC activation during high WM load under threat of shock, though activation in these regions did not directly correlate with WM performance. Together, the findings suggest that under high cognitive load and threat, top-down control is exerted by dACC and vlPFC to inhibit threat processing, thus enabling WM performance without threat-related interference

Structure and character in Sir Gawain and the Green Knight

Two of the qualities of Sir Gawain and the Green Knight which critics single out for praise are the fine characterization and the unity given to the poem through the parallel structure of episodes. The relationship between characterization and structure in this poem is for the most part quite delicate, particularly in the case of Gawain

Building visual artists' resilience capabilities: current educator strategies and methods

Enrolments in higher education programs in the creative and performing arts are increasing in many countries. Yet graduates of these degrees, who enter the broad sector known as the creative industries, face particular challenges in terms of securing long-term and sustainable employment. In addition, creative and performing artists face a range of mental challenges, caused by such factors as: the solitary nature of much creative practice, critical feedback by audiences and gatekeepers, or the general pressures associated with maintaining artistic relevance or integrity. The concepts of resilience and professional wellbeing are therefore highly relevant to those who pursue a career in creative industries, and while there has been an emerging body of work in this area, to date it has focussed on the performing arts area (e.g. music, theatre). Hence, in order to expand knowledge relevant to resilience and artists, this paper sets out to explore the extent to which current educators in the Australian context specifically address these issues within higher visual arts curricula; specifically the areas of illustration, design, film and photography. This was achieved via interviews with seventeen current academics working in these areas. The findings propose that higher education providers of programs in the visual arts consider placing a stronger emphasis on the embedded development of resilience and professional wellbeing capacities

Building visual artists' resilience capabilities: current educator strategies and methods

Enrolments in higher education programs in the creative and performing arts are increasing in many countries. Yet graduates of these degrees, who enter the broad sector known as the creative industries, face particular challenges in terms of securing long-term and sustainable employment. In addition, creative and performing artists face a range of mental challenges, caused by such factors as: the solitary nature of much creative practice, critical feedback by audiences and gatekeepers, or the general pressures associated with maintaining artistic relevance or integrity. The concepts of resilience and professional wellbeing are therefore highly relevant to those who pursue a career in creative industries, and while there has been an emerging body of work in this area, to date it has focussed on the performing arts area (e.g. music, theatre). Hence, in order to expand knowledge relevant to resilience and artists, this paper sets out to explore the extent to which current educators in the Australian context specifically address these issues within higher visual arts curricula; specifically the areas of illustration, design, film and photography. This was achieved via interviews with seventeen current academics working in these areas. The findings propose that higher education providers of programs in the visual arts consider placing a stronger emphasis on the embedded development of resilience and professional wellbeing capacities