High temperature elastic anisotropy of the perovskite and post-perovskite polymorphs of Al2O3

Finite temperature ab initio molecular dynamics calculations were performed to determine the high temperature elastic and seismic properties of the perovskite and post-perovskite phases of pure end-member Al2O3. The post-perovskite phase exhibits very large degrees of shear-wave splitting. The incorporation of a few mole percent of Al2O3 into MgSiO3 is predicted to have little effect on the perovskite to post-perovskite phase transition pressure and seismic properties of the post-perovskite phase; although a small difference in shear-wave splitting may be observable

Teaching Julius Caesar With Differentiated Instruction: A Curriculum Unit Approach

This capstone project by Will Stackhouse, entitled “Teaching Julius Caesar with Differentiated Instruction: A Curriculum Unit Approach,” works through the main question which leads through the capstone project. The main concern of this project is dedicated towards putting the fun back into education, and how an instructor can create an educational curriculum which is based on the material at hand that will excite and help the student to learn. The challenges of differentiated instruction are that the process takes time and energy in the setup phase, but it leads to significant learning experiences. In approaching a four hundred-year old document which is written in Elizabethan English, how would one capture students’ interest? This is accomplished by using the newer approach known as differentiated instruction, which brings various senses into play and allows various approaches to be used based on the students’ strengths. Through approaching this material and reviewing literature, this project developed into a series of differentiated lessons that proved effective for learners in multiple ways using multiple approaches. The author found this approach effective in curriculum development, lesson completion, and the process opened a door to intellectual curiosity in students

Exploring Multi-Sensory Curriculum Development: Grades 3-5 Science In A Virtual Environment

The capstone thesis uses a qualitative research approach to explore the question: What are virtual tools and multi-sensory strategies that can be integrated into curriculum development to support the engagement of learners in science in grades 3-5 in virtual learning environments? The author chose this topic to find and to apply multi-sensory strategies, including technology-rich approaches, in virtual education, and developed a new curriculum unit using current sensory-rich technologies. The goal is to enhance and enrich curriculum, and thereby to increase student engagement in the sciences. Applying these tools in virtual education and using multi-sensory approaches can lead to new possibilities. The possibilities of using virtual and augmented reality tools is examined in relationship to the content area. Topics explored in the review of the literature include Gardner, Dewey, Montessori, Piaget, and virtual education using virtual reality, augmented reality, and programs and applications for virtual and face-to-face classrooms. The limitations and dangers of these tools, as well as their benefits, are discussed. Understanding by Design (UbD) and a constructivist teaching approach, and an integrated approach using these technologies, are used to develop a unit of science curriculum in Ocean Science, refreshed from a successful traditional unit. The author finds the multiple intelligences and the sensory approaches from Gardner and the multi-sensory, constructivist approaches most pivotal. Montessori seems to be the most knowledgeable about the importance of multi-sensory education itself. Integrating technological applications, including virtual reality (VR), augmented reality (AR) applications, and examining ongoing research, proves productive. The field of technology in education is an ever-changing and ever-expanding field. The author suggests it may be effective within a school system, district and classroom to develop a technology and curriculum review team to face the many decisions, challenges, and changes technology in the classroom brings. The author concludes that to broaden multi-sensory approaches, used in any form, in any educational environment, will benefit every student. For the developed curriculum, the limitations, implications, and recommendations for future research are discussed

Effects of Enhancement Solution pH on Fresh and Cooked Color of Dark-Cutting Beef

In two experiments, dark-cutting (DC) beef strip loins were used to test the effects of citric acid-enhancement pH on visual and instrumental color of fresh and cooked steaks. Dark cutting and normal pH strip loin were injected to 111% of raw product weight with pH 3.5, 4.0, 4.5, or 5.0 solutions by mixing citric acid in either 0.05% phosphate solution or tap water (Exp 1), or with pH 2.0, 2.5, 3.0, and 3.5 solutions made by mixing citric acid in either a 0.5% orthophosphate solution (PO4) or a 0.5% tripolyphosphate solution (STP) (Exp2). Loin sections were cut into 2.5-cm-thick steaks and assigned to either simulated retail display for five days or cooked. Post-enhancement pH of enhanced DC steaks did not (P ≥ 0.180) differ from that of non-enhanced DC steaks, regardless of solution pH (Exp 1); however, decreased linearly (P \u3c 0.001) as solution pH decreased from 3.5 to 2.0, and the proportions of free and bound moisture of DC steaks enhanced with pH 2.5 solution were comparable (P ≥ 0.141) to that of CH (Exp 2). On d 1 and 3 of display, fresh color scores of enhanced DC steaks were greater (P \u3c 0.001) than untreated DC (Exp 1), but color scores of CH steaks were greater (P \u3c 0.001) than enhanced DC steaks (Exp 1 and 2). Conversely, in experiment 1, degree of doneness scores increased linearly (indicating greater doneness; P = 0.032) as solution pH increased from 3.5 to 5.0, and steaks enhanced with pH 4.0 and 4.5 solutions received lower (more red; quadratic, P = 0.012) cooked color scores than non-enhanced DC steaks, but neither score was comparable (P \u3c 0.001) to those for CH steaks. While in experiment 2 enhancing DC sections with pH 2.5 solutions produced cooked color and degree of doneness scores that were similar (P ≥ 0.113) to non-enhanced CH steaks. Thus, enhancement with pH 2.5 citric acid solutions can effectively eliminate the persistent red cooked color typically associated with DC beef; however, citric acid enhancement failed to improve the fresh color of DC beef comparable to that of CH beef

A Different World: The Experiences of Black Women at a Southern Predominantly White Institution

The present study investigated the lived experiences of Black women on a predominantly White institution (PWI) campus in the South as they relate to the core themes of Patricia Hill Collins’ Black Feminist Thought (BFT). The core themes of BFT that were the focus of the research were Self-Definition/Empowerment, Safe Space, Controlling Images, Invisibility/Sense of Belonging. Sista circle methodology was used as the form of inquiry with two 60-minute sessions over a two-month span. This methodology was chosen because its focus centers the lived narratives of Black women within a safe space unlike traditional focus groups. Findings from the sista circles revealed that the participants’ experiences did align with BFT which was originally published in 1990. Black women continue to feel stereotyped and invisible and encouraged to assimilate to the cultures and traditions of their PWI. These women are empowered to choose how they will be defined and demand spaces where they are not under surveillance. Through this study, college administrators, faculty and staff are provided insight to the lived experiences of Black women. This study supports the need to provide platforms where Black women are acknowledged as being a part of the campus culture as intellectuals and experts regarding such experiences

Reactivity of the Clay Mineral Montmorillonite: A First Principles Study

PhDThe recent development of clay-polymer nanocomposite materials has led to ail increased interest in the structure and properties of clay minerals. In this thesis the reactivity of the clay mineral montmorillonite is explored by means of density functional theory based calculations. In particular three aspects are considered: catalytic properties, cation migration and dehydroxylation. The origin of the catalytic properties of the clay mineral is investigated in the context of the synthesis of clay-polymer nanocomposite materials, by in sttu, intercalative polymerisation. It is found that catalysis is most likely to occur at the clay mineral lattice-edge where exposed aluminium atoms act as Lewis acid sites. Migration of lithium cations into the clay mineral lattice is explored by means of first principles molecular dynamics. Comparison of calculated hvdrox-vl stretching frequencies, with those from experiment indicates that cations migrate to vacant octahedral sites, as oppose to the ditrigonal cavities. Dehydroxylation of the clay mineral is examined by consideration of a cis-vacant pyrophyllite structure. It is shown that dehydroxylation leads to formation of a tyan8-vacant structure, with aluminium in trigonal bipyramidal coordination and a highly distorted tetrahedral layer. Differences in the dehydroxylation behaviour of cm and tran8-vacant pyrophyllite are shown to be due to the fact that in the former adjacent hydroxyl groups bridge different pairs of aluminium atoms, while in the latter they are both bonded to the same pair. Overall density functional theory based calculations are shown to be a powerful tool for the studly of the structure and reactivity of clay minerals.Queen Mary University of London W.R. Grace & Co