Shaping and Being Shaped by Environments for Learning Science

Environments of learning often remain unnoticed and unacknowledged. This study follows a student and myself as we became aware of our local environment at MIT and welcomed that environment as a vibrant contributor to our learning. We met this environment in part through its educational heritage in two centennial anniversaries: John Dewey’s 1916 work Democracy and Education, and MIT’s 1916 move from Boston to the Cambridge campus designed by architect William Welles Bosworth. Dewey argued that for learning to arise through constructive, active engagement among students, the environment must be structured to accommodate investigation. In designing an environment conducive to practical and inventive studies, Bosworth created organic classical forms harboring the illusion of symmetry, while actually departing from it. Students and I are made open to the effects of this environment through the research pedagogy of “critical exploration in the classroom”, which informs my practice of listening and responding, and teaching while researching; it lay fertile grounds for involvement of one student and myself with our environment. Through viewing the moon and sky by eye, telescope, airplane and astrolabe, the student developed as an observer. She became connected with the larger universe, and critical of formalisms that encage mind and space. Applying Euclid’s geometry to the architecture outdoors, the student noticed and questioned classical features in Bosworth’s buildings. By encountering these buildings while accompanied by their current restorer, we came to see means by which their structure and design promote human interaction and environmental sustainability as intrinsic to education. The student responded creatively to Bosworth’s buildings through photography, learning view-camera and darkroom techniques. In Dewey’s view, democracy entails rejecting dualisms endemic in academic culture since the Greek classical era. Dewey regarded experimental science, where learners are investigators, as a means of engaging the world without invoking dualism. Although Dewey’s theory is seldom practiced, our investigations cohered with Deweyan practice. We experienced the environment with its centennial philosophy and architecture as educational agency supportive of investigation that continues to evolve across personal and collective history

Reservoir quality of Cenozoic carbonate buildups and coral reef terraces

Almost half of SE Asia's considerable hydrocarbon reserves are contained in carbonates. The majority of these reservoirs are Miocene buildups up to tens of kilometres across. However, with the exception of a few fields, there is little detailed data on how local depositional and diagenetic conditions influence the considerable heterogeneities in reservoir quality often encountered. This study focuses on factors influencing the facies, diagenetic and reservoir variability of comparable Modern, Quaternary and Neogene reef associated deposits from the Tukang Besi Archipelago, Central Indonesia.The Archipelago includes large atolls, a number of smaller buildups and 4 main islands each with modern rimmed shelves or fringing reefs. On the islands, over ten late Neogene and Quaternary coral reef terraces have been uplifted to maximum heights of ~300 m. Analysis of the modern deposits allows initial reservoir potential to be assessed and related to local environmental conditions. The influence of diagenesis on final reservoir quality is evaluated for the depositional facies exposed in the uplifted terraces. The overall spatial distribution of effective porosity across the area is strongly dependent on local energy conditions, water depth, carbonate producers, size of atolls or islands, climate and local meteoric diagenetic processes. This evaluation of spatial variability in carbonate reservoir characteristics provides much needed analogue data as the hydrocarbon industry focuses on improving recovery from existing fields and exploring for new reserves

'Voyaging in': colonialism and migration

A major reference chapter on the history of the literature of colonialism and migration 1945-70. The book marks an intervention into conventional histories of British Literature. The chapter illustrates and analyses the influential formation of alternative modernities by migrant writers resident in Britain during this period; it also extends the gaze to the period before 1945 earlier in the twentieth century. Maps new ways of reading literary history; broad and wideranging discussion of migration during this period