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LITHOLOGIC AND HYDROGEOLOGIC CONTROLS ON THE OCCURRENCE, TRANSPORT, AND FATE OF MTBE IN FINE GRAINED GLACIAL-LACUSTRINE SEDIMENTS

In April of 1994, a leaking 60,480L gasoline underground storage tank was removed from George’s Conoco in Ronan, Montana. Investigations discovered a free product plume extending under Highway 93, with dissolved phase contamination (including MTBE) extending 460 m west to Spring Creek. Though geochemical sampling has established the general plume extent, the influence of aquifer heterogeneities on plume position and transport behavior is poorly described. The purpose of this work is to characterize the physical controls on plume migration. In addition to standard well installation and geochemical sampling, geotechnical tools including cone penetration testing (CPT) and Membrane Interface Probe (MIP), were used to examine subtle changes in sand, silt and clay. These tests were supported by site coring, grain size analyses, and lab and field hydraulic conductivity testing. CPT results revealed glacial diamict sediments, dominated by silt and fine sand with lenses of clay varying in thickness. It appears the plume preferentially travels in sequences of sand and silt in the water table aquifer between depths of 3 to 10 m, though some contamination has been discovered at greater depth and is believed to be passing underneath Spring Creek and traveling west, potentially impacting water users in the Flathead Valley. Through field and laboratory analysis, the governing hydrogeologic controls on the ground water flow system were described. A model was developed to simulate the contaminant transport and compared to observed plume movement, and a heat transport model was developed for comparison with both the modeled ground water flow and the field-observed ground water flow characteristics. It became evident that under the documented hydraulic conductivities for sediments found at this site, the velocity of plume movement was considerably more rapid than expected. This suggests that either an interconnected fracture network is responsible for the transport of hydrocarbons throughout the site, or the known date of contaminant release from George’s Conoco is unreliable

Improving Educational Experiences for Children in Our Care: An Ethic of Hospitality

The number of children in care in Canada is at epic proportions. Children in care perform at lower rates academically and have far lower graduation rates than children not in care. As children in care enter our schools at increasing rates and experience poor school success, it is of dire importance to understand how to better support these children. Drawn from a larger study seeking to improve systems change for children in care, this aspect of the study focused on school leaders’ strategies for improving the experiences of children in care in their schools. Using Derrida’s and Ruitenberg’s articulations of an ethic of hospitality, we will illustrate participants’ experiences and argue for the need for the education system to more justly engage in ethical relations with children, particularly those who are most vulnerable. Keywords: children in care, foster care, ethical engagements, hospitalityAu Canada, le nombre d’enfants placés atteint des sommets. Ces enfants obtiennent des résultats scolaires et des taux de diplomation beaucoup plus faibles que les enfants non placés. Alors que les enfants placés entrent dans nos écoles à un rythme croissant et qu’ils obtiennent de mauvais résultats scolaires, il devient urgent de comprendre comment mieux les soutenir. L’aspect présenté dans cet article, extrait d’une étude plus vaste visant à présenter des recommandations pour la transformation des systèmes pour les enfants placés, se concentre sur les stratégies employées par les intervenants en milieu éducatif pour améliorer l’expérience vécue par ces enfants placés dans leurs écoles. En nous basant sur le concept de l’éthique de l’hospitalité de Derrida et Ruitenberg, nous illustrons les expériences des participants et plaidons pour que le système d’éducation s’engage à juste titre dans des relations éthiques avec les enfants, en particulier avec les plus vulnérables. Mots-clés : enfants placés, famille d’accueil, engagements éthiques, hospitalit

Les manuscrits de Jane Austen : sur la page et dans la durée

En anglais, le terme « manuscrit » est communément utilisé pour désigner deux types de réalité : scripturale et matérielle. Car les manuscrits sont à la fois des inscriptions écrites (des textes) et leurs supports (des objets) ; et lorsque nous parlons d’eux, nous nous référons à ces deux dimensions : le manuscrit littéraire et le manuscrit matériel. Les éditeurs scientifiques négligent parfois la relation qui les unit, mais ce n’est certainement pas le cas de l’écrivain en train de composer ou de transcrire. Les mots sur la page n’offrent à eux seuls qu’un aperçu incomplet du processus de la création ; en tant que support physique du texte écrit, les manuscrits fournissent des indices sur la manière de travailler d’un auteur. En prenant l’exemple de Jane Austen, je propose d’examiner la façon dont ses manuscrits en tant qu’objets éclairent notre compréhension de sa méthode de composition, de sa manière d’écrire.In English the term “manuscript” is commonly used to cover two kinds of evidence: scribal and physical. That is, manuscripts are both written inscriptions (texts) and their supports (objects); and when we speak of a manuscript we refer to both writing and paper: the literary manuscript and the physical manuscript. Editors sometimes neglect the relationship between the two, but we can be sure that this is not the case for the composing or transcribing author. Words alone offer an incomplete account of the processes of creation; as physical supports for the written text, manuscripts provide clues to an author’s way of working. Using the example of Jane Austen I propose to examine how evidence from her manuscripts as objects informs our understanding of her method of composition, her way of writing.Auf Englisch wird der Begriff „Manuskript“ gewöhnlich verwendet, um zwei Arten von Überliefertem zu bezeichnen: Geschriebenes und dessen materielles Substrat. „Manuskripte“ können wir also sowohl Texte als auch deren physische Träger nennen. Die wissenschaftlichen Herausgeber vernachlässigen manchmal die Beziehung, die zwischen beiden Bedeutungen besteht, was sicherlich nicht auf den Autor selbst zutrifft, der dabei ist, Texte zu verfassen oder zu transkribieren. Wörter, die auf einem Blatt Papier stehen, legen für sich allein genommen nur auf sehr unvollständige Weise Zeugnis vom literarischen Schaffensprozess ab; doch als materielles Substrat und Gerüst eines geschriebenen Texts liefern Manuskripte Hinweise auf die Arbeitsweise eines Autors. Am Beispiel von Jane Austen untersuche ich, wie ihre Manuskripte als Objekte unser Verständnis ihrer Methode der Textkomposition und ihrer Weise des Schreibens erhellen.In inglese, il termine “manoscritto” è comunemente utilizzato per descrivere due tipi di realtà: una scritturale e l’altra fisica. I manoscritti sono, infatti, sia le iscrizioni scritte (testi) sia i loro supporti (oggetti) e quando parliamo di manoscritti ci riferiamo tanto alla scrittura quanto alla carta, tanto al manoscritto letterario quanto al manoscritto fisico. Gli editori scientifici tralasciano a volte la relazione tra i due, ma di certo non lo fa l’autore che compone o trascrive. Le parole da sole ci offrono un resoconto incompleto del processo creativo; in quanto supporto fisico per il testo scritto, il manoscritto ci fornisce degli indizi sul modo di lavorare dell’autore. Utilizzando l’esempio di Jane Austen, mi propongo di esaminare in che modo i suoi manoscritti, intesi come oggetti, incidono sulla nostra comprensione del suo metodo di composizione, del suo modo di scrivere.Em inglês, o termo “manuscrito” é comummente usado para designar dois tipos de realidade: escriptural e material. De facto, os manuscritos tanto são as inscrições escritas (os textos) como os seus suportes (objetos); quando falamos deles, referimo-nos a essas duas dimensões de manuscrito literário e de manuscrito físico. Os editores científicos às vezes negligenciam a relação que une essas dimensões, mas esse certamente não é o caso do escritor que compõe ou transcreve. As palavras sobre a página sozinha oferecem uma imagem incompleta do processo de criação; como suporte físico do texto escrito, os manuscritos fornecem pistas sobre como trabalhava um autor. Tomando o exemplo de Jane Austen, proponho-me examinar o modo como os seus manuscritos, enquanto objetos, nos ajudam a compreender o seu método de composição, a sua maneira de escrever.En inglés, el término “manuscrito” es utilizado comúnmente para designar dos tipos de realidades: escrituraria y material. Puesto que los manuscritos son a la vez inscripciones escritas (textos) y sus soportes (objetos), cuando nos referimos a ellos nos estamos refiriendo a esas dos dimensiones: el manuscrito literario y el manuscrito material. Los editores científicos descuidan a veces las relaciones que las unen, lo que de ninguna manera es el caso del escritor cuando compone o transcribe. Las palabras en la página no pueden brindar más que un vislumbre incompleto del proceso de creación; los manuscritos, en tanto que soporte físico del texto escrito, son reveladores de indicios acerca de la manera de trabajar de un autor. Tomando como ejemplo Jane Austen, me propongo examinar cómo los manuscritos, en tanto que objetos, esclarecen nuestra comprensión de su método de composición, de su forma de escribir

Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education

The quality of student-teacher classroom interactions is important to learning, belonging, and success, particularly for students from groups that have been historically excluded from or marginalized in higher education. The literature commonly asserts that one necessary part of high-quality educational interactions (whether in person or online) is trust, but several scholars note that trust has not been systematically explored by scholars of higher education teaching and learning. In this paper, we propose a conceptual framework for identifying and describing teacher-initiated “trust moves” in the classroom, based on both the literature and interviews with teaching faculty in varied contexts. In doing this, we hope to provide a practical resource for teachers to reflect on possible approaches for building trust with students in their own classrooms—and for scholars and academic developers who wish to study or support these efforts. Click here to read the corresponding ISSOTL blog post.

The role of online knowledge hubs in developing practice and policy: Lessons from i-HOP for professionals working with children and families affected by parental offending

This paper reports on the role of an online knowledge hub in supporting the development of policy and practice relevant to children and families affected by parental offending. The authors use a case study of the i-HOP service, a national web-based collection of resources that supports professionals to work with children and families affected by parental offending. Delivered by the national children’s charity Barnardo’s, the knowledge hub provides a comprehensive collection of research and evidence, policy frameworks, practice examples, funding opportunities and training resources (https://www.i-hop.org.uk). The paper begins by considering the rationale behind the development hub, including an increase in the number of children and families affected by parental offending, unsystematic policy response and limited resources for practitioners working with children and families. Next, the paper discusses the development of the hub, including the challenges encountered and practical solutions employed. The implementation of a quality assessment system to support policy-makers and practitioners to make informed judgements about the suitability and quality of research and evidence deposited on the hub is also considered. The paper concludes with practical suggestions for organisations that are contemplating the development of a knowledge hub to bridge the gap between research and evidence and practice and policy

Benefits, barriers, and incentives for improved resilience to disruption in university teaching

© 2020 The Authors Pandemics, earthquakes, fire, war, and other disasters place universities at risk. Disasters can disrupt learning and teaching (L&T) for weeks to months or longer. Some institutions have developed business continuity plans to protect key organisational services and structures, allowing L&T to continue. However, little research touches on how academics, learners, and communities of practice might respond before, during, and after disasters and how their resilience to disruption can be fostered to reduce impacts on L&T. In this research, we investigated academics’ perceptions of building resilience to major L&T disruptions in the New Zealand context. Specifically, we explored how academics characterise a resilient academic and institution, and identified the benefits, barriers, and incentives to building resilience. We used a pragmatic theoretical approach with a mixed methods methodology, to categorise the results within three distinct levels (individual, school/department, and institution), supporting the design and implementation of resilience-building strategies for academics and institutional leaders. We found that support, community, leadership, and planning at universities are critical in building and inhibiting resilience. Participants reported several ‘high impact’ incentives, addressing multiple barriers, that could be used to kick-start resilience. Online and flexible learning are key opportunities for resilience-building, but universities should not underestimate the importance of face-to-face interactions between staff and learners. Our results provide a strong starting point for practitioners and researchers aiming to understand how universities can foster resilience to major disruptions and disasters on university teaching

Human pathogen shown to cause disease in the threatened elkhorn coral Acropora palmata

Coral reefs are in severe decline. Infections by the human pathogen Serratia marcescens have contributed to precipitous losses in the common Caribbean elkhorn coral, Acropora palmata, culminating in its listing under the United States Endangered Species Act. During a 2003 outbreak of this coral disease, called acroporid serratiosis (APS), a unique strain of the pathogen, Serratia marcescens strain PDR60, was identified from diseased A. palmata, human wastewater, the non-host coral Siderastrea siderea and the corallivorous snail Coralliophila abbreviata. In order to examine humans as a source and other marine invertebrates as vectors and/or reservoirs of the APS pathogen, challenge experiments were conducted with A. palmata maintained in closed aquaria to determine infectivity of strain PDR60 from reef and wastewater sources. Strain PDR60 from wastewater and diseased A. palmata caused disease signs in elkhorn coral in as little as four and five days, respectively, demonstrating that wastewater is a definitive source of APS and identifying human strain PDR60 as a coral pathogen through fulfillment of Koch\u27s postulates. A. palmata inoculated with strain PDR60 from C. abbreviata showed limited virulence, with one of three inoculated fragments developing APS signs within 13 days. Strain PDR60 from non-host coral S. siderea showed a delayed pathogenic effect, with disease signs developing within an average of 20 days. These results suggest that C. abbreviata and non-host corals may function as reservoirs or vectors of the APS pathogen. Our results provide the first example of a marine “reverse zoonosis” involving the transmission of a human pathogen (S. marcescens) to a marine invertebrate (A. palmata). These findings underscore the interaction between public health practices and environmental health indices such as coral reef survival

Human Pathogen Shown to Cause Disease in the Threatened Elkhorn Coral Acropora palmata

Coral reefs are in severe decline. Infections by the human pathogen Serratia marcescens have contributed to precipitous losses in the common Caribbean elkhorn coral, Acropora palmata, culminating in its listing under the United States Endangered Species Act. During a 2003 outbreak of this coral disease, called acroporid serratiosis (APS), a unique strain of the pathogen, Serratia marcescens strain PDR60, was identified from diseased A. palmata, human wastewater, the non-host coral Siderastrea siderea and the corallivorous snail Coralliophila abbreviata. In order to examine humans as a source and other marine invertebrates as vectors and/or reservoirs of the APS pathogen, challenge experiments were conducted with A. palmata maintained in closed aquaria to determine infectivity of strain PDR60 from reef and wastewater sources. Strain PDR60 from wastewater and diseased A. palmata caused disease signs in elkhorn coral in as little as four and five days, respectively, demonstrating that wastewater is a definitive source of APS and identifying human strain PDR60 as a coral pathogen through fulfillment of Koch\u27s postulates. A. palmata inoculated with strain PDR60 from C. abbreviata showed limited virulence, with one of three inoculated fragments developing APS signs within 13 days. Strain PDR60 from non-host coral S. siderea showed a delayed pathogenic effect, with disease signs developing within an average of 20 days. These results suggest that C. abbreviata and non-host corals may function as reservoirs or vectors of the APS pathogen. Our results provide the first example of a marine \u27\u27reverse zoonosis\u27\u27 involving the transmission of a human pathogen (S. marcescens) to a marine invertebrate (A. palmata). These findings underscore the interaction between public health practices and environmental health indices such as coral reef survival

Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education

The quality of student-teacher classroom interactions is important to learning, belonging, and success, particularly for students from groups that have been historically excluded from or marginalized in higher education. The literature commonly asserts that one necessary part of high-quality educational interactions (whether in person or online) is trust, but several scholars note that trust has not been systematically explored by scholars of higher education teaching and learning. In this paper, we propose a conceptual framework for identifying and describing teacher-initiated “trust moves” in the classroom, based on both the literature and interviews with teaching faculty in varied contexts. In doing this, we hope to provide a practical resource for teachers to reflect on possible approaches for building trust with students in their own classrooms—and for scholars and academic developers who wish to study or support these efforts