Process simulation and analysis of carbon capture with an aqueous mixture of ionic liquid and monoethanolamine solvent

This study investigated the prospect of using aqueous mixture of 1-butylpyridinium tetrafluoroborate ([Bpy][BF4]) ionic liquid (IL) and monoethanolamine (MEA) as solvent in post-combustion CO2 capture (PCC) process. This is done by analysis of the process through modelling and simulation. In literature, reported PCC models with a mixture of IL and MEA solvent were developed using equilibrium-based mass transfer approach. In contrast, the model in this study is developed using rate-based mass transfer approach in Aspen Plus®. From the results, the mixed aqueous solvent with 5–30 wt% IL and 30 wt% MEA showed 7%–9% and 12%–27% less specific regeneration energy and solvent circulation rate respectively compared to commonly used 30 wt% MEA solvent. It is concluded that the IL concentration (wt%) in the solvent blend have significant impact on specific regeneration energy and solvent circulation rate. This study is a starting point for further research on technical and economic analysis of PCC process with aqueous blend of IL and MEA as solvent

Process intensification for post combustion CO₂ capture with chemical absorption: a critical review

The concentration of CO₂ in the atmosphere is increasing rapidly. CO₂ emissions may have an impact on global climate change. Effective CO₂ emission abatement strategies such as carbon capture and storage (CCS) are required to combat this trend. Compared with pre-combustion carbon capture and oxy-fuel carbon capture approaches, post-combustion CO₂ capture (PCC) using solvent process is one of the most mature carbon capture technologies. There are two main barriers for the PCC process using solvent to be commercially deployed: (a) high capital cost; (b) high thermal efficiency penalty due to solvent regeneration. Applying process intensification (PI) technology into PCC with solvent process has the potential to significantly reduce capital costs compared with conventional technology using packed columns. This paper intends to evaluate different PI technologies for their suitability in PCC process. The study shows that rotating packed bed (RPB) absorber/stripper has attracted much interest due to its high mass transfer capability. Currently experimental studies on CO₂ capture using RPB are based on standalone absorber or stripper. Therefore a schematic process flow diagram of intensified PCC process is proposed so as to motivate other researches for possible optimal design, operation and control. To intensify heat transfer in reboiler, spinning disc technology is recommended. To replace cross heat exchanger in conventional PCC (with packed column) process, printed circuit heat exchanger will be preferred. Solvent selection for conventional PCC process has been studied extensively. However, it needs more studies for solvent selection in intensified PCC process. The authors also predicted research challenges in intensified PCC process and potential new breakthrough from different aspects

High resolution copy number inference in cancer using short-molecule nanopore sequencing.

Genome copy number is an important source of genetic variation in health and disease. In cancer, Copy Number Alterations (CNAs) can be inferred from short-read sequencing data, enabling genomics-based precision oncology. Emerging Nanopore sequencing technologies offer the potential for broader clinical utility, for example in smaller hospitals, due to lower instrument cost, higher portability, and ease of use. Nonetheless, Nanopore sequencing devices are limited in the number of retrievable sequencing reads/molecules compared to short-read sequencing platforms, limiting CNA inference accuracy. To address this limitation, we targeted the sequencing of short-length DNA molecules loaded at optimized concentration in an effort to increase sequence read/molecule yield from a single nanopore run. We show that short-molecule nanopore sequencing reproducibly returns high read counts and allows high quality CNA inference. We demonstrate the clinical relevance of this approach by accurately inferring CNAs in acute myeloid leukemia samples. The data shows that, compared to traditional approaches such as chromosome analysis/cytogenetics, short molecule nanopore sequencing returns more sensitive, accurate copy number information in a cost effective and expeditious manner, including for multiplex samples. Our results provide a framework for short-molecule nanopore sequencing with applications in research and medicine, which includes but is not limited to, CNAs

Gamelan and the modern pedal harp of the West : a performer's perspective on hybridized musical influences in the harp chamber works of Bill Alves, Lou Harrison and Alan Hovhaness

This study discusses, evaluates, and analyzes the various methods and patterns in which American composers Bill Alves (1960-), Lou Harrison (1917-2003), and Alan Hovhaness (1911-2000) have adapted Indonesian gamelan musical concepts, philosophies, and performance practices in selected Western chamber works that include the double-action pedal harp. In particular, these examples contain notation, instrumentation, musical layers and interactions, and sounds that are inspired by or modeled after Javanese and Balinese musical elements. Greater focus is given to Javanese musical practices, and inherent compositional devices have been discovered in each piece’s structure, rhythm, melody, ornamentation, intonation, and choice of instrumentation or orchestration. Special attention is given to a contextual and musical analysis of the Concerto for Harp and American Gamelan by Bill Alves, which features an unprecedented fusion of Western and Eastern musical practices. It is further evaluated through discussions of “authenticity” in world music, and I provide recommendations as to how a harpist can use this information in order to recreate this piece.School of MusicAn introduction to the historical context and cultural influences in Indonesian gamelan performance practices and aesthetics -- Bill Alves : Concerto for harp and American gamelan -- A harp is a machine for building blocks : a contextual and musical analysis of selected Eastern-influenced works with harp by Lou Harrison -- Southeast Asian inspirations : Alan Hovhaness and the harp -- Definitions and issues of authenticity in world music : realizing Bill Alves' Concerto for harp and American gamelan.Thesis (D.A.

Gamelan and the modern pedal harp of the West : a performer's perspective on hybridized musical influences in the harp chamber works of Bill Alves, Lou Harrison and Alan Hovhaness

This study discusses, evaluates, and analyzes the various methods and patterns in which American composers Bill Alves (1960-), Lou Harrison (1917-2003), and Alan Hovhaness (1911-2000) have adapted Indonesian gamelan musical concepts, philosophies, and performance practices in selected Western chamber works that include the double-action pedal harp. In particular, these examples contain notation, instrumentation, musical layers and interactions, and sounds that are inspired by or modeled after Javanese and Balinese musical elements. Greater focus is given to Javanese musical practices, and inherent compositional devices have been discovered in each piece’s structure, rhythm, melody, ornamentation, intonation, and choice of instrumentation or orchestration. Special attention is given to a contextual and musical analysis of the Concerto for Harp and American Gamelan by Bill Alves, which features an unprecedented fusion of Western and Eastern musical practices. It is further evaluated through discussions of “authenticity” in world music, and I provide recommendations as to how a harpist can use this information in order to recreate this piece.Thesis (D.A.)School of MusicAn introduction to the historical context and cultural influences in Indonesian gamelan performance practices and aesthetics -- Bill Alves : Concerto for harp and American gamelan -- A harp is a machine for building blocks : a contextual and musical analysis of selected Eastern-influenced works with harp by Lou Harrison -- Southeast Asian inspirations : Alan Hovhaness and the harp -- Definitions and issues of authenticity in world music : realizing Bill Alves' Concerto for harp and American gamelan

Gamelan and the modern pedal harp of the west: A performer's perspective on hybridized musical influences in the harp chamber works of Bill Alves, Lou Harrison, and Alan Hovhaness

This study discusses, evaluates, and analyzes the various methods and patterns in which American composers Bill Alves (1960-), Lou Harrison (1917-2003), and Alan Hovhaness (1911-2000) have adapted Indonesian gamelan musical concepts, philosophies, and performance practices in selected Western chamber works that include the double-action pedal harp. In particular, these examples contain notation, instrumentation, musical layers and interactions, and sounds that are inspired by or modeled after Javanese and Balinese musical elements. Greater focus is given to Javanese musical practices, and inherent compositional devices have been discovered in each piece’s structure, rhythm, melody, ornamentation, intonation, and choice of instrumentation or orchestration. Special attention is given to a contextual and musical analysis of the Concerto for Harp and American Gamelan by Bill Alves, which features an unprecedented fusion of Western and Eastern musical practices. It is further evaluated through discussions of “authenticity” in world music, and I provide recommendations as to how a harpist can use this information in order to recreate this piece

Intercultural communication in the EFL classroom

Seit nunmehr einem Jahrzehnt dient der, durch den Europarat eingeführte Gemeinsame Europäische Referenzrahmen für Sprachen (GERS), als eine richtungsweisende, gemeinsame europäische Sprachenpolitik bzw. (Fremd-) Sprachendidaktik an allgemein- und berufsbildenden höheren Schulen. Als solches definiert der GERS einheitliche, i.e. standardisierte Bildungsstandards und Beurteilungskriterien, welche an (österreichischen) Schulen, insbesondere im Bereich der Fremdsprachendidaktik, angewandt werden. Durch die Implementierung der im GERS beschriebenen Bildungsstandards, welche sich im Wesentlichen an der Ausbildung bestimmter sprachlich-kommunikativer Fertigkeiten zur Erreichung definierter Leistungsniveaus in den rezeptiven und produktiven Kompetenzbereichen (i.e. Hören, Lesen, Schreiben, Sprechen) orientieren, wurde die Rolle der Literatur als wesentliches Instrument zum Sprachenerwerb im Fremdsprachenunterricht in den letzten Jahren zusehends in den Hintergrund gedrängt. Aktuelle Trends in der Fremdsprachendidaktik haben sich einem kompetenzorientierten Sprachtraining verschrieben, dessen vordergründiges Ziel die Erreichung der im GERS definierten Leistungsniveaus darstellt und somit die Schülerinnen und Schüler dazu befähigen soll, die standardisierten, kompetenzorientierten Aufgaben der Reifeprüfung meistern zu können. Die gegenständliche Arbeit hebt die Relevanz literarischer Texte hinsichtlich des Fremdsprachenerwerbs sowie der Entwicklung interkultureller Kompetenzen hervor. Neben der, im GERS formulierten und zu vermittelnden sprachlichen Fertigkeiten, bietet Literatur, im Besonderen multikulturelle Literatur, beachtliches Potential, interkulturelle Kompetenzen zu entwickeln, zu fördern und zu festigen. Obgleich der GERS, sowie auch der österreichische Lehrplan, Bezug auf die Wichtigkeit der Vermittlung interkultureller Kompetenzen nehmen, bieten diese nur vage Hinweise hinsichtlich der konkreten Implementierung eben solcher Kompetenzen in der (Fremd-)sprachendidaktik. Die Lehrenden sind in dieser Hinsicht auf sich selbst gestellt. Ziel der vorliegenden Arbeit ist es, Lehrende und Schülerinnen und Schüler, insbesondere der Sekundarstufe II, mittels multikultureller literarischer Texte, mit der Diversität, Geschichte und Kultur der australisch indigenen Bevölkerung vertraut zu machen und anhand verschiedener Textgattungen, interkulturelle Kompetenzen bzw. interkulturelles Verständnis zu vermitteln 205 und zu fördern. Anhand ausgesuchter Texte, detaillierter Stundenbilder und einer Vielzahl an Arbeitsblättern wird in dieser Arbeit ein Konzept vorgestellt, welches darauf abzielt, neben sprachlich-kommunikativer Kompetenzen, interkulturelle Kompetenzen und die Kompetenz der kritischen Reflexion zu vermitteln. Die vorliegende Arbeit stützt sich auf einen transkulturellen Lehr- und Lernansatz und zeigt, wie multikulturelle literarische Texte von Fremdsprachenpädagoginnen und Fremdsprachenpädagogen eingesetzt werden können, um interkulturelles Lernen konkret im Unterricht umzusetzen. Sie bietet Lehrenden praktische Instrumente, um sowohl die im GERS definierten, spezifischen Sprachkompetenzen als auch interkulturelles Verständnis zu fördern. Begleitend zu den in dieser Arbeit vorgestellten Stundenbildern und Arbeitsblättern, werden digitale Medien eingesetzt, um den Lernenden Zugriff zu authentischen Texten und Multimedia Ressourcen zu ermöglichen und, um in Kontakt und Austausch mit Literaturschaffenden mit indigenem Hintergrund treten zu könnenThis diploma thesis demonstrates how multicultural literary texts can be deployed by English foreign language (EFL) teachers as a resource to implement intercultural learning in the EFL classroom. It provides guidelines and practical tools they can draw on in order to foster both specific linguistic competences, as formulated by the Common European Framework of Reference for Languages (CEFR), as well as intercultural competences. The aim of this thesis is to develop intercultural understanding through the adoption of a transcultural teaching and learning approach and equip students with critical reading and research skills through the inclusion of multicultural literary texts and the use of digital media. In response to accelerating globalisation processes in the economic, political and socio-cultural sphere, the agenda of foreign language (FL) education has undergone significant changes over the past decades. Many European countries have introduced learning and teaching objectives which aim to define and grade core areas and competences for language learning and seek to develop comparable language related reference standards across European countries. As of 2009, the implementation of educational standards (Bildungsstandards) in Austrian schools, has created a specific “standardised task collection”, which introduces competence-oriented teaching and assessment parametres as well as learning standards which are mainly focused on developing specific linguistic skills Austrian (E)FL students need to master in their final (Matura) exam. Thus, current trends within (E)FL teaching focus on training communicative language skills rather than culture-related competences. Although intercultural learning has been introduced as a guiding principle in the Austrian national curriculum, the latter lacks concrete guidelines as to how practitioners may realise intercultural learning in the EFL classroom. The first chapter of this thesis discusses the impact the CEFR has had on the Austrian national curriculum in general and EFL education in particular. It investigates the advantages and flaws of the CEFR, highlights the role of literature as a valuable resource in the (E)FL teaching context, provides a clear definition of intercultural competence and explains the main concepts, principles and practices of teaching and learning from an intercultural perspective. The second chapter provides information on principles and practices of implementing intercultural learning through the adoption of a transcultural teaching and learning approach. It discusses new concepts of teaching “culture” and literature in the EFL classroom. The third chapter introduces EFL teachers and learners to the great cultural diversity of contemporary Indigenous Australian nations and examines recurring themes in Aboriginal authored texts. It highlights the significance of incorporating and considering Aboriginal and Torres Strait Islander perspectives in Australian history and addresses a wide range of complex issues whose understanding is relevant for both understanding the historical and socio-cultural events embedded in the individual stories and promoting intercultural learning. The fourth chapter offers a detailed analysis of the selected texts and supplies educators with practical tools in order to realise intercultural learning in the EFL classroom. First, the narratives are placed into their socio-cultural and historical contexts and key themes addressed in the respective stories are discussed. Second, the individual stories´ potential for developing intercultural competences are analysed and practitioners are provided with lesson plans and material they can use in their teaching units. This chapter thus demonstrates how the selected stories may be used in order to effectively promote intercultural learning. The texts include a variety of forms and genres including children´s history books, autobiographical accounts and songs but also comprise and investigate film sequences, short documentaries and interviews. The teaching units presented in this thesis are supplemented by e-learning classes which enable learners to access a variety of authentic multimedia material and allow them to get into contact with contemporary Indigenous Australian writers and activists