The Effects of Constructed Wetlands on metal Solubilization and Bioavailability in Passive Mine Remediation

The legacy of coal mining in Appalachia has left many watersheds impacted by abandoned mine drainage. The drainage degrades streams, groundwater and habitats with acidity and toxic heavy metals. The Lowber Passive Remediation System has been in operation since 2004 to remediate high amounts of dissolved Fe, SO4, Al, and Mn. The site consists of six settling ponds and an extensive wetlands at the finish. This study investigated the resolubilization of Fe and Mn in the wetlands and the role of bacteria in resolubilization. During three seasons, field measurements of water quality and lab analysis of Fe, Mn, and SO4 were conducted to examine correlations between the parameters. Fe levels were consistently lower than Mn. Mn spikes peaked in the fall and were predominant in more vegetated areas, and at high sulfate levels. In vitro, bacteria from Lowber could induce metal spikes that mimic what happens in the environment

“At the Same Time Blessed and Lame”: Ontology, Christology and Violence in Augustine and John Milbank

In Being Reconciled, John Milbank affirms the necessity of Christ’s atonement for human redemption. Yet his Christological claims are undercut by the ontology that undergirds the narrative he puts forth in Theology and Social Theory. This narrative depends upon the premise that a denial of a positive ontological status for violence lies at the heart of Christianity. A comparison of Theology and Social Theory to Augustine’s The City of God demonstrates that Augustine accepts a form of dialectical ontology that Milbank rejects, and that this dialectical ontology undergirds Augustine’s Christology in crucial ways. Although the differences between Milbank’s and Augustine’s depictions of the ontological status of violence are subtle, these differences have significant implications for the sorts of Christological claims that each of these thinkers is logically able to sustain

SPACES AND PLACES OF LOWCOUNTRY GEORGIA PLANTATIONS: A CASE STUDY OF WATTLE AND TABBY DAUB SLAVE CABINS ON SAPELO ISLAND, GEORGIA

Plantation landscapes on the Georgia coast were created and maintained by plantation owners and enslaved peoples with influences from the broader Atlantic World. Slave housing and settlements on Sea Island cotton and rice plantations on Sapelo and St. Simon’s Islands are an especially useful way to examine the combination of African, Caribbean, European, and later American influences and material results of tensions between these influences. However, many previous interpretations of enslaved life on the Georgia coast have been based on standing domestic architecture and enslaved people listed in later census records, creating a bias towards a small subset of the enslaved populations. Here I take a contextual approach to explore the lowcountry in the context of the broader Atlantic World; examine the spatial connection between plantation management styles and plantation settlement landscapes; and critically examine slave housing on the coast; and investigate if there is a connection between type of slave housing and settlement landscape organization. I use Geographic Information Systems (GIS) to quantify plantation spaces with Thiessen tessellations at five plantations to conclude that the settlement space of the Sapelo Plantation is significantly different than at nearby plantation settlements. Archaeological and geophysical investigations at Bush Camp Field and Behavior settlements within the Sapelo Plantation show a connection between the geometry of settlement space and evidence of place-making with wattle and tabby daub slave cabins that are similar to those identified in Caribbean plantation contexts. Though plantation owners defined the structure and boundaries of certain plantation spaces, enslaved people could manipulate, maintain, and control certain parts of those landscapes. The degree to which enslaved people could engage in reconfigurations of private places and spatial control of settlement spaces is reflected in the rigidity of the plantation landscape

THE EFFECTS OF A SPECIFICALLY DESIGNED ALZHEIMER'S WORKBOOK ON THE BURDEN OF CARE, PROBLEM-SOLVING ABILITIES, AND DEPRESSION LEVElS OF HOME CAREGIVERS OF PERSONS WITH ALZHEIMER'S DISEASE

Alzheimer's Disease (AD) is a chronic, long-term, debilitating, disease that currently affects millions of people worldwide. Most of the people afflicted with this disease are cared for in the home setting by family members and many do not have access to formal community education. Due to the erratic behavioral responses and steady declines in self-care abilities of persons with AD, caregivers face high degrees of physical and psychological stress. With limited options and choices, caregivers fall back on behaviors that do not preserve self-care behaviors in the person with AD, which adds to their stress. The AD workbook, designed by the author for this study, allows caregivers to plot the current abilities and future declines of the person they are caring for in the holistic mental, emotional, physical, social, and spiritual domains. This methodology provides the caregiver with choices that can be matched to individual needs and utilized as problem-solving modalities

An exploration of middle school teachers' essences of participation in service-learning activities

Title from PDF of title page, viewed on August 30, 2013Dissertation advisor: Loyce CaruthersVitaIncludes bibliographic references (pages 192-211)Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2013The purpose of this phenomenological study was to discover the essence of middle school service-learning teachers' experiences with service-learning. Service-learning is “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities” (Learn and Serve, 2012, para. 1). For over a century, service-learning has become more widespread in schools across the United States (National Service-Learning Clearinghouse, 2012; Rocheleau, 2004; United We Serve, 2012; Wilczenski & Commey, 2007; Youth Service America, 2011). While some empirical studies have been reported on pre-service teachers and students' experiences, this study seeks to examine the service-learning teachers' experience more closely. Phenomenology is a research paradigm in which the goal is to discover the essence of a particular experience for those who live it. For this study, a phenomenological research and analysis model defined by Moustakas (1994) was used as the methodological basis. Data for the study was generated from six in-depth interviews with middle school service-learning teachers in the Midwest. Interviews were transcribed and analyzed according to the steps outlined by Moustakas. Each of the participants also had the opportunity to provide a narrative account of their most memorable experience with service-learning. Data for the study was also generated from two observations; data was gathered while the service-learning teachers and their students participated in service-learning events. The narrative and observation data were analyzed according to the steps defined by Miles and Huberman (1994). These steps provided a useful structure to the phenomenological research method. From the interviews, two dominant themes provided meaning of the phenomenon of service-learning. From the narrative documents, two themes were present. The observations presented three common themes. Essences of the experience revealed through the data analysis process revealed fostering relationships as the copiously common dominant theme present in the phenomenological interviews, and narrative documents, and observations. The essence of fostering relationships was defined as students and teachers building relationships. The following meaning units were used to determine the essence: notations regarding the process of teachers and students getting to know each other on a deeper level, building relationships, forming close bonds, and making and sharing personal connections. Also notable, the essence of teacher support was prevalent in the interviews and observations, but not the narrative documents. The results of this study support the practice of service-learning in the middle school classroom. The findings revealed implications for two key groups; the first, educational leaders and administrators and secondly, service-learning teachers, classrooms, and the community. When implemented appropriately, service-learning can have the potential to provide a conduit for educators to address issues of social justice and cultural diversity awareness and to enhance student growth and responsibility.Introduction -- Review of literature -- Methodology -- Findings -- Conclusions -- Appendix: IRB informed consent for

Slow-Growing and Extended-Duration Seismicity Swarms: Reactivating Joints or Foliations in the Cahuilla Valley Pluton, Central Peninsular Ranges, Southern California

Three prolific earthquake swarms and numerous smaller ones have occurred since 1980 in the Mesozoic igneous plutonic rocks of the Perris block of the Peninsular Ranges, Southern California. The major swarms occurred in 1980–1981, 1983–1984, and 2016–2018, with the latest swarm still ongoing. These swarms have no clear mainshock, with the largest events of M_L 3.6, M_L 3.7, and M_w 4.4. Each successive swarm had larger cumulative seismic moment release with about 314 and 411 events of M ≥ 1.5, while the third swarm has produced about 451 events of M ≥ 1.5 (as of September 2018). The concurrent strike‐slip faulting occurred on north to northwest striking planes but with no orthogonal northeast trending seismicity alignments. These shallow swarms are probably driven by intrablock Pacific‐North America plate boundary stress loading of the two bounding major late Quaternary strike‐slip faults, the Elsinore and San Jacinto faults. The state of stress within the Cahuilla Valley pluton has a ~40° angle between the maximum principal stress and the average trend of the swarms, suggesting that migrating pore fluid pressures aid in the formation and growth of zones of weakness. These swarms, which last more than 600 days each, exhibit clear bilateral spatial migration for distances of up to ~7–8 km and reach their full length in about 20 months. The slow spatial‐temporal development of the swarms corresponds to a fluid diffusivity of 0.006 to 0.01 m2/s, consistent with very low permeability rocks as expected for this block. There is no geodetic or other evidence for a slow slip event driving the swarms

Seismic structures of the Calico fault zone inferred from local earthquake travel time modelling

Author Posting. © The Authors, 2011. This article is posted here by permission of John Wiley & Sons for personal use, not for redistribution. The definitive version was published in Geophysical Journal International 186 (2011): 760-770, doi:10.1111/j.1365-246X.2011.05055.x.We analysed high-frequency body waves of local earthquakes to image the damage zone of the Calico fault in the eastern California shear zone. We used generalized ray theory and finite difference methods to compute synthetic seismograms for a low-velocity fault zone (FZ) to model the direct and FZ-reflected P and S traveltimes of local earthquakes recorded by a temporary array across the fault. The low velocity zone boundaries were determined by apparent traveltime delays across the fault. The velocity contrast between the fault zone and host rock was constrained by the traveltime delays of P and S waves and differential traveltimes between the direct and FZ-reflected waves. The dip and depth extent of the low velocity zone were constrained by a systematic analysis of direct P traveltimes of events on both sides of the fault. We found that the Calico fault has a ∼1.3-km-wide low velocity zone in which the P- and S-wave velocity decreased 40 and 50 per cent, respectively, with respect to the host rock. The low velocity zone dips 70° northeast and extends 3 km in depth.This work is supported by the National Science Foundation under Grant No. EAR-0609969 and EAR-0838195

Depth Determination of the 2010 El Mayor‐Cucapah Earthquake Sequence (M≥4.0)

The 2010 M_W 7.2 El Mayor‐Cucapah earthquake ruptured a zone of ~120 km in length in northern Baja California. The geographic distribution of this earthquake sequence was well constrained by waveform relocation. The depth distribution, however, was poorly determined as it is near the edge of, or outside, the Southern California Seismic Network. Here we use two complementary methods to constrain the focal depths of moderate‐sized events (M ≥ 4.0) in this sequence. We first determine the absolute earthquake depth by modeling the regional depth phases at high frequencies (~1 Hz). We mainly focus on Pn and its depth phases pPn and sPn, which arrive early at regional distance and are less contaminated by crustal multiples. To facilitate depth phase identification and to improve signal‐to‐noise ratio, we take advantage of the dense Southern California Seismic Network and use array analysis to align and stack Pn waveforms. For events without clear depth phases, we further determine their relative depths with respect to those with known depths using differential travel times of the Pn, direct P, and direct S phases recorded for event pairs. Focal depths of 93 out of 122 M ≥ 4.0 events are tightly constrained with absolute uncertainty of about 1 km. Aftershocks are clustered in the depth range of 3–10 km, suggesting a relatively shallow seismogenic zone, consistent with high surface heat flow in this region. Most aftershocks are located outside or near the lower terminus of coseismic high‐slip patches of the main shock, which may be governed by residual strains, local stress concentration, or postseismic slip