Sulfate Mineral Paragenesis in Pennsylvanian Rocks and The Occurrence of Slavikite in Nebraska

The acid weathering of pyrite-bearing Pennsylvanian clastic sedimentary rocks in southeastern Nebraska locally produces the secondary sulfate minerals alunogen, copiapite, epsomite, felsobanyaite/basaluminite, gypsum, halotrichite, jarosite, rozenite, and slavikite. Of these mineral occurrences, four are first-time discoveries in the state or the surrounding region. Slavikite (NaMg2Fe5 (S04)7 (OH) 6• 33H20), which has been reported only once before in North America and from a handful of sites in Europe and South America, was found in abundance at an outcrop at Brownville, NE. The pH values in 1:1 solutions of deionized water of the studied minerals, excluding epsomite, range from 1.94 to 4.82. Therefore, segregations of secondary minerals in themselves are significant microenvironmental reservoirs of acid that can be mobilized during precipitation events. Because of its role in liberating and concentrating ions such as Al3+, Fe2+, Fe3+, Mg3+, and SO42-, acid rock weathering should be considered in local to regional assessments of surface-water and groundwater chemistry. Observations also suggest that rock weathering by the growth of sulfate salts is a potential factor in local hillslope development, one that has not previously been considered in the study area.

An Analytical Model for Virtual Topology Reconfiguration in Optical Networks and A Case Study

An analytical model for Virtual Topology Reconfiguration (VTR) in optical networks is developed. It aims at the optical networks with a circuit-based data plane and an IPlike control plane. By identifying and analyzing the important factors impacting the network performance due to VTR operations on both planes, we can compare the benefits and penalties of different VTR algorithms and policies. The best VTR scenario can be adaptively chosen from a set of such algorithms and policies according to the real-time network situations. For this purpose, a cost model integrating all these factors is created to provide a comparison criterion independent of any specific VTR algorithm and policy. A case study based on simulation experiments is conducted to illustrate the application of our models.

Traces, Patterns, Texture: In Search of Aesthetic Teaching/Learning Encounters

This inquiry reveals the crucial guidance of teachers toward surveying the capacity and needs of students, the formation of ideas, acting upon ideas, fostering connections, seeing potential, making judgments, and arranging conditions. Each aesthetic trace causes me to wonder how teachers learn to create experiences that foster student participation in the world aesthetically. The following considerations surface: • Given the emphasis in schools on outcomes and results, how do we encourage teachers to focus on acts of mind instead of end products in their work with students? • Given the orientations toward technical rationality, to fixed sequence, how do we help teachers experience fluid, purposeful learning adventures with students in which the imagi¬nation is given room to play? • Given the tendency to conceive of planning in teaching as the deciding of everything in advance, how do we help teachers and students become attuned to making good judgments derived from within learning experiences? • How do we help teachers build dialogical multivoiced conversations instead of monolithic curriculum? • What do we do to recover the pleasure dwelling in subject matter? How do we get teachers and students to engage thoughtfully in meaningful learning as opposed to covering curriculum7 • A capacity to attend sensitively, to perceive the complexity of relationships coming together in any teaching/learning experience seems critical. How do we help teachers and students attend to the unity of a learning experience and the play of meanings that arises from such undergoing and doing? The traces, patterns, and texture evidenced locate tremendous hope and wondrous possibilities alive within aesthetic teaching/learning encounters. It is such aliveness I encountered in the grade 4 art classroom that opened this account and continues to compel my attention. Possibilities for teaching, learning, and teacher education emerge. I am convinced they are most worthy of continued pursuit.

African American and Teaching in Higher Education IS a Course on Race and Culture

Using theoretical applications, the authors present an overview of theories that highlight approaches for teaching culturally sensitive content, personal experiences as educator and colleague in a predominantly white college campus and strategies for addressing culturally insensitive experiences in and outside the classroom. Presenters focus on the recruitment and retention of people of color and stress the need for today's predominantly white institutions to become more knowledgeable, tolerant and sensitive about their environments in an effort to make them more accepting.