Browsing by Subject "Indiana"

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Evaluating organic compound sorption to several materials to assess their potential as amendments to improve in-situ capping of contaminated sediments
(2011-05) Dunlap, Patrick John; Reible, Danny D.; Liljestrand, Howard
Contaminated sediments represent a common environmental problem because they can sequester large quantities of contaminants which can remain long after the source of pollution has been removed. From the sediment these hazardous compounds are released into the sediment porewater where it can partition into organisms in the sediment and bioaccumulate up the food web; leading to an ecological and human health concern. The objective of this work is to investigate an emerging option in contaminated sediment remediation; specifically an option for in-situ treatment known as active capping. Conventional capping uses clean sediment or sands to separate contaminated sediment from overlying water and biota. Active capping is the use of a sorptive amendment to such a cap to improve its effectiveness. This work focuses on granular materials as direct amendments to conventional caps including; granular activated carbon (GAC), iron/palladium amended GAC, alumina pillared clay, rice husk char, and organically modified clays. All materials were investigated in batch sorption tests of benzene, chlorobenzene, and naphthalene in DI water. Additionally porewaters from three sites were extruded and the concentrations of polycyclic aromatic hydrocarbons (PAHs) and polychlorinated biphenyls (PCBs) were measured. At Manistique Harbor and Ottawa River PCBs were identified as the primary contaminant of concern while PAHs were the contaminant of concern at the Grand Calumet River. At these sites a solvent extraction method was used to analyze the sediment concentrations of the contaminants of concern. From the former batch tests activated carbon and a commercially available organoclay were chosen for further investigation. This includes PAHs in batch sorption tests using extruded sediment porewater to investigate matrix effects, and PCB sorption in distilled water.
Letter to H.B. Stenzel from Don L. Frizzell on 1950-04-30
(1950-04-30) Frizzell, Don L.
Letter to H.B. Stenzel from H.J. Sawin on 1962-07-31
(1962-07-31) Sawin, H.J.
Letter to Walter C. Sweet from H.B. Stenzel on 1960-09-22
(1960-09-22) Stenzel, Henryk B.
Postsecondary Achievement of Deaf People in Indiana: 2017
(2017) Garberoglio, Carrie Lou; Cawthon, Stephanie; Sales, Adam
Romantic inheritance or realist repudiation : responses to Rousseauvian education in Eugénie Grandet and Indiana
(2010-12) Branch, Katy; Wettlaufer, Alexandra; Pagani, Karen
In this thesis, I will study two manifestations of the legacy of Jean-Jacques Rousseau’s educational and political theories between 1832 and 1833: George Sand’s Indiana (1832) and Honoré de Balzac’s Eugénie Grandet (1833). I will argue that both novels treat the difficulties that uneducated or domestically educated young women face when they first encounter the artificial relationships of society, and that both authors attribute their protagonists’ situation to the lack of connection between the ideology of their upbringing and that of society. Furthermore, I will view these texts within the context of Romanticism, which buoyed the influence of Rousseauvian thought in the early nineteenth century by declaring nature preferable to society, a critical tenet of Rousseau’s theories. Social and political changes, however, led to Romanticism’s decline as the nineteenth century progressed, and this waning influence, coupled with the rise of Realism, can be observed in Indiana and Eugénie Grandet. The first chapter of this work will discuss the ideas that Rousseau presents in Emile, ou de l’éducation (1762) and the Discours sur l’origine et les fondements de l’inégalité parmi les hommes (1754). Although women are painted as independent in the original state of Nature, Rousseau argues in Emile that they should be domesticated in society, and he outlines the male and female educations that he believes will best prepare men and women for their assigned gender roles in society. The two chapters that follow treat the interpretations of Rousseau’s theories that Sand and Balzac put forward in Indiana and Eugénie Grandet. Sand refutes the nineteenth-century discourse concerning women’s innate “irrationality,” attributing Indiana’s difficulties with love and social norms to the distance between her “natural” education on Ile Bourbon and the artificiality of French relationships, eventually rejecting the possibility that reformed education can purge society of its corruption. Balzac, meanwhile, traces Eugénie’s transition from naïve young woman to true adulthood, when she is versed in the relations of “intérêt” that govern those around her. Eugénie, raised to base her relationships on true affection, is eventually isolated by her education, but Balzac does not envision her possible escape from society.