Peng Xia, Kunjie Li, Fangui Zeng, Xiong Xiao, Jianliang Zhang, Jianhua Xiang and Beilei Sun
Pyrolysis for coal gas generation changes the composition, pore structure, permeability and adsorption capacity of coal. This work aims to discuss the utilization of coal…
Abstract
Purpose
Pyrolysis for coal gas generation changes the composition, pore structure, permeability and adsorption capacity of coal. This work aims to discuss the utilization of coal pyrolysis on enhancing coalbed methane (CBM) production in the Gujiao area, Shanxi province, China.
Design/methodology/approach
This research was conducted mainly by the methods of thermogravimetry mass spectrometry (TG-MS) analysis, liquid nitrogen adsorption experiment and methane isothermal adsorption measurement.
Findings
The results can be concluded as that 400-700°C is the main temperature range for generating CH4. Pore volume and specific surface area increase with increasing temperature; however, the proportion of micro pore, transition pore and macro pore has no difference. The optimum temperature for enhancing CBM production should be letter than 600°C because the sedimentation of tar and other products will occupy some pores and fissures after 600°C.
Originality/value
Here in, to accurately recognize the suitable maximum temperature for heating development, a method enhancing CBM production, TG-MS, was adopted to analyze the products and the weight loss of coals with different ranks in the Gujiao area at temperature of 30-1,100°C. And then the pore structure, porosity, permeability, methane adsorption capacity and thermal maturity of coals during pyrolysis were investigated with increased temperature from 30°C to 750°C. On these bases, the favorable condition for enhancing CBM production and the thermal evolution of coal were recognized.
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The COVID-19 pandemic has had a significant impact on higher education institutions globally, together with the wellbeing, social life, and study experiences of students…
Abstract
The COVID-19 pandemic has had a significant impact on higher education institutions globally, together with the wellbeing, social life, and study experiences of students (Goldstone & Zhang, 2022; Hordosy & McLean, 2022; Maslimova et al., 2022), and academic staff (Gilbertson, 2020; LUSA, 2020). This chapter describes a review of the Masters program in Educational Leadership and Management at the Faculty of Education, University of Malta. While acknowledging the need to better understand the impact of the pandemic – personally and professionally – the focus was to develop a program that helped staff and mature students develop, through a different learning and lived experience, by cultivating the values that are central to the program, namely community, agency, sharing, collaboration, collegiality, voice, reflection, and inquiry. Ultimately, the scope of this chapter is to highlight how the pandemic has helped to renew the graduate program in a way that forged the wellbeing of the academic staff, the leaders of the various educational institutions, and students.
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Nancy Bouranta and Evangelos Psomas
Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices…
Abstract
Purpose
Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.
Design/methodology/approach
A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data.
Findings
The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education.
Originality/value
Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.